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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Project Instructions
Carbon Footprint @ Home
Summary
Since 2009, Encinitas Union School District has made many changes to improve sustainability at every school, including:
* Using clean energy through solar and daylighting (solar tubes)
* Reducing paper towel waste with the use of hand dryers in the restrooms
* Diverting up to 80% of lunchtime waste by recycling and composting
* Reducing toxic chemical cleaners with the use of chemical-free cleaning
* Reducing plastic water bottle use by using hydration stations
* Reducing air pollution by promoting walking/biking to school and creating idle-free zones in the school driveways
* Reducing stormwater runoff and conserving water through rainwater collection
* Promoting nutrition and an appreciation for nature and life science through outdoor education in the school gardens
We do a lot of things at school to help improve the environment. What environmentally friendly things do we do at home? The activity below will help you understand that different activities impact the environment in different ways by measuring the size of your carbon footprint (explained below).
What is a carbon footprint and why do we measure it?
Your carbon footprint is the amount of carbon dioxide released into the atmosphere as a result of your daily actions. These actions include, among others, the food you eat, the clothes you wear, how you travel, and how much electricity you use. Over time, human activities have resulted in an increase of carbon dioxide in the atmosphere, which traps heat from the sun and is the lead cause of global warming.
However, by making thoughtful choices, you can lower the amount of carbon dioxide released into the air and reduce your carbon footprint.
Project Instructions
Activity
1. Print out the Carbon Footprint Sheet on the following page.
2. Look around your house for a big jar of coins with nickels, dimes, and quarters (you can use pennies too if you don't have enough of the other coins). You will use the coins to make a "green" pile for all of your eco-friendly actions, and a "black" pile for your carbon-emitting actions.
3. Read each action and if you do the action, put the corresponding coin value in either the green pile or the black pile. For example, if you compost food scraps, put a dime in the green pile. If you don't, no coins are added to either pile.
4. Add up the total value for each pile.
5. Which pile is higher? What things could you do to make your green pile bigger than your black pile? How small can you make your black pile?
6. On the back of the paper list other actions that most people do and try to assign a point total. Do you think the action is worth 20 points? Or just 5?
Still Curious?
* Do a lab that demonstrates how greenhouse gases warm the atmosphere. Greenhouse gas lab video: https://www.youtube.com/watch?v=kwtt51gvaJQ
Project Instructions
What's Your Carbon Footprint?
| Green Actions (Pollution Offsets) | Points | Black Actions (Emit Carbon) | Points |
|---|---|---|---|
| I compost my food scraps. | 10 | I pack my lunch using ziplock baggies. | 15 |
| We bring reusable bags to the store | 10 | I leave the lights on when I exit a room | 10 |
| I turn off the water when I brush my teeth | 10 | I throw away ALL my lunch waste in the trash | 10 |
| I use a refillable water bottle | 25 | We use paper towels | 10 |
| I do not use a straw at the restaurant | 10 | I get a ride to school | 25 |
| I use a reusable container for my lunch | 10 | We eat meat | 15 |
| I keep the lights off during the day | 10 | We take an airplane on vacations | 25 |
| I recycle my lunch waste in the SCRAP cart at school | 10 | We use plastic bags at the grocery store | 20 |
| We collect water after it rains and use it in our garden | 5 | I let the water run when I brush my teeth | 10 |
| We use cloth napkins | 10 | I always use a plastic straw | 10 |
| We grow vegetables in our garden | 10 | We buy water in plastic bottles | 20 | | <urn:uuid:a5ff198a-a806-41dd-8441-25e6d8fbbe49> | CC-MAIN-2025-05 | https://www.bckprograms.com/uploads/6/5/2/8/65283781/carbon_footprint__home__1_.pdf | 2025-01-15T03:22:56+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00185.warc.gz | 711,020,985 | 927 | eng_Latn | eng_Latn | 0.997722 | eng_Latn | 0.997796 | [
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
1737,
2864,
3971
] | [
4.375
] | 1 | 0 |
COURSE OVERVIEW
Self Awareness
I T E M # W 1 3 7
COURSE DESCRIPTION
The objective of this course is to present to teens a different way of thinking, allowing them to reach their true potential by overcoming erroneous subconscious beliefs about themselves.
This cognitive restructuring course focuses on bright possibil ities. It can help teens discover avenues of positive thinking of which they may have been unaware. It speaks to them in a different language, one they can use for a lifetime. It helps them empower themselves and become productive citizens. If students never change their thinking, they can never change their behavior.
LEARNING OBJECTIVES & SKILL DEVELOPMENT
* Empathy
* Self-awareness
* Positive relationship building
* Decision-making skills
RECOMMENDED USES
* Group—To be completed in a group setting with a facilitator
* Self-Directed—Student does most of the course work independently with a peer or mentor
* Hybrid—A combination of self-directed learning and group instruction
CRIMINOGENIC NEEDS MET
2. Antisocial companions
1. Antisocial cognitions
3. Antisocial personalities
4. Family relationships
COURSE INFORMATION
Course Format: eLearning and Printed Workbook
Available in workbook
Available in eLearning
COURSE CONTENT
UNIT 1: BRIGHT POSSIBILITIES
There are no dead-ends, just opportunities.
UNIT 2: THOUGHTS = CONSEQUENCES Change your thoughts, change your life.
UNIT 3: GROWTH VS DECAY
It is your choice!
UNIT 4: FINDING SUCCESS
Success comes when we think more of others.
UNIT 5: AVOIDING ANGER
Anger is a secondary emotion that can be controlled.
UNIT 6: SKILLS FOR LIFE
Social skills can raise you up or put you down.
UNIT 7: MANAGING LIFE
Be grateful for what you have and quit complaining.
PURCHASE OPTIONS
1. License to reprint
3. Customized eLearning platform
2. Individual courses
4. Parent enrollment
5. School referral
LEARNING ACTIVITIES
* Self-assessments
* Application and skill building
* Scenario-based learning
* Self-reflection
* Role playing
Scientific Model:
Cognitive Restructuring eLearning Length:
650 Slides
Author and Publisher: ACCI Lifeskills
Item Number: W 137
Workbook Pages: 48
Course Length: ~8 hours
* Discussion with coach
* Focused journaling
CORRECTIONSLIFESKILLS.COM firstname.lastname@example.org (800) 316-0246
40 | <urn:uuid:024873ed-5e16-4359-89eb-6bb298163d82> | CC-MAIN-2025-05 | https://lifeskillslink.com/files/library/docs/self-awareness-course-overview.pdf | 2025-01-15T03:10:30+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00186.warc.gz | 369,663,749 | 573 | eng_Latn | eng_Latn | 0.969836 | eng_Latn | 0.969836 | [
"eng_Latn"
] | false | docling | [
2341
] | [
2.03125
] | 1 | 0 |
Dear Srivi
My name is Shuhua Dai, from Beijing, China. I am a columnist and a writer. I happened to see your illustrations on Internet and fell in love with them in the first glance. I'm really eager to talk to you and make more Chinese readers know you and your fantastic works.
I have a column called "Shuhua's World" on Chinese monthly magazine Fellow Traveler, which was founded in 2008 and focuses on international culture and global communication. Our magazine is distributed on China's nationwide high speed railway and has 250,000 monthly circulation. About 8,500,000 railway passengers read it each month. In my column, I do interview with interesting people around the world to present diverse lifestyles. The interviews I made in 2012 have been collected and published as a popular E-book "The Character of America" on the biggest E-book website Douban in China. Here is the link: http://read.douban.com/ebook/323158/.
Right now I'm preparing a new series of interviews with international illustrators. The title of this series is "The Forest of Illustrations". These interviews will be published on both magazine and E-book.
So far I have interviewed 13 artists around the world, including Holly Clifton Brown, Josh Agle, Yaeko Abe, Guy Robinson, Kelly Rae, Colobockle, Marco Marella, Katepugsley, Adolie Day, Kirsen Ulve, and so on. I appreciate if you have time and interest to share your ideas and art. Please see the attached is a copy of my column in which I interviewed British illustrator Holly Clifton Brown.
The following is the list of interview questions:
1) Could you take some time to tell us a bit about yourself, like where you are from and where you are living?
I am Srivi Kalyan, short for SriSrividhiya Kalyanasundaram. I live in Chennai, India. Our family has lived across a few cities in India, but I have spent most of my time in Chennai. I have spent a year in the US and travelled to other countries as well. I am 32 years old and enjoy working with children, teaching, creating art, reading, travelling, writing and thinking about various things. I run my own company called FOONIFERSE (www.fooniferse.com). Through it, I am building a space/ movement that will look at the wholesome nature of arts in education, life, and society.
2) You have some amazing illustrations, have you studied at all? If so where and what did you study?
Thanks for your heartfelt comments about my work. I have always enjoyed drawing and my parents have encouraged me to follow my heart. My mother was my first guide and I was encouraged to explore and paint on my own from when I was 2 years old. My art teachers in school also encouraged me to explore my ideas about art independently and did not interfere with my style or teach me any formal methods to work. So, I spent my early years discovering art from within, exploring media, learning about myself and what I enjoyed expressing through art. I did my bachelors in History of Fine Arts, Drawing and Painting(2001) and Masters in Fine Arts with a specialization in Graphic Design(2004)from Stella Maris College in Chennai. These five years of study gave me a solid ground in History of Art, painting and design. I was able to refine my ideas further and find a direction for future work. I then went on to study Masters in Arts Education at Harvard Graduate School of Education, Cambridge, USA. (2007). This program created an opportunity for me to interact with artists from different disciplines- visual arts, theatre, music, dance and art education helping me build my ideas and work in the field of art education, media education, and development of educational media.
3) When and how did you decide to be an illustrator?
As a child, I always enjoyed reading books and also the many wonderful illustrations that were part of these books. As I grew up, I continued to love children's books and books with different kinds of illustrations. I started working on writing and illustrating my own books in school days and then expanded the ideas during my college years. I got a lucky break when my mentor Mr.A.V. Ilango introduced me to Delhi(India) based publishers, Katha in 2004. My first illustrated work "Hanuman's Adventures in the
Netherland" got published in 2005. Since then I have illustrated, co-authored and designed close to 40 books for different organizations.
4) Along the way of achieving your dream, what decisions you made deeply influenced your future career when you look back?
One of the biggest decisions was to study art formally after high school. My family has faced several years of economic hardship and it was a difficult decision to make since survival in the arts is always tough. However, my family is supportive of my passion and what I am able to do now is deeply influenced by that critical decision I made when I was 17. For my undergraduate project, I chose to work on writing and illustrating children's books and creating ideas for products for children. I also built an idea for a company that would bring together arts, thinking and social work. This also helped me streamline my ideas further and has had a big impact on all the work and directions I have taken since then. But the biggest decision that keeps me going is an almost childlike yet very strong commitment I made to work in the arts. I hold myself to that commitment through the tough and good periods, taking each step forward slowly.
5) Does being an illustrator accord with your initial expectation?
I thoroughly enjoy illustration and it is a rewarding experience to create art that resonates with a story/ song. Through illustration I find it possible to travel very far into the story, the minds and spirits of different characters and discover much about the immensity of life through these journeys. Also, I predominantly work with children's book illustrations and enjoy working with children to learn from them and understand them. This exchange of emotions, knowledge and sharing of children's worlds help me work in a more holistic sense. I enjoy feeling the world through children's eyes as an illustrator. It also helps me keep my inner child alive with all her wonder and simplicity in this complex world.
However, I feel that as a field, illustration is a tough place to be in, especially in India. It is still evolving as a field here, and often due to time crunches and deadlines, we don't get enough time to create. Also, sometimes it is very difficult to work with the publisher creating something that both of us agree on. Since people often see illustration as commercial art, the freedom of creating a work of art that resonates with your personal vision is not easily accepted. I find that very stifling sometimes. It is not possible to make a living only through illustration. Also, since there are many illustrators and it is as competitive as any other field, making a mark as an illustrator is also tough. Further, in India there are no organizations that bring illustrators together to help them discuss, share or exchange best practices. I often feel the lack of this kind of communication.
Sometimes I have had good relationships with publishers/clients and in such situations the work has been very rewarding. Some very good illustrators in India have also become my friends and been very supportive over the years.
6) Did you ever have difficult times in your career? How did you overcome it?
A career in the arts is always difficult and it is a constant struggle to make ends meet. Some years are good, some are bad. Mostly they are a mix of bad projects, good projects, less income, difficult clients, and good ones. I think it is a constant learning process to figure out how best to handle the situation. Sometimes I feel depressed and spend time with good friends, re-think what I want to do, how differently I can perceive the situation and move on from the tougher times. Other times, I just take it in my stride and move on. There isn't always time to brood over the worst. I innately believe life is beautiful and special and hence, just spend time watching a flower or a tree, a beautiful evening sky and regain my spirit.
7) Do you have big project on hands now, or do you have a big plan?
Building up 'Fooniferse' as an international arts and cultural organization is one of my dreams for now. I am working slowly on it. In the midst of sustaining myself and evolving projects that are meaningful, sincere and have depth and quality, it feels like a slow and long journey. I am enjoying myself at the moment wondering, dreaming, planning and creating small projects towards my larger goals. You can visit
www.fooniferse.com to get a better understanding of the depth and scale of the project. As an entrepreneur, I am learning a lot of different things from planning and accounting to marketing and management. It is a new experience and as difficult as it is fulfilling.
8) Since most artists I've interviewed are from western countries. Your illustrations look very different and unique. They keep reminding me of eastern culture. How do you define or describe your art style?
My work has a strong influence of Asian art. I deeply enjoy studying about many forms of Indian folk and classical art and the life on the streets. I have a strong influence of other Asian art forms that include Chinese, Japanese, Russian and Persian. I also have a more western design sensibility. So much of my work is an amalgamation of many styles that inspire me.
As a researcher, I spent much time exploring the eastern philosophies and their approach to art during my Masters program in India. Hence, my approach to work is Asian/ eastern in many ways. I see art as a form of meditation and building deep inner compassion and silence. Much of the self-reflection I do is a means to create art that has an inner sense of peace and joy.
I trained in Bharatanatyam, a classical dance form for over 15 years. Much of my art is therefore distinctly influenced by the sense of movement, rhythm and emotional expression that comes from dance and in turn music. I find the arts are interdependent and each form enriches the other. This belief comes across in my work, finding various visual forms giving it a distinct identity. To describe it, I would say it is contemporary. At the core of my work is the conversation between the bold and the subtle; the form and the formless, existence and non-existence. How they interact, challenge and respond to each other defines the tension, fluidity and composition in my work.
9) What are some visual influences that make their way into your work?
My visual influences are very varied and depending on the project I work with different forms, colours and visual sensibilities inspired by many things: Chola bronzes from India, Buddhist art, various kinds of folk art forms like Madhubani, Gond, Warli, Patachitra, Bastar bronzes, Channapatna toys from across India; Some comic art books, works of impressionist artists from the West, traditional forms of architecture, intricate design styles from a lot of Persian art, zen gardens.
Mostly, I am drawn towards visuals that capture the deep silence of the universe, while representing the joy and celebration of life. Observing and learning from Nature in her myriad forms is my strongest influence though.
Speaking particularly of the Chinese influence in my work, I love Chinese brush painting and mostly work with the Chinese bamboo brushes for my watercolours. Though I have never formally learnt it, I am often inspired by it. I still have copies of some Chinese children's books that I have loved much over the years and continue to seek inspiration from.
- Three sweaters – Text by Wang Sen, Paintings by Ho Yen-jung Foreign Languages press, Peking 1975
- Chaoshutun and Nannona – Adapted by Ah Hsiu from a folk narrative poem of the Tai people, Illustrated by Cheng Shih-fa, Foreign languages Press, Peking, 1961
- Dotting the eyes on a painted dragon – Text by Cang Yangqing, Illustrations by Lu Fusheng, Zhaohua publishing House, Beijing, 1984
- Who's lost a Handkerchief?, Text by Shanghai Education Bureau, Drawn by Wen Quanyuan, Foreign languages press, Beijing
10) How long does a picture usually take you from design to finish? What are the steps?
I work with various styles and depending on the style the time taken to complete it varies. I have done books with 24 illustrations in less than 15 days also and over a period of 6 months also. I do enjoy working fast and most often when a work is commissioned, I usually need to work within a very short timeline that usually ranges between a week to 4 months including feedback and changes from the publishers/ clients. However, more recently, I choose to work slowly, working on a few illustrations for months in a very intricate style and exhibit these work independently. (Kabir)
11) Could you share your mental approach to developing concepts for your Illustrations?
Depending on the story that I am working with, my approach to illustrations change. Usually, I spend time reading the story, trying to get a feel for it, connect to the emotions that the author is trying to bring out. I do initial sketches to get a sense of form/ colour. Post this, I go about researching into the time-period of the story, look at the mythological, cultural, artistic, nature related contexts and look through many different visuals. Then I start sketching, building up a style that matches with the mood of the story. When I am working with a publisher, at this stage, there is a discussion on the art, and we agree on a set of changes and I re-work on the illustrations. Based on the stylistic decisions taken with the publisher, I create my final set of works. Sometimes, I also design the final version of the book.
12) Could you give a list of your favorite works you ever made? And could you tell us a bit about these works, like where do you get the inspirations, and what do you want to express in each picture?
It would be quite tough to choose my favorites from my work. Here are a few that I really enjoyed creating.
1. Hanuman's adventures in the nether world (Katha Publishers, New Delhi) – I was asked to create the Monkey GodHanuman in a style that would be very different from all the existing ways in which he has been expressed. I wanted to create someone very simple like a child's drawing, made out of simple shapes. I enjoyed creating many illustrations in this book. One of my favourite ones is that of Hanuman flying.
2. Sky Queen (Katha Publishers, New Delhi) – Rising from the ocean – a moment of inspiration that came from connecting to the depth of sorrow and compassion that moves a being like the Sky Queen to arise out of the earth. The forms were inspired by the musical instruments from North East India.
3. NCERT math textbook – 2times table/ King and the Horses problem- NCERT, New Delhi, India. This was a fun exercise, I felt like I was learning math all over again by recreating it visually. I experimented with several folk art styles from India to create different visual experiences for each chapter. The vision of the Math text books was to introduce Math through stories, art and everyday life. It was my first foray into educational design and I have since then enjoyed creating several educational products that bring art and learning together in different ways.
4. Parthiban's dreams – Lady and the moon, Battle Scene, Katha Publishers, New Delhi, India – Young love, romantic and beautiful, I enjoyed creating this moment of waiting and yearning. Inspired by the sculptures of Mahabalipuram, 7 th century Pallava style, it was challenging to break away from traditional forms, while staying true to their spirit.
5. Kabir poetry collection art work(personal) Kabir is a fifteenth century mystic poet. I have been working on illustrating some of his poetry for the last couple of years. The intricate patterns coupled with bold folk-like forms take me a long time to create. But I enjoy the detailing and it helps me relax and meditate.
6. Foolish red monkey, Pages for Ages, Chennai – a traditional folk tale re-interpreted with vibrant forms and colours. I was just delighted with the idea of creating several funny episodes with a little red monkey.
7. Scribble world – Girl drawing cloud/ airplane, Sesame Workshop India – One of my favourite educational design products. A little girl explores the ends of imagination and her emotions through scribbles.
8. Chowkor Raja – Raja and the mirror, Sesame Workshop India, a fun story about a King who loves square shapes, the entire book was illustrated using square patterns created digitally. While the story reinforces the idea of geometric shapes, it also guides children to think about the relevance of each shape and how it affects the design of many things around us.
9. No cualquier dia, Mother and child, Ediciones Castillo, Mexico. A poignant and hopeful story of a child with leprosy, this particular scene where a mother and child are begging and someone hands over a slice of pizza to them was very moving and touched me very deeply.
10. Journey of a Coin, Sesame Workshop India, A storybook that teaches the relevance of money through a small ten rupee coin that travels across India, this scene depicts a puppeteer selling his puppets and spices to a lady tourist. Each spread in the book explored a state of India and I enjoyed the research it involved as well as creating a feeling of each state and the many things that make it special.
13) Being a full time illustrator you draw a lot and with that comes tools, what does your workstation consist of?
As mentioned before, I am not a full time illustrator and do several other things. However, illustrations do take a lot of my time. I work with different media. I enjoy working with my hand most of the time. I work a lot with water colors, inks and color pencils. Oil pastels and acrylics are other media that I enjoy. Black micro tip pens/pigment liners, a range of pencils, multi-colored pencils and a wide range of brush sizes from those used for Indian miniature paintings to the beautiful bamboo brushes used in Chinese painting are other media that fill my work space.
I also have a workstation with my scanner and computer and use them primarily for designing and putting together a book, sometimes for editing or building further layers on a painted work. As a designer, I do work a lot on the computer as well.
14) Could you describe your typical day?
No one day looks like the other. Since I run my own company, I work across different things and tackle whatever new stuff comes every day. Some days I spend a lot of time working on the computer, designing, writing or reading things on the internet. Some days I am working with children and teaching them. Some days I paint and read, listen to music. Other days, I spend time writing stories, reflecting on my experiences, and putting my thoughts together. Also, I have come to understand that the way we see day and night as the standard frame of time doesn't always work. Time is cyclic, permeable and illusory. So often a thought that began 6 or 7 months ago, comes into full fruition on a particular day. And I realize that through the entire time frame, I have been working on it consciously or unconsciously building several aspects of it, till it becomes a work of art. I enjoy thinking that some days I am on Jupiter and one of my days there is in itself many years on earth. It is kind of a fun play with time that helps me explore many different things and understand myself better.
15) What are your hobbies? What do you do in your spare time?
I enjoy walking, spending time in nature, travelling to natural places away from the city life, listening to music and reading. A lot of times the art I create for myself also becomes a hobby. Often I get frustrated doing commissioned work that ensures survival, but does not have the freedom of exploring the kind of art one wants with depth and intensity. So just creating for myself is also one of the things I enjoy doing in my spare time.
Thanks for taking the time to be interviewed, any last tips for up and coming illustrators?
Stay true to your heart if you want to create life in your work. As the story 'Dotting the Eyes on a Painted dragon' recounts Zhang Zengyao's story, when he paints the eyes of the dragons, they are brought to life and fly into the heavens. Keep learning. Keep practicing, experimenting and exploring. Money is important; making a living is important but let their pursuit not be at the cost of your soul and the gift that you carry through your being. Reflect on yourself and on life discovering your inner goodness, silence and beauty. Then infuse your art with both passion and strength and the very breath of life.
My personal work can be viewed on my website www.sriviliveshere.com https://www.facebook.com/Sriviliveshere,
Srivi Kalyan | <urn:uuid:36dec455-97cd-402b-973c-3864b4095b4c> | CC-MAIN-2025-05 | https://www.sriviliveshere.com/uploads/1/9/6/2/19626401/shuhua_dai__interview_srivi_kalyan2013.pdf | 2025-01-15T01:58:24+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00187.warc.gz | 1,060,937,333 | 4,425 | eng_Latn | eng_Latn | 0.998678 | eng_Latn | 0.998958 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4222,
8651,
12880,
14828,
15752,
16292,
17136,
20129,
20965
] | [
1.5625,
2.65625
] | 1 | 0 |
The Star Method: Will They Do It?
David Miller, Andrew Hesler and Stephen Krashen
Then it occurred to me: Maybe the only authority on 'good books' for kids is a kid. Should we (educators) stand aside and let children recommend books to each other?"
(Adriance 2010).
A number of studies have confirmed the impact of peer culture when it comes to recommending books for pleasure reading (Rinehart, Gerlach, Wisell, and Walker, 1998; Hopper, 2003; Howard, 2008; Mansor, Ransul, Rauf and Koh 2013; Jones, 2015; Scholastic, 2017). In fact, some of the following studies include empirical data:
- Jones (2015), states that 60 per cent of 76 middle-school English readers in Singapore identified friends as the main source of book recommendations.
- According to Howard (2008), 40 per cent of "avid" and "occasional" readers were "social readers", who relied a great deal on friends for reading recommendations.
- As per the Scholastic survey of 2017 (Scholastic, 2017), over 1000 young readers in the United States between the ages 6 to 17 were asked to answer the following question: "From which of the following do you get the best ideas about books to read from?" Options included parents, siblings, librarians, book fairs, stores and websites, and friends. The option "Friends" was a popular choice among all ages, and at just under 20 per cent, it was also the most frequently chosen option in the age group of 12-14 years.
However, in a questionnaire given by Hopper (2005), to 11 to 14 year olds in the UK, only 4
per cent (17 out of 437) mentioned word of mouth by peers, when asked what made them choose the book they were reading at the time. Nevertheless, as indicated above, young readers respect the recommendations made by their peers.
A possible objection to encouraging peer input for book selection is the concern that children will only recommend low quality reading material to each other, such as comic books and series books. However, research on first language acquirers strongly suggests that these objections are unwarranted. Krashen and Ujiie (2005) assert that: (1) Light reading promotes literacy in general, (2) Light reading leads to heavier reading, i.e. it serves as a conduit for heavier reading and (3) Young readers have little interest in books that adults think of as "quality" literature.
Even if peer recommended reading were problematic, critics will be relieved to learn that as readers make progress, their interest in reading expands, and they gradually choose more and more challenging reading matter (LaBrant, 1958; Schoonover, 1938; Krashen, Lee and Lao, 2017).
High school librarian Laduska Adriance (2010), proposed a unique way of encouraging peer recommendation—the "Star Method". Students were asked to draw a star or place a star-shaped sticker on the inside corner of the library books they liked. The idea was that with time, popular books would accumulate stars. Adriance further
recommended that a special display of "starred" books be created in a place that was easily visible to the students entering the library. She reported great interest in this display among her students. This increased the visibility of popular books—not books recommended by Goodreads, or prize-winning books, or books recommended by teachers or librarians, but books that fellow students had enjoyed.
Given the challenge and the importance of supporting the diverse preferences of middle school readers, we wanted to explore a way to highlight the importance of an informal culture of peer recommendation. This is the first of several reports.
In this paper we will focus on the initial reactions of 5th and 6th grade students to the Star Method. We will also report their reaction to the book displays of the starred books, and lastly the impact of this method on their literacy development.
We intend to report our results step by step, as we feel that this method has tremendous potential, is easily implementable and is zero cost.
Method
We implemented the Star Method in a South Korean elementary school in Seoul, for students of English as a foreign language who had had several years of exposure to English in school. The librarian introduced students in grades 5 and 6 to this concept during English library time across two sessions held one week apart to familiarize students with the process.
* In the first session, the Star Method was explained to students.
ο Students were given fifteen minutes to explore the library and locate a book they had read and enjoyed and would recommend to other students. The librarian specifically suggested that
students seek out old books they had enjoyed in previous years at school.
ο They were given a sticker and asked to place it on the inside front cover of the book. It was made clear to the students that "starring" a book was optional, and that all placement of stars was anonymous.
* In the second session (a week later), students were reminded of the guidelines of the Star Method.
ο The librarian showed the students where they could find the stickers. The stickers had been placed in plastic containers next to the book return box and inside the library in areas that receive the most student traffic, where students often sit and read.
ο Students were reminded that they should only "star" books they really enjoyed reading, books they had finished, and would recommend to peers.
Two faculty observers unobtrusively watched the students do the activity and noted their reactions.
Results
Over two weeks, a total of six classes in grades 5 and 6 (78 fifth graders and 62 sixth graders) were introduced to the Star Method. In the first session, every student was given one star to ensure that each student was given at least one opportunity to "star" a book they loved; more stars were also made available to them. We emphasized once again to the students that it was not compulsory to "star" a book. A total of 202 stars were given out to the students over two weeks. From our observations, we know that many of the stickers ended up in the books. In fact, across all fifth and sixth grade classes, we only confirmed one unused star after classes
ended. According to our observations, nearly every student put at least one star into a book.
During the two weeks, we noticed signs of immediate engagement with the Star Method. In the first fifteen minutes of the first session itself, when students were instructed to think about the titles they had enjoyed and would recommend to a friend, one sixth grader approached our librarian to ask for more stickers.
They gravitated toward these books, and commented about the number of stars within the book. One group of fifth graders dived into the Pokémon comics, surprised by how most of the issues had accumulated 8-10 stars within just two or three days of the introduction of the star method. In fact, this appeared to be the case throughout the week across the entire comic book section, with many comics getting ten or more stickers.
We also noticed a recurring habit for students to search for favorite books in groups of two or three. They would hunt these books in groups, put stickers in them and then pass them to their peers. This was a powerful indicator that stickers support and perhaps even promote social reading.
Students also sought out specific titles to place their stars. One fifth grader went looking for a friend of hers who was reading a book she had recommended. She promptly placed a star on the inside cover of the book. Another sixth grader approached the librarian to ask about A View from Saturday. She was disappointed when she was informed that it had been checked out, as she was unable to "star" the book. Towards the end of the library class, a couple of excited sixth graders asked the librarian for more stickers, hoping to mark a few more titles they had enjoyed.
Throughout the two weeks, across both fifth and sixth grades, there were always a number of students who required some clarification on the process. At one point, we saw two or three students in each class pick up interesting books, put stars on the inside cover, and then proceed to read the books. This suggests that at least a few students may have placed stars in books they thought would be interesting without reading them; they had not quite understood the directions. Fortunately, the librarian and teacher were readily available to clarify that they should stick the stickers only in books that they had read and enjoyed. However, very few students (less than 10 per cent of students in each class) needed this clarification.
In the second week, students came to the library with various questions and concerns. One fifth grader asked whether he could stick the stickers into books for which he had seen the movie adaptation. This prompted a productive studentled discussion on the which types of books were appropriate to put stickers in. Students came to their own conclusions: it was important to have read a book fully before "starring" it.
As in the previous week, students began their free reading time by scouring the library for starred books and books they wished to read. We heard a number of discussions around the huge number of stars already placed in books. Another fifth grader noted excitedly that there were fifteen stickers in Diary of a Wimpy Kid, and then promptly sat down to read the book.
Our next step will be, as suggested by Adriance, to set up a book display in the middle of the library to highlight the books that have received a large number of stars and observe how the students react to them. We intend to follow this with another suggestion from Adriance, that of keeping track of how many "starred" books are taken out of the library.
References
Adriance, L. (2010). Seeing stars: How I ignored my inner librarian and got kids excited about books again! School Library Journal, 56 (7), 26-27.
Hopper, R. (2005). What are teenagers reading? Adolescent fiction and reading choices. Literacy Discussion,39 (3), 113-120.
Howard, V. (2008). Peer group influences on avid teen readers. New Review of Children's Literature and Librarianship, 14(2), 103-119.
Jones, S. (2015). Children reading series books: Ways in peer culture and reading development. Changing English,22(3), 307-325.
Krashen, S., Lee, S. Y., & Lao, C. (2017). Comprehensible and compelling: The causes and effects of free voluntary reading. Santa Barbara, CA: Libraries Unlimited.
Krashen, S., & Ujiie, J. (2005). Junk food is bad for you, but junk reading is good for you. International Journal of Foreign Language Teaching, 1(3), 5-12.
LaBrant, L. (1958). An evaluation of free reading. In C. Hunnicutt & W. Iverson (Eds.), Research in the three R's (pp. 154-161). New York, NY: Harper and Brothers.
Mansor, A., Rasul, M., Rauf, R., & Koh, B. (2013). Developing and sustaining reading habit among teenagers. The Asia-Pacific Education Researcher, 22(4), 357-365.
Rinehart, S., Gerlach, J., Wisell, D., & Welker, W. (1998). Would I like to read this book?: Eighth graders' use of book cover clues to help choose recreational reading. Literacy Research and Instruction, 37(4), 263-380.
Scholastic (2017). Kids and family reading report. Scholastic.
Schoonover, R. (1938). The case for voluminous reading. The English Journal, 27(2), 114-118.
David Miller is the English Reading Specialist at Uchon Elementary School. He studied history and earned his Bachelor of Education at Nipissing University.
email@example.com
Andrew Hesler is the chair of English Program Department at Uchon Elementary School. He has an M.Ed in International Education from Framingham State University.
firstname.lastname@example.org
Stephen Krashen is Emeritus Professor of Education at the University of Southern California.
email@example.com | <urn:uuid:926972be-5f93-40e7-ba8f-361257ae1d63> | CC-MAIN-2025-05 | http://www.sdkrashen.com/content/articles/2019_miller,_hesler_krashen_.pdf?fbclid=IwAR0BCSexKyWeldC6B8aLD2t_U4NS_sqkWP_UYI2FKvDdYjdA-_OHnjlisx | 2025-01-15T02:47:31+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00187.warc.gz | 44,609,424 | 2,590 | eng_Latn | eng_Latn | 0.988074 | eng_Latn | 0.999347 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2937,
6154,
9743,
11786
] | [
3.671875
] | 1 | 5 |
Advances in Language and Literary Studies
ISSN: 2203-4714
Vol. 5 No. 3; June 2014
Copyright © Australian International Academic Centre, Australia
On the Effects of Social Class on Language Use: A Fresh Look at Bernstein's Theory
Mohammad Aliakbari (Corresponding author) Dept. of English, Ilam University PO Box 516, Ilam 69315, Iran E-mail: firstname.lastname@example.org
Nazal Allahmoradi Dept. of English, Ilam University PO Box 516, Ilam 69315, Iran E-mail: email@example.com
Doi:10.7575/aiac.alls.v.5n.3p.82
URL: http://dx.doi.org/10.7575/aiac.alls.v.5n.3p.82
Received: 31/03/2014
Accepted: 13/05/2014
Abstract
Basil Bernstein (1971) introduced the notion of the Restricted and the Elaborated code, claiming that working-class speakers have access only to the former but middle-class members to both. In an attempt to test this theory in the Iranian context and to investigate the effect of social class on the quality of students language use, we examined the use of six grammatical categories including noun, pronoun, adjective, adverb, preposition and conjunction by 20 workingclass and 20 middle-class elementary students. The results of Chi-square operations at p<.05 corroborated Bernstein's theory and showed that working- class students were different from middle-class ones in their language use. Being consistent with Bernstein's theory, the results obtained for the use of personal pronouns indicated that middle-class students were more person-oriented and working-class ones more position-oriented. Findings, thus, call for teachers' deliberate attention to learners' sociocultural variation to enhance mutual understanding and pragmatic success.
Keywords: Elaborated code, Restricted code, Person-oriented, Position-oriented, Social class
1. Introduction
The relationship between language and social class is both theoretically and empirically a key issue in critical discourse studies and sociolinguistic research. A major concern in the analysis of language and social class has been how language variation acts as a marker and instrument for social and racial stratification. As a result, language has been analyzed variously by linguists and sociologists. In the1970s, the British sociologist, Basil Bernstein conducted a study of working- and middle-class children. He argued for the existence of two quite distinct varieties of language use in society: the elaborated code and the restricted code, which he claimed to account for the relatively poor performance of working-class pupils in language-based subjects while they were scoring just well as their middle-class peers in mathematical subjects.
According to Atherton (2002), the essence of the distinction between the two codes is in what language is suited for. The restricted code works better than the elaborated code in situations where there is a great deal of shared and takenfor-granted knowledge in the group of speakers. This code is economical and rich, conveying a vast amount of meaning with few words, each of which has a complex set of connotations and acts like an index, pointing the hearer to a lot more information which remains unsaid. On the contrary, the elaborated code spells everything out, not because it is better, but because it is necessary so that everyone (can) understand it. It has to elaborate because the circumstances do not allow the speaker to condense. The elaborated code works well in situations where there is no prior or shared understanding and knowledge, where more thorough explanation is required. If one is saying something new to someone s/he has never met before, s/he would most certainly communicate it in the elaborated code. Spring (2002). The sections that follow aim at shedding more light on Bernstein's theory through analyzing the effects of social class on language use in general and on his proposed dichotomies between the two linguistic codes and modes of socialization (personal and positional) in particular.
2. Theoretical Framework
Bernstein's (1971) theory can be explained in terms of three basic concepts of language codes, class, and control. He reformulated Restricted and Elaborated codes. The restricted code "employs short, grammatically simple, and often unfinished sentences of poor syntactic form; uses few conjunctions simply and repetitively; employs little subordination; tends toward a dislocated presentation of information; is rigid and limited in the use of adjectives and adverbs, makes infrequent use of impersonal subject pronouns; confounds reasons and conclusions; uses idioms frequently and makes frequent appeals to "sympathetic circularity" (Wardhaugh, 1992: 317).
In contrast, the elaborated code "makes use of accurate grammatical order and syntax to regulate what is said; uses complex sentences that employ a range of devices for conjunction and subordination; employs prepositions to show relationships of both a temporal and logical nature; shows frequent use of the pronoun I; uses with care a wide range of adjectives and adverbs; is likely to arise in a social relationship which raises the tension in its members to select from their linguistic resources a verbal arrangement which closely fits specific referents" (Wardhaugh, 1992: 317).
'Control' refers to the role of families and their social control, the way of decision making in families and the relationship among the members. Bernstein (1972b) made a distinction between position-oriented and person-oriented families. In the former, language use is closely related to such matters as close physical contact among the members, a set of shared assumptions, and a preference for implicit rather than explicit meaning in communication. In personoriented families, on the other hand, language use depends on these factors less, and communication is more explicit and context-free. That is, it is less dependent for interpretation on such matters as physical surroundings. According to Bernstein, position orientation leads to a strong sense of social identity with some loss of personal autonomy, whereas person orientation fosters personal autonomy. Wardhaugh (1992, P. 360)
Finally, Bernstein used Brandis's (1970) Social Class Index through which he analyzed the working-class and the middle-class by considering the frequencies of use of grammatical categories. The present study also uses these concepts and frameworks in its investigation of the relationship between language use and one's social class.
3. Review of the Literature
Bernstein's theory of language codes is perhaps one of the most challenging theories in sociolinguistics in that it received both support and criticism in the field. Influenced by his ideas, many researchers have commented on the different ways in which adults from various social classes respond linguistically to their children. Hess and Shipman (1965) studied middle-class and lower working-class mothers, helping their four-year-old children in either blocksorting tasks or the use of Etch-A-Sketch. The study revealed important differences, with the middle-class mothers far better able to help or instruct their children than the lower working-class ones, who were unable to offer much assistance to their children. Robinson and Rackstraw (1967) also found that middle-class mothers, far more often than the lower working-class mothers, tried to answer their children's Wh-questions (which are considered as information seeking questions) with genuine explanations. Bernstein and Henderson (1969) reported social class differences in the emphasis placed on the use of language in two areas of children's socialization: interpersonal relationships and the acquisition of basic skills. The results showed that middle-class mothers placed much greater emphasis on the use of language in the person area, relative to their working class counterparts, whereas working-class mothers put greater emphasis on the use of language in the transmission of basic skills. Newson and Newson (1970) found that working class mothers invoke authority figures such as police officers in threatening their children. Cook (1971) found that lower working-class mothers used more commands to their young children and often relied on their positional authority to get their way than did middle-class mothers, who preferred to direct their children attention to the consequences of what they were doing.
To search for a relationship between social class and mothers' speech, Henderson (1972) investigated the language used by a hundred mothers to their seven-year-old children. The mothers were divided into middle-class and working-class groups. He reported that relative to the working-class mothers, the middle-class mothers favored the use of abstract definitions, explicit rather than implicit definitions, and information giving strategies in answering children's questions. They also used language to transmit moral principles and to indicate feelings. In Jay, Routh and Brantley's (1980) study twenty-five mothers of all social class levels were asked to tell, as if to a six-year-old child, stories suggested by several cartoon picture sequences. These stories were then played to a hundred six-year-old children of high and low social class levels, who were then asked standard comprehension questions about their content. An analysis of the comprehension scores revealed a significant main effect of the social class of the adult speakers and of the social class of the child listeners.
In a more recent study, Rodríguez and Hines Montiel (2009) tried to describe and compare the communication behaviors and interactive reading strategies used by Mexican American mothers of low and middle socioeconomic status (SES) backgrounds during shared book reading with their preschool children. Significant differences between different SES groups regarding the frequency of specific communication behaviors were revealed. Middle-SES mothers used positive feedback and yes/no questions more often than did low-SES mothers. Mexican American mothers also used a variety of interactive reading strategies with varying frequencies, as measured by the Adult/Child Interactive Reading Inventory. They enhanced attention to text some of the time, but rarely promoted interactive reading/supported comprehension or used literacy strategies.
All the above-mentioned studies were concerned with how adults from different social classes respond linguistically to their children. The results of these studies are consistent with that of Bernstein's. Moreover, reference can be made to many studies and programs which addressed the language for children and socialization. Likewise, in the available literature, references have been made to the studies that differentiated between restricted and elaborated language codes and addressed the consequences they hold for those who use them.
Williams (1969) tried to determine whether statistically reliable social class differences could be found in the degrees and types of syntactic elaboration in the speech of selected Negro and White, male and female, fifth-and-sixth-grade children from whom language samples had been obtained in the Detroit Dialect study. The corpus of some 24,000 words represented the speech of children selected from relatively low and middle ranges of a socioeconomic scale used in the original study. A quantitative description of syntactic elaboration was obtained by using a modified immediate constituents procedure which provided coding of the structural divisions of English sentences. The results indicated that children from the higher-status sample tended to employ more, and more elaborated, syntactic patterns. Such status differences generally prevailed across the sexes, but did vary across the levels of a topical variable and the race variable. Lareau (2002) examined the effects of social class on the interaction inside the home upon ten-year-old black and white children. The results showed that middle-class parents emphasized concerted cultivation through efforts to foster children's talents via organized leisure activities and extensive reasoning. Working-class and poor parents appeared to accept the accomplishment of natural growth, providing conditions under which children can grow but leaving leisure activities to children themselves. These parents also used directives rather than reasoning. Middle-class children, both white and black, were gaining an emerging sense of entitlement from their family life. Working-class and poor children did not display the same sense of entitlement or advantages.
Aarefi (2008) investigated the difference between linguistic-cognitive skills in Turkish and Kurdish students with Farsi as their mother tongue from different economical-social backgrounds, using Vygotsky's theory of general cognitive development and Bernstein's theory of social class and differences in speech quality. She found that the average number of words the middle socioeconomic children level used was far higher than the average number of words the children from low socioeconomic class used. The language skill in using words by the Turkish and Kurdish speaking children had no relationship with their cultural backgrounds. There was also a significant difference between the parents' level of education; children whose parents had a higher level of education used more words in writing. Aliakbari et al. (2012) conducted a research project on fifth graders in Tehran, Iran and analyzed both the language and the social class data. The results of the correlation analyses indicated a significant relationship between the total social class scores and certain grammatical categories. The relationships between the language data and the social class factors also displayed a similar trend. They, thus, concluded that their findings supported Bernstein's theory to a great extent.
In spite of the fact that many studies confirmed Bernstein's ideas, there are also some critics in the literature. Rosen (1972) criticized Bernstein on the grounds that he had not looked closely enough at working-class life and language. Labove (1972) argued that one cannot reason from the kind of data presented by Bernstein that there is a qualitative difference between the two kinds of speech Bernstein describes, let alone a qualitative difference that would result in cognitive and intellectual differences.
Cooper (1976) examined aspects of Basil Bernstein's sociolinguistic account of educational failure empirically. Two groups of students from the first year of an upper school in England, one with primarily non-manual backgrounds, the other with primarily manual backgrounds, were observed in math and science classrooms, through informal discussions with teachers, and through school records and reports, to determine which of Bernstein's two codes appeared to underlie the disciplinary and pedagogic technique of the teachers of the classes observed. The findings showed that in terms of indicators for both regulative and instructional content, the observed math and science curricula appeared to be predicated on a restricted rather than an elaborated code for both classes of students. He concluded that Bernstein's emphasis on certain pupils lacking an elaborated code accounting for working-class failure and middle-class success is misplaced. Thorlindsson (1987) also made an attempt to test Bernstein's sociolinguistic model empirically. The relationship was examined among all the major variables of the model including social class, family interaction, linguistic elaboration, IQ, and school performance. The correlations among social class, family interaction, IQ, and school performance were along the lines hypothesized by Bernstein, whereas linguistic elaborations did not play their predicted role. The empirical results indicated that an important revision of the model was needed. Findings, thus, suggested that a clear distinction should be made between cognitive and pragmatic aspects of the sociolinguistic codes, and between macro and micro elements of social structure.
Bolander (2009), assessing the relevance of Bernstein's theory for German-speaking Switzerland, showed that the uptake of Bernstein's outlook was and continues to be minimal for the Swiss German context and explores reasons for this conclusion. Acknowledging that certain aspects of Bernstein's theoretical outlook are potentially relevant for the Swiss German context in light of the contemporary studies which highlight a connection between social background and differential school achievement, he concludes that they need to be reassessed in light of the awareness of the variety of interdependent factors which can and do influence the performance of children and adolescents at school.
As posited earlier and is clearly understood from the literature reviewed, Bernstein's theory has attracted the attention of many researchers and sociolinguists. Yet, in spite of all these studies, one cannot determine with certainty how social class affects language use.
4. Focus of the Study
Bernstein claims that working class students have access only to restricted codes and middle class students to both restricted and elaborated codes, because middle-class members are geographically, socially, and culturally mobile. His theory has inspired a good number of studies. In order to take a different measure in this relation, the present study intends to investigate the use of grammatical categories of noun, pronoun, adjective, adverb, preposition and conjunction among working-class and middle-class children. The result of this study is hoped to raise teachers' understanding of the effect of social class on students' language use and determine whether they should consider it in their educational programs or not.
5. Research Questions
This study seeks answer to the following questions:
1- Does social class affect ones use of grammatical categories in L1 writing?
2- How different are middle- and working-class students in their social control with reference to their use of personal pronouns?
6. Methodology
6.1 Participants
100 female students aged between 9 and 11 took part in the study. They were third or fourth grade elementary students in the city of Eivan in the province of Ilam, in western Iran. The reason for selecting students at these levels was that practicing writing tasks, which is the channel of instrumentation in this study, is part of their educational programs of these levels. Of these 100 participants, based on a social class questionnaire, 20 middle class and 20 working class students were selected.
6.2 Instruments
In conducting the present study two instruments have been adopted to collect the data. To determine students' social class, a converted version of Wilftang's (1990) questionnaire was administered. Different views on factors to be included in determining one's social class were considered and to make it suitable for the context of the study several open-ended questions were added. After translation and revision, it was piloted, re-examined and finally administered as an 11-item social class questionnaire (a copy of which is provided in Appendix A), comprising 10 multiple-choice questions with a variable number of choices and one open-ended question (each choice is indicative of a different level of social class). The questionnaire was completed by the students themselves. Because some students avoided expressing their fathers' job, in order to be sure of the correctness of their answers, it was completed by their parents as well. Another measure used in this study was Picture sequences which required the students to write a story in an equal time space to examine their language use differences. It was the same picture sequences used by Bernstein in his original study (a copy is provided in appendix B). Such an analysis was used in Bernstein's studies but instead of written description he used a verbal description of the picture cards.
6.3 Data Collection
The social class questionnaire was administered to the students who were already familiar with writing tasks. They, then, received selected pictures and wrote their stories in an equal time space. All grammatical categories of noun, pronoun, adjective, adverb, preposition and conjunction were counted manually by the researchers. To ensure the reliability of the scoring, correlation coefficient was measured for each category. The result which ranged from .79 to .88 was evaluated as moderate reliability, in line with Farhady, Ja'farpur, and Birjandi (2006). To check whether the differences between the frequencies of grammatical categories for working-class and middle-class groups were significant, separate chi-square tests were run. Moreover, to determine subjects' social control, uses of personal pronouns by both groups were compared and their frequencies computed as well.
7. Results
Using SPSS software, descriptive statistics including frequency, mean and standard deviation of each category were computed for two groups of participants. As can be seen in Table 1 below, the means and the standard deviation of both groups differed.
Table 1. Descriptive statistics for use of grammatical categories among two social classes
In order to answer the question of the study, first, all linguistic categories in students' writings of both groups were counted. Then, 6 chi-square tests were run to compare the differences between the frequencies of the grammatical categories. As is noticeable from the results in Table 2, for all six grammatical categories, the observed χ² is greater than critical χ². Accordingly, it can be claimed that the participants' social class has influenced their language use.
Table 2. Chi-square results for comparing the frequencies of grammatical categories of the groups
To determine students' social control and answer the second question, the use of personal pronouns between the two social classes was analyzed. As Table 3 indicates, the frequency of the use of personal pronouns by the middle-class subjects is higher than that of the working-class participants. The use of the third-person plural pronoun 'they' and the first person singular 'I' had the highest frequencies among middle-class students. The second person plural 'you' and the third person singular 'he/she' had the lowest frequencies. For the working-class members, the most frequently used pronouns were 'they' and the first person plural 'we'. In order to find out whether differences between the uses of the personal pronouns were significant, six chi-square tests were run. The difference was significant only for the use of the first person singular 'I'. These results somehow corroborate Bernstein's theory, which maintains that users of the elaborated code make frequent use of the pronoun 'I' and are person-oriented while users of the restricted code are position oriented. The working-class participants gave more importance to the third person plural and the first person plural, which signifies that they paid more attention to group work and shared assumptions and were more positionoriented. The frequency of using the first person singular pronoun 'I' among the middle-class subjects indicated that they are more person-oriented.
8. Discussion and Conclusion
This study took a fresh look at Bernstein's theory and the question whether social class differences can produce different language use. To this aim, frequency of the use of grammatical categories of noun, pronoun, adjective, adverb, proposition and conjunction by 20 working class and 20 middle class elementary students were compared. Chi-square results corroborated Bernstein's theory regarding the effect of social class on language use. The findings of the study can be explained by referring to Bernstein's Elaborated and Restricted codes. Working-class students have access to the restricted codes, the ones they reveal in the socialization process where the values reinforce such codes but middle class have access to both restricted and elaborated codes. Another question of this study was related to the social control of the middle- and working-class students based on their use of personal pronouns. The most outstanding result in the use of personal pronouns was the use of the first person singular pronoun 'I' by middle class students. The results again certified Bernstein's theory on the grounds that the working-class members are more position-oriented and give more attention to group work and shared assumption and that middle-class students are far more person-oriented and tend towards personal autonomy.
The results accordingly corroborated Bernstein's theory in that restricted and elaborated codes are indicative of different social classes. It also shows how complex the educational matters are that teachers should consider. It implies that teachers and program developers should consider learners' social class differences, design correct curriculum to help working class students achieve elaborated codes, and look for ways to hinder the waste of student's talent in the lower social class.
References
Aarefi, Marzieh: Investigation on linguistic-cognitive skills of bilingual children with different economical-cultural backgrounds, Quarterly Journal of Educational Innovations, 2008.
Aliakbari, Mohammad. Samaie, Mahmoud. Sayehmiri, Kourosh and Qaracholloo, Mahmoud.: The Grammatical Correlates of Social Class Factors: The Case of Iranian Fifth-Graders, Linguistikonline, 2012.
Atherton, J.: Language Codes. Available Online at: http://www.doceo.co.uk/language_codes.htm, 2002.
Bernstein, Basil: Social Structure, Language and Learning, Educational Research, 1961.
Bernstein, Basil: Class, Codes and Control, London: Routledge & Kegan Paul, 1971.
Bernstein, Basil: A Sociolinguistic Approach to Socialization: with some Reference to Educability, In J. Gumperz and D. Hymes (Eds.), Directions in Sociolinguistics: The Ethnography of Communication (pp. 465-497), New York: Holt, Rinehart and Winston, 1972a.
Bernstein, Basil, & Henderson, D: Social Class Differences in the Relevance of Language to Socialization, Sociology, 1969.
Bolander, Brook: On the Relevance of Bernstein for German-speaking, Switzerland. Journal of Cross-Cultural and Interlanguage Communication, 2009.
Cook, John: An Inquiry into Patterns of Communication and Control between Mothers and their Children in Different Social Classes, London University, 1971.
Cooper, Barry: Bernstein's Codes: A Classroom Study, University of Essex Occasional Paper Education Area, ERIC, 1976.
Farhady, Hossein, Ja'farpur, Abdoljavad, & Birjandi, Parviz: Testing Language Skills: From Theory to Practice, Tehran, 2006.
Henderson, Dorothy: Contextual Specificity, Discretion and Cognitive Socialization: With Special Reference to Language, Sociology, 1972.
Hess, Robert. D, Shipman, Virginia. C: Early Experience and the Socialization of Cognitive Modes in Children, Child Development, 1965.
Jay, Susan. M, Routh, Donald. K, Brantley, John. C: Social Class Differences in Children's Comprehension of Adult Language, Journal of Psycholinguistic Research, 1980.
Labov, William: Language in the Inner City: Studies in the Black English Vernacular, Philadelphia: University of Pennsylvania Press, 1972.
Lareau, Annette: Invisible Inequality: Social Class Childrearing in Black families and White Families, American Sociological Review, 2002.
Newson, John. & Newson, Elizabeth: Four Years Old in an Urban Community, Harmondsworth: Penguin, 1970.
Rodríguez, Barbara L. & Hines, Rachel. And Montiel, Miguel: Mexican American Mothers of Low and Middle Socioeconomic Status: Communication Behaviors and Interactive Strategies during Shared Book Reading, LSHSS Journal, 2009.
Robinson, W. P. & Rackstraw, S. J: Variations in Mothers' Answers to Children's Questions, Sociology, 1967.
Rosen, Harold: Language and class: a critical look at the theories of Basil Bernstein, Bristol: Falling Wall Press, 1972.
87
Spring, R. Young: Basil Bernstein's Sociolinguistic Theory of Language Codes, Retrieved 17 December from: Zimmercsu (vesno.edv/bohnca/spch/oo/3-3bersnstein.htm, 2002.
Thorlindsson, Thorolfur: Bernstein's Sociolinguistics: An Empirical Test in Iceland, Social Forces, 1987.
Wardhaugh, Ronald: An Introduction to Sociolinguistics, Cambridge, MA: Blackwell, 1992.
Wiltfang, Gregory L: Social Class and Adolescents' Self-esteem: Another Look, Social Psychology Quarterly, 1990.
Williams, Frederick: Social Class Differences in Children's Syntactic Performance: A Quantitative Analysis of Field
Study Data, Journal of Speech and Hearing Research, 1969.
Appendix A
Translation of Social Class Questionnaire
Dear Respondent:
The present questionnaire has been prepared for a research project. All information you provide will be kept confidential. Please read every question carefully and choose the one that fits you best. Then tick the suitable choice. Thank you for your cooperation.
1. How many persons are there in your family?
Three persons
Four persons
Five persons
More than five persons
2. Is there any one in your family who participates in art, sports, or foreign language education classes?
Yes
No
3. Which of the following items describe the properties of your family? (Tick the ones you have(
Royal curtain
MDF cabinet
House
Car(s)
Land property
Furniture
LCD TV
4. What is the type of housing you are currently living in?
Renting
Private housing (from brick)
Private housing (concrete)
Private housing (from marble)
Government provided
5. What is your parents' job?
6. What is your father's level of education?
Illiterate
Below diploma
Diploma
BA/BS
MA/MS
PHD
7. How would you describe your neighborhood's condition of living?
Luxurious
Comfortable
Average
Below average
Run down
8. How much time during the past 3 years has your father been out of work?
More than 1 year
Less than 1 year
Not at all
9. Have your parents received welfare payments? If yes which type of welfare?
Yes, Relief committee
Yes, Disabled tuition
Yes, Social security
No
10 How often do you buy clothes?
Twice a year
Five times a year
Eight times a year
More than eight times
11. How much is your parents' salary ? (In Toman)
100-200 thousand a month
201-350 thousand a month
351-450 thousand a month
451-600 thousand a month
601-750 thousand a month
751-900 thousand a month
More than 900 thousand a month
88 | <urn:uuid:a7144e94-ea5a-47a4-ba18-91b7c08255ac> | CC-MAIN-2025-05 | https://files.eric.ed.gov/fulltext/EJ1128772.pdf | 2025-01-15T02:22:07+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00184.warc.gz | 246,689,615 | 6,060 | eng_Latn | eng_Latn | 0.984718 | eng_Latn | 0.997567 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
5238,
12577,
19999,
23285,
28021,
30296,
30488
] | [
1.328125,
2.015625
] | 3 | 1 |
Student Activity Reproducible Pages
*
Fall Quarter 2017
Covenant with God
SIGN SCRAMBLE
1. An AEEEGGMNNT GINR shows that a ALOOPPRS for AAEGIMRR has been accepted.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------
2. A CEEILNS AELPT indicates that a MOORT CEEHILV is allowed to operate.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------
3. A framed ADILMOP tells us that we have CDEELMOPT a course of DSTUY.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------
4. A DNOW AEMNPTY says that we promise to APY the balance of a ACEHPRSU CEIPR.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------
5. An ID ABDEG shows that we are authorized to EENRT a restricted ACILNOOT.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------
PRESCRIBED PROMISES
The rainbow is a visible sign that God keeps his promises. But it is often difficult to rely fully on the many promises of our God.
In the left-hand column below, pick a statement that describes an area of your life in which you find it dif ficult to trust in God's promises. The Scripture reference in the right-hand column can strengthen your faith in that regard.
Vanity Plates
Over the years, it has been popular to encode a message on one's car license plates. What can you tell about the drivers' loyalties and interests from these vanity plates?
1. 10 S N E 1
2. A R 444444
3. K9S N K10S
4. ED U KT
5. NA V 4 ME
6. B N 10TS
God's Property
In renewing his covenant with Abram, God demonstrated that he wanted Abram and his descendants to be uniquely his. Read a section of today's text and be ready to answer some questions about it.
Renewed Promise (Genesis 17:1, 2)—How much time had passed since Abram and Sarai attempted to fulfill God's promise their way? (See Genesis 16.) What thoughts might have gone through their minds during that time? When God renewed his promise, what conditions were placed on it?
New Name (Genesis 17:3-8)—What is the difference of the meanings of Abram and Abraham? What are some promises that went with that name change? Who normally gives a person his or her name? What does it mean that God named Abraham?
Intimate Mark (Genesis 17:9-14)—What mark did God insist that Abraham and every male in his household and male descendant have? What does this mark say about God's relationship with his peo ple that could not be communicated with an item of clothing, a piece of jewelry, or a special hairstyle?
Candle Meltdown
A workaholic is sometimes said to be "burning the candle at both ends." Review the following conse quences of overworking. In your experience, which are the most common? Number them from 1–8 with 1 being the most common and 8 being the least common consequences of overworking.
____ Relationships do not get the full focus they deserve.
____ Energy is used up more quickly, making it difficult to function at full efficiency.
____ Some tasks that need attention get none.
____ Prioritizing becomes difficult.
____ Quantity becomes confused with quality.
____ Busyness replaces true accomplishment.
____ Doing becomes more important than thinking.
____ Accomplishment may become more important than ethical behavior.
Time Peace
Think about the time you spend with God each week—not just the quantity but the quality. Choose one of the timepieces below that best describes the quality of time you seek the peace of God in your life.
stopwatch—I try to squeeze in time with God when possible. But during that time I am always counting the minutes until I can complete the task and move on to other things.
sundial—I soak up any time I can get with God. It's like enjoying a sunny summer day outside. I don't worry about spending too much time with Him.
hourglass—I am regimented with my time with God. I turn the timer over, and as soon as the sand starts to trickle out, I begin my time with God. I need this structure in my schedule to help me develop good spiritual habits.
grandfather clock—Just like a dependable clock in my living room, God is always present in my life. I don't have a set time in my schedule to read or serve or pray—it just comes naturally as the occasion arises.
time machine—I come to the end of each week with regret. I look back and realize that other things got in the way of my time with God. I wish I could go back in time and do things over, making time with God a priority.
The Divine Agenda
Today's text in Ezekiel 36 sets out God's to-do list for the plight and condition of his exiled people. Over and over God says, "I will/will I." God's agenda is open and sure. Look at verses 22-32 to decide, and write in which verse (or verses) reveals each of the following plans God has.
____ 1. I will reestablish you in your land.
____ 2. I will provide plentiful grain and fruit, staving off famine.
____ 3. I will restore the honor of my name among the nations.
____ 4. I will sprinkle you with clean water.
____ 5. I will once again be your God, and you will be my people.
____ 6. I will put my spirit within you.
____ 7. I will give you a new heart.
From Disgrace by Grace
Israel's fall into exile was bringing disgrace both on them and on the name of God. Read Ezekiel 36:22, 23, 31, 32. Think about and answer the following questions, including the reason for your answer, if necessary.
Is it appropriate for the believer to remember the sins of his or her past?
Is a certain sense of personal hatred (loathing) a part of repentance toward God?
Is shame and a sense of personal disgrace for one's sins a part of the Christian's lifestyle?
What is it in your life that could well bring disgrace on you and dishonor to the name of Christ?
What have you said or done recently that could occasion a smug laugh from a nonbeliever?
What is your plan and commitment to avoid these hindrances to your salvation and to the evangelism of the lost?
God's Covenant with Abraham
Lesson 5, Genesis 15:1-6, 17-21, ESV
Document Needed
Here is a list of items and services. Fill in the missing letter for each word. Then rearrange those missing letters to discover what document is needed for obtaining all of them.
1. Agen__
5. __ar
2. __onsultant
3. Lo__n
6. J__b
7. Ma__riage
4. Pho__e
8. Ren__al
What document is needed? A __ __ __ __ __ __ __ __!
Transfer of Ownership
Just as God wanted Abram's descendants to benefit from promises made to Abram, God also wants us to pass the benefits of knowing him on to our children.
Match the method of passing on the promises of God to the next generation with the Scripture reference that describes it.
_____ 1. Teach your children songs about God's standards.
_____ 2. Reflect God's promises in your thoughts (between your eyes) and actions (your hands).
_____ 3. Tell your children how you have seen God work in your life.
_____ 4. Train your children to follow God early in life so they will continue to follow him as adults.
_____ 5. Discuss God's promises in the course of everyday life.
_____ 6. Teach your children the fear of the Lord (respect for his holiness and power).
_____ 7. Answer your child's honest questions about your faith.
a. Deuteronomy 4:9
b. Deuteronomy 6:7
c. Deuteronomy 6:8
d. Deuteronomy 6:20-25
e. Deuteronomy 31:19
f. Psalm 34:11
g. Proverbs 22:6
God's Covenant with Israel
Below are actual warning signs. Don't worry if you don't know what they mean. Just make something up. The funnier the better! We tried a couple, but feel free to do better!
Pancake Cooking
Buried Treasure
Pirates Ahead
Lost Cowboy Spurs
Graphic: Thinkstock®
Serious Signs
Here are some familiar road signs. Identify each sign, then give some details from the cited portion of the text that it symbolizes in regard to coming into God’s presence.
S __ __ __—The presence of God is a frightening place for sinful humans!
Words or phrases from Exodus 19:17-19a ________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
Y __ __ __ __—There are rules for entering God's presence.
Words or phrases from Exodus 19:19b, 21, 22 ____________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
O __ __ W __ __—There is a way to enter God's presence.
Words or phrases from Exodus 19:20, 23-25 _ ___________________________________________
________________________________________________________________________________________________ ________________________________________________________________________________________________
Obeying God's Law
Properly Addressed
Imagine you have been chosen to meet a foreign dignitary. How would you greet such a person? Fill in this chart by matching the title of the VIP with the accepted form of address given in the right column.
| Title | Form of Address |
|---|---|
| Countess | |
| Duchess | |
| Earl | |
| Emperor | |
| Knight | |
| Prince | |
| Queen | |
Your Grace
Lady (last name)
Your Imperial Majesty
Lord (last name)
Your Royal Majesty
Your Royal Highness
Sir (last name)
Less Like . . . More Like
The Bible is filled with good and bad examples of how to behave in the presence of God. Look at the examples below. Pause and consider ways you want to be less like the bad example and more like the good example.
Let me be less like . . .
Let me be more like . . .
ADAM (Genesis 3:10)
“I heard the sound of you in the garden, and I was afraid, because I was naked, and I hid myself.”
____________________________________________ ____________________________________________
DAVID (Psalm 139:23)
“Search me, O God, and know my heart! Try me and know my thoughts!.”
____________________________________________ ____________________________________________
ISRAELITES (Exodus 32:1)
"Up, make us gods who shall go before us."
____________________________________________ ____________________________________________
PAUL (1 Timothy 1:17)
“To the King of the ages, immortal, invisible, the only God, be honor and glory forever and ever. Amen.”
____________________________________________ ____________________________________________
PROPHETS OF BAAL (1 Kings 18:28)
And they cried aloud and cut themselves after their custom with swords and lances, until the blood gushed out upon them.
____________________________________________ ____________________________________________
ELIJAH (1 Kings 18:36)
“Let it be known this day that you are God in Israel, and that I am your servant.”
____________________________________________ ____________________________________________
God's Covenant with David
Lesson 8, 2 Samuel 7:1-6, 8-10, 12-16, ESV
Lasting Legacy
Match the listed historical figures with the legacies they left.
1. Wilbur and Orville Wright
a. The Bluest Eye and Beloved
2. Harriet Tubman
3. Neil Armstrong
4. Madeline Albright
5. Henry Ford
6. Toni Morrison
7. Johannes Gutenberg
8. Marie Curie
9. C. S. Lewis
10. Alexander Graham Bell
11. Albert Einstein
12. Abraham Lincoln
b. First moon landing
c. Theory of relativity
d. First female Secretary of State
e. Movable type
f. The Chronicles of Narnia
g. Underground Railroad
h. Telephone
i. Theory of radioactivity
j. Airplane
k. Emancipation Proclamation
l. Automated assembly line
God's Plans First
Sometimes, even when we have the best of intentions, our plans may not align with God's. Use the space below to think about your plans for how you spend your time, energy, and resources. Then write a prayer submitting your plans to God's will. Note any prompting you may feel in regard to God's plans for you.
| | My Plans |
|---|---|
| Time | |
| Energy | |
| Resources | |
God's Covenant with the Returned Exiles
Lesson 9, Nehemiah 9:32-38, 10:28, 29, ESV
REMEMBER THIS?
Find the listed examples of "reminders" within the puzzle below. The words may be horizontal, vertical, or diagonal.
WASHINGTON MONUMENT STICKY NOTE CALENDAR SCHEDULE
ALAMO
LINCOLN MEMORIAL
CHRISTMAS
GOOD FRIDAY
VETERANS DAY ALARM
BIRTHDAY
DAILY BREAD
The Bible tells us that we are supposed to take everything to the Lord in prayer! Use the prompts below to write a short prayer, then display it somewhere at home as a daily reminder to bring everything to God.
God, you are __________________. In the past, when I was ________________, you _____________________. Thank you for your faithfulness and mercy in my life. I lift up
_______________________ (name of person or people) to you and ask that you would speak to him/her/them and restore him/her/them to you. Help me to remember that ___________________ and to serve, love, and honor you
in all that I do and am. In the name of your Son, Jesus, amen.
Faithful God, Unfaithful People
Lesson 10, Numbers 25:10-13; 1 Samuel 2:30-36, ESV
Good Phinehas, Bad Phinehas
Two men named Phinehas were priests serving God, but one of them was very faithful and the other one (along with his brother Hophni) was very unfaithful. Read Numbers 25:1-13 and 1 Samuel 2:12-36 to help you identify the following words that could have been spoken by either the good (G) or the bad (B) Phinehas.
___ 1. "I have an excellent ability to select the choices cuts of meat used for sacrifices."
___ 2. "I was a priest when the Lord was very angry with Israel."
___ 3. "I impaled two people with a spear."
___ 4. "My father was Eli."
___ 5. "My father was Eleazar."
___ 6. "I was killed along with my brother while fighting for Israel."
___ 7. "I took special notice of the ladies who came to worship."
___ 8. "My grandfather was Aaron, Moses' brother."
___ 9. "I stopped a plague."
___ 10. "I am strong enough to take what I want."
___ 11. "I am part of an everlasting priesthood."
___ 12. “I was part of an everlasting priesthood.”
Good Riddance!
Many of us would have to admit that we have not always kept the promises we have made to the people in our lives. When we do, we usually have a good excuse for why we didn’t do what we said we would. Which of these excuses have you recently used? Draw a line through that excuse, promising not to use it from now on. Tell it, “Goodbye and good riddance!”
1. "I meant to do it, but I got really busy."
2. "I forgot."
3. "That promise was made too hastily, and I just couldn't follow through."
4. "I didn't have the resources (money, time, ability) to keep my promise."
Promise of a New Covenant
Out with the Old
We say, "What's done is done." In other words, we can't change the past. But what if we could? For decades popular movies have imagined people going back in time to alter the future. Try to match each of these "timely" films with the summary of its plot.
__1. Terminator (1984)
a. Cynical reporter relives the same day over and over until he gets it right
__2. Back to the Future (1985)
b. Killing machine sent back in time to prevent a future hero from being born
__3. Star Trek IV: The Voyage Home (1986)
c. Middle-aged housewife sent back in time to her high school days for a do-over
__4. Peggy Sue Got Married (1986)
d. A trip back in time to get a whale to save the future
__5. Groundhog Day (1993)
e. Teen goes back in time and changes the life of his family
In with the New
The past cannot be undone, but God has made provisions for us to be renewed! Look up the follow ing Scripture verses to help you contrast the Old Covenant with the New Covenant. This week, spend time thanking God for your new heart and new start!
| | OLD COVENANT |
|---|---|
| 1. Where it is written (Deuter onomy 9:10; Jeremiah 31:33) | |
| 2. When it began (Jeremiah 31:32; Acts 2:1-4, 37-39) | |
| 3. What sacrifcie(s) is required: (Hebrews 7:27) | |
| 4. How people know God (Exodus 20:18-21; Jeremiah 31:33, 34; Philippians 3:8-10) | |
Mediator of the New Covenant
Lesson 12, Hebrews 12:14, 15, 18-29, ESV
Awesome Kings
History has recorded the names and accomplishments of great human rulers. Unscramble the letters in the following descriptions to learn more about these rulers.
1. Augustus Caesar (Reign: January 16, 27 BC–August 19, AD 14) founded the Roman Empire and led it into a time known as Pax Romana, or Roman ACEEP. _____________
2. Suleiman the Magnificent (Reign: November 6, 1494–September 7, 1566) ruled over the DEGLNO AEG of the Ottoman Empire that encompassed most of the Middle East and Southeastern Europe.
______________ _________
3. Louis XIV of France (Reign: May 14, 1643–September 1, 1715) was also known as the NSU GIKN because he said the nobles of France should revolve around him like planets. _______ __________
4. John III of Poland-Lithuania (Reign: 1674–1696) was a military and political genius who became known as the ILNO of Lechistan. _________
5. Emperor Meiji of Japan (Reign: February 3, 1867–July 30, 1912) led a once primitive country to become a world EEOPPRRSUW in the twentieth century. ________________________
Awesome Mediator
The way we tell others about Jesus can be greatly affected by each person's background and outlook on life. How would your emphasis differ as you present information about Jesus, our mediator, to the following people?
Demar has grown up in a very legalistic church, where he has been taught that God is harsh and demand ing and will not accept us unless we follow very specific and strict rules.
Felicia has never been part of a church but has an image of God as very loving and accepting. She believes He is her buddy and has no understanding of how Jesus fits into the picture.
Remembering the Covenant
Getting the Sense of It
Each season of the year has its own particular effect on our five senses. Under each season below, list some sights, sounds, smells, tastes, and textures you associate with it.
Winter
Spring
Summer
Fall
Getting the Gist of It
How might you use some of the following themes to guide your thoughts the next time you partake of the Lord's Supper? Jot down some ideas on the back of this sheet and keep it in your Bible to remind you.
Remembering Jesus:
* His humiliation and mistreatment
* His suffering and death • His love for sinners
* His willingness to take our place
Doing self-examination:
* What do I need to change?
* Am I doing my best to follow Christ?
* How can I serve Him more?
Considering other believers:
* Do I need to repair some broken relationships?
* Do I love my fellow Christians?
* Do I grasp the significance of believers all over the world partaking of this meal today?
Lesson 1
Sign Scramble: 1=An ENGAGEMENT RING shows that a PROPOSAL for MARRIAGE has been accepted. 2=A LICENSE PLATE indicates that a MOTOR VEHICLE is allowed to operate. 3=A framed DIPLOMA tells us that we have COMPLETED a course of STUDY. 4=A DOWN PAYMENT says that we promise to PAY the balance of a PURCHASE PRICE. 5=An ID BADGE shows that we are authorized to ENTER a restricted LOCATION.
Lesson 2
Vanity Plates: 1=Tennis Anyone? 2=Air Force. 3=Canines and Kittens. 4=Educate. 5=Navy for Me. 6=Be in Tents.
Lesson 4
The Divine Agenda: 1=v. 24. 2=v. 30. 3=v. 23. 4=v. 25. 5=v. 28. 6=v. 27. 7=v. 26.
Lesson 5
Document Needed: 1=Agent. 2=Consultant. 3=Loan. 4=Phone. 5=Car. 6=Job. 7=Marriage. 8=Rental. What docu ment is needed?=A CONTRACT.
Transfer of Ownership: 1=e. 2=c. 3=a. 4=g. 5=b. 6=f. 7=d.
Lesson 6
Serious Signs: Suggested Answers: STOP=The people were frightened because of the powerful manifestations of God's holiness that included the shaking of the earth, fire, smoke, and trumpet sounds. YIELD=The people were warned not to attempt to enter God's presence or to even try to catch a glimpse of him. Even priests had to sanctify themselves before coming near to him. ONE WAY=God came down and invited Moses to come up. Aaron could approach God because he was with Moses.
Lesson 7
Properly Addressed: Countess=Lady (last name). Duchess=Your Grace. Earl=Lord (last name). Emperor=Your Imperial Majesty. Knight=Sir (last name). Prince=Your Royal Highness. Queen=Your Royal Majesty.
Lesson 8
Lasting Legacy: 1=j. 2=g. 3=b. 4=d. 5=l. 6=a. 7=e. 8=i. 9=f. 10=h. 11=c. 12=k.
Lesson 9
Remember This:
Lesson 10
Good Phinehas, Bad Phinehas: 1=B. 2=G. 3=G. 4=B. 5=G. 6=B. 7=B. 8=G. 9=G. 10=B. 11=G. 12=B.
Lesson 11
Out with the Old: 1=b. 2=e. 3=d. 4=c. 5=a.
In with the New: 1=Old: Written on tablets of stone. New: Written on the human heart. 2=Old: At Mt. Sinai, after God delivered the Israelites from slavery in Egypt. New: On the Day of Pentecost, when people were baptized and received the gift of the Holy Spirit. 3=Old: Daily sacrifices by the priests for their sins and the sins of the people. New: One perfect sacrifice: Jesus died in our place to save us from our sins. 4=Old: They know him at a distance; they only know what someone else tells them. New: They know him person ally and intimately.
Lesson 12
Awesome Kings: 1=PEACE. 2=GOLDEN AGE. 3=SUN KING. 4=LION. 5=SUPERPOWER. | <urn:uuid:98c430d7-ddc7-4a2d-92dd-ab8bded1052e> | CC-MAIN-2025-05 | http://www.standardlesson.com/wp-content/uploads/2014/04/SLC-ESV-Repro-Pages-Fall17-WEB.pdf | 2025-01-15T03:34:38+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00185.warc.gz | 53,881,324 | 5,280 | eng_Latn | eng_Latn | 0.945089 | eng_Latn | 0.998717 | [
"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 | [
76,
1697,
2988,
4927,
6410,
7802,
9281,
11311,
12387,
13408,
15068,
16458,
18194,
19153,
21574
] | [
2.3125,
2.765625
] | 7 | 0 |
1.4B – Maximum or Minimum of a Quadratic Function
PART A:
PART B:
1. The path of the ball for many golf shots can be modelled by a quadratic function. The path of a golf ball hit at an angle of about 10 o to the horizontal can be modelled by the function d d h 4.0 002 .0 2 + − = where h is the height of the ball, in metres, and d is the horizontal distance the ball travels, in metres, until it first hits the ground.
a) What is the maximum height reached by the ball?
b) What is the horizontal distance of the ball from the golfer when the ball reaches its maximum height?
c) What distance does the ball travel horizontally until it first hits the ground?
2. The path of a basketball shot can be modelled by the equation 2 9.0 09 .0 2 + + − = d d h where h is the height of the basketball, in metres, and d is the horizontal distance of the ball from the player, in metres.
a) What is the maximum height reached by the ball?
b) What is the horizontal distance of the ball from the player when it reaches its maximum height?
c) How far from the floor is the ball when the player releases it?
3. A natural bridge is a stone arch formed over a river or stream. The longest natural bridge in the world is Rainbow Bridge in Utah. If the origin is placed at one end of the arch, the curve of the arch can be modelled by the equation d d h 57 .3 0425 .0 2 + − = where h metres represents the height and d metres represents the horizontal distance.
a) What is the width of the arch at the base?
b) What is the maximum height of the arch, to the nearest metre?
c) At a horizontal distance of 10 m from the vertex, what is the height of the arch, to the nearest metre?
4. A company has found that if they increase the price of their product by two dollars, then they will sell 10 products less than before. When the initial price was $50, they sold 1000 products. The cost to make each product is $10. Determine the price that needs to be charged to attain a maximum profit and the number of products that needs to be sold to reach this maximum.
5. A grocer sells 50 loaves of bread a day at a selling price of $0.65 a loaf. The grocer estimates that for each $0.05 price increase, 2 fewer loaves of bread will be sold. What selling price will maximize the revenue?
6. Adam has 24 m of fencing to surround a garden, bounded on one side by the wall of his house. What are the dimensions of the largest rectangular garden that he can enclose?
7. The length of a rectangle is 2 m more than the width. If the area of the rectangle is 20 m 2 , what are the dimensions of the rectangle, to the nearest tenth of a metre?
8. Find the two numbers whose difference is 12 and whose product is a minimum.
9. Determine an equation of each of the following quadratics (in the most appropriate form) given it:
a) has x-intercepts of 3 and -8 and passes through the point ) 5 , 4 ( −
)
b) has x-intercepts of 5 1 + and 5 1 − and passes through the point 5 , 2 (
c) has x-intercepts of -4 and -7 and a y-intercept of 10
d) has an x-intercept of 9 and a minimum value of -15 when 4 − = x
e) has a x-intercepts of 3 4 − and 3 4 + , and a maximum value of 108
10. A soccer ball is kicked from the ground. After travelling a horizontal distance of 35 m, it just passes over a 1.5 m tall fence before hitting the ground 37 m from where it was kicked.
a) Determine an equation of a quadratic function that can be used to model the path of the ball.
b) Find the maximum height of the ball
11. The following function gives the height, h metres, of a batted baseball as a function of the time, t seconds, since the ball was hit. 5. 38 ) 5.2 ( 6 2 + − − = t h
a) What was the maximum height of the ball?
b) What was the height of the ball when it was hit?
c) How many seconds after it was hit did the ball hit the ground, to the nearest second?
d) Find the height of the ball 1 s after it was hit.
12. The equation shows the height of a soccer ball, h metres, as a function of the horizontal distance, d metres, the ball travels until it first hits the ground. 10 ) 20 ( 025 .0 2 + − − = d h
a) What is the maximum height of the ball?
b) What is the horizontal distance of the ball form the kicker when it reaches its maximum height?
c) How far does the ball travel horizontally from when it was kicked until it hits the ground?
d) What is the height of the ball when it is 10 m horizontally from the kicker?
e) Would an opposing player positioned under the path of the ball 34 m from the kicker be able to head the ball? Explain.
f) If the origin were placed at the vertex of the parabola, what would be the equation of the curve?
13. A touch football quarterback passed the ball to the receiver 40 m downfield. The path of the ball can be described by the function 6 ) 20 ( 01 .0 2 + − − = d h where h is the height of the ball, in metres, and d is the horizontal distance of the ball from the quarterback, in metres.
a) What was the maximum height of the ball?
b) What was the horizontal distance of the ball from the quarterback at its maximum height?
c) What was the height of the ball when it was thrown? When it was caught?
d) If a defensive back was 2 m in front of the receiver, how far was the defensive back from the quarterback?
e) How high would the defensive back have needed to reach to knock down the pass?
Answers: (PART B)
1. a) 20 m b) 100 m c) 200 m
2. a) 4.25 m b) 5 m c) 2 m
3. a) 84 m b) 75 m c) 71 m
4. $130 and 600
5. $0.95
6. 12 m by 6 m
7. Width: 3.6 m; length 5.6 m 8. 6 and -6
e)
468
288
36
2
−
+
− =
x
x
y
12. a) 10 m b) 20 m c) 40 m d) 7.5 m e) No, the ball would be at a height of 5.1 m, which is too high to jump.
f)
2
025.0 d
h − =
13. a) 6 m b) 20 m c) 2 m; 2 m d) 38 m e) 2.76 m | <urn:uuid:06549453-3579-4491-b1b8-26c85842ab2a> | CC-MAIN-2025-05 | https://www.emmell.org/wp-content/uploads/2023/02/1.4B-HW-Handout.pdf | 2025-01-15T02:03:55+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00193.warc.gz | 806,401,746 | 1,613 | eng_Latn | eng_Latn | 0.997528 | eng_Latn | 0.998228 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2698,
5759
] | [
4.15625
] | 1 | 0 |
Eating disorders vs. disordered eating: Understanding the difference
Recognizing the characteristics of eating disorders versus disordered eating isn't always simple.
Remember those spot-the-difference games in kids' magazines? Two identicalseeming images appear next to one another, and you're tasked with finding the ways in which they differ. At first glance, the differences seem nonexistent. But after a while, once your eyes have become familiarized to the shapes and colors, you begin to see: the ball in the left picture has blue and white stripes, not polka dots; the little girl on the right has her eyes closed, not open; on the left, a cloud hides part of the sun.
Trying to tease out the differences between eating disorders and disordered eating can feel like a similar process.
Although they may be similar, eating disorders and disordered eating are distinct from one another — though both are a cause for concern. We dove into the research and talked to experts to help you tell the difference.
First, what is non-disordered eating?
Before we can begin to understand disordered eating and eating disorders, it's helpful to have a baseline for comparison. As a caveat, every person's eating behavior is unique to them, and there is no universal definition of "normal" eating. But many of the definitions of non-disordered eating emphasize the idea of eating to meet your body's needs and not spending a disproportionate amount of time thinking, obsessing or stressing about food. "Normal" eating habits look different from person to person, but they tend to be flexible and oriented toward hunger cues, pleasure and social circumstances.
So what is disordered eating?
Disordered eating is a term used to describe a wide range of harmful eating behaviors that may not warrant an eating disorder diagnosis. "Disordered eating is more of a descriptive term, and not an official psychiatric diagnosis described in the DSM-5," says Katherine Hill, MD, VP of Medical Affairs at Equip.
According to Hill and Rui Tanimura, RD, a registered dietitian with Equip, some of the most common signs of disordered eating include:
* A rigid approach to eating (tracking calories or macronutrients, inflexible meal times, reduced food variety)
* Assigning moral value to food (judging good foods vs. bad foods)
* Skipping meals or frequent dieting
* Anxiety around trying new foods or eating in different environments
Causes of disordered eating
There are many different factors that might lead someone to develop disordered eating. Fad dieting is a major one. Diets that encourage intermittent fasting, cutting out entire food groups, or "cleansing" the body through juices are all inherently forms of disordered eating in themselves.
Other causes of disordered eating may include societal or interpersonal pressure to lose weight, certain personality traits like perfectionism and psychological factors such as depression, anxiety or low self-esteem.
Because disordered eating habits are so normalized, it can be hard to spot them. But it's important to know what to look out for. Not only can these behaviors cause harm, but disordered eating can also quickly escalate into an eating disorder, especially for people who are already susceptible.
What is an eating disorder?
As opposed to disordered eating, eating disorders are mental illnesses with specific, narrow diagnostic criteria. There are 5 distinct eating disorders diagnoses, all with slightly different symptoms:
1. Anorexia nervosa: Anorexia is characterized by extreme food restriction and an intense fear of gaining weight leading to a significantly low body weight in the context of age, sex developmental trajectory and physical health.
2. BED (binge eating disorder): BED is characterized by recurrent episodes of eating a large amount of food
* Exercising to compensate for what has been eaten
* Eating secretly
* Increased preoccupation with food and body and fear of weight gain
* Poor emotional regulation
quickly with a sense of lack of control while eating, often accompanied by a feeling of guilt and shame. It's the most common eating disorder in the U.S.
3. Bulimia nervosa: Bulimia is an eating disorder characterized by recurrent episodes of binge eating (eats objectively large amounts of food) and then recurrent episodes of purging to prevent weight gain, which may look like self-induced vomiting, misuse of laxatives, diuretics or excessive exercise.
4. ARFID (avoidant restrictive food intake disorder): ARFID is an eating disorder characterized by an eating disturbance in which there is failure to meet nutritional or energy needs leading to significant weight loss, nutritional deficiencies, the need for nutritional supplements or a marked interference with psychosocial functioning. This eating disorder can present due to sensory sensitivities, fears around eating or a lack of interest in food.
5. OSFED (other specified feeding and eating disorder): OSFED is a more general term to describe eating disorders that don't fit into other diagnoses. Some sub-categories of OSFED include atypical anorexia (meets all of the criteria of anorexia nervosa except for low body weight), purging disorder and night eating syndrome.
Eating disorders and disordered eating both share many common behaviors, such as restricting food intake or "working off" meals. This makes differentiating one from the other that much more difficult, but it's possible. Here's how to identify both and discern one from the other.
2
How to tell the difference between eating disorders and disordered eating
The difference between eating disorders and disordered eating lies less in specific behaviors and more in degree. "There's a fine line between disordered eating and an eating disorder," Hill says. "Disordered eating is generally mild without a significant impact on someone's mental or physical health or self-worth."
Determining whether these disordered behaviors are emerging out of an eating disorder requires looking holistically at the person and taking into account the ways these behaviors impact their life, including medical complications. Tanimura explains that the primary difference between eating disorders and disordered eating lies in these 3 qualities:
* Severity: How intense the behaviors are and how much they disrupt regular life
* Frequency: How often these behaviors are repeated day to day
* Length of time: How long the behaviors have been going on
Here are some more factors to consider when evaluating if it might be an eating disorder.
Physical and mental health complications
If disordered eating begins to have a negative impact on health, it's probably tipped over into eating disorder territory. "Disordered eating is generally not significantly impacting someone's physical or mental health, whereas an eating disorder does," says Hill. "So generally, people with disordered eating aren't struggling with common medical or psychiatric complications of an eating disorder, like mood changes, menstrual irregularities, GI symptoms, bone density or changes to heart function."
Other health complications of an eating disorder include low heart rate, loss of tooth enamel, and hair loss, as well as depression, anxiety and suicidal thoughts.
Ability to function normally
While people with disordered eating habits may be preoccupied by thoughts around food and their body, their life generally isn't greatly impacted. With an eating disorder, however, those thoughts and behaviors occur so frequently, and are so intense, that the eating disorder reshapes life.
According to NEDA (National Eating Disorders Association), when someone's disordered eating habits become so severe that they take away from normal functioning, it is a strong indication of an eating disorder. For example, a child who skips her best friend's birthday party out of anxiety around the cake, or a teen who lies to his parents and goes out on a 5-mile run despite having a bad cold.
Mental toll
What's happening inside someone's mind matters, too. While those with disordered eating habits may think about food more than others, the level of obsession is far more intense with an eating disorder. Those struggling with an ED are often so fixated on food — what they did eat, what they didn't eat, what they will eat, how they'll avoid eating — that it impairs focus and makes it nearly impossible to stay present.
One helpful way to think about it is to ask how often someone thinks about food or their body, and how often they want to think about food or their body. If the gulf between those 2 answers is significant, it shows that their brain is being monopolized by thoughts over which they don't have control. This is a major red flag for an eating disorder.
The number of behaviors
Eating disorders are a cluster of symptoms. Adopting one disordered eating habit — unhealthy and damaging though it may be — is not an eating disorder. So if you observe disordered habits, take a step back and begin to notice what else there might be. Are you or a loved one simply skipping breakfast all of a sudden? Is it a combination of skipping breakfast and exercising before breakfast and becoming socially withdrawn? If you recognize a lot of concerning behaviors emerge, it could be the beginning of an eating disorder.
The dangers of disordered eating
Even if disordered eating habits aren't the precursor to a full-fledged eating disorder, they can still be dangerous. Disordered eating can lead to several mental and physical health issues, such as:
* Anxiety and depression
* Digestive problems
* Fatigue
* Poor sleep
* Nutritional deficiencies
One worrisome twist to all of this is that disordered eating behaviors have become increasingly normalized and even
3
praised in our society — making them easy to dismiss. As the thin ideal still prevails and diet mentality permeates our culture, our conversations and our conscience, habits like skipping meals or exercising for hours each day are socially accepted. This not only means that harmful behaviors may go unnoticed, but may also encourage disordered eating behaviors in those susceptible to them.
This matters, because while someone might "just" be engaging in disordered eating behaviors for the time being, this could be the first step on the path toward an eating disorder. "In my experience, I've seen disordered eating often be the trigger for a diagnosable eating disorder," says Tanimura.
How to help someone struggling with disordered eating
If you're worried that you or someone in your life is engaging in disordered eating behaviors, it's important to ask your primary care provider for a medical assessment. This advice holds true even if you fully understand the characteristics of eating disorders versus disordered eating and have determined that the behavior in question falls into the latter category.
Tanimura emphasizes that it's vital not to delay seeking help: "Early intervention is key to preventing further damage," she says. "There are eating disorder assessments online that could be the first step. Seeking support as soon as possible is strongly encouraged."
If you're concerned about someone you love, you might be surprised to find out that the "mild" disordered behavior you observed was just the tip of the iceberg. "People are often very skilled at hiding their eating disorder, and it might initially appear more mild than it actually is," says Hill. "Family and friends are often shocked to learn not only that their loved one has an eating disorder, but that the eating disorder has been going on for a while without anybody knowing."
Whether you're worried about your own disordered eating or signs you've noticed in a loved one, it's important to get a professional assessment.
Sources
Pereira R et al. Disordered eating: Identifying, treating, preventing, and differentiating it from eating disorders. Diabetes Spectr. 2007;20(3):141–148.
Pennesi J et al. A systematic review of the existing models of disordered eating: Do they inform the development of effective interventions? Clinical Psychology Review. 2016;43:175–192. ISSN 0272-7358.
Hesse-Biber et al. The mass marketing of disordered eating and eating disorders: The social psychology of women, thinness and culture. Women's Studies International Forum. 2006;29(2):208–224.
Puccio F et al. Longitudinal bi-directional effects of disordered eating, depression and anxiety. Eur. Eat. Disorders Rev. 2017;25:351–358.
This program should not be used for emergency or urgent care needs. In an emergency, call 911 or go to the nearest emergency room. This program is not a substitute for a doctor's or professional's care. Consult with your clinician for specific health care needs, treatment or medication. Due to the potential for a conflict of interest, legal consultation will not be provided on issues that may involve legal action against Optum or its affiliates, or any entity through which the caller is receiving these services directly or indirectly (e.g., employer or health plan). This program and its components may not be available in all states or for all group sizes and is subject to change. Coverage exclusions and limitations may apply. | <urn:uuid:b3aa593e-9b55-448e-b0a0-8dbc91d8aa76> | CC-MAIN-2025-05 | https://cdn.optumwellbeing.com/pdf/February_2025_Eating_disorders_vs_disordered_eating_en-US.pdf | 2025-01-15T01:55:07+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00193.warc.gz | 155,114,327 | 2,641 | eng_Latn | eng_Latn | 0.998181 | eng_Latn | 0.998259 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1659,
5513,
9775,
13231
] | [
3.421875
] | 1 | 0 |
COURSE OVERVIEW
Driver Responsibility
Available in workbook
Available in Spanish
I T E M # W 1 1 3
COURSE DESCRIPTION
This course on cognitive driving skills was designed for all drivers, regardless of age, who have exhibited a lack of proper driving values, attitudes, and behaviors.
This is perhaps the only traffic workbook in the nation that combines cognitive restructuring with traditional traffic curriculum. Notice that the workbook spends a lot of time and effort in the cognitive domain to challenge driver's faulty thinking, and less in the affective domain. Highlights in the workbook include Unit 5, which covers emotional factors, and Unit 6, which covers physical factors. Each unit sets the stage for the next unit and focuses on the ACCI motto:
If we keep on thinking the way we have been thinking, we will keep on getting what we have been getting. If we want to change what we have been getting, we will have to change what we have been thinking.
LEARNING OBJECTIVES & SKILL DEVELOPMENT
* Personal responsibility
* Avoiding distractions while driving
* Overcoming negative thoughts, attitudes and behaviors while driving
* Positive driver attitudes, values, and behaviors
* Driving with skill and sense
RECOMMENDED USES
* Self-Directed—Student does most of the course work independently with a peer or mentor
* Group—To be completed in a group setting with a facilitator
* Hybrid—Combination of self-directed learning and group instruction
* Blended Learning—Combination of online & offline curriculum
COURSE INFORMATION
Course Format: eLearning and Printed Workbook
COURSE CONTENT
UNIT 1: DRIVER VALUES
The reason for most driver problems is driver values.
UNIT 2: DRIVER RESPONSIBILITY
If you are not responsible for your actions, who is?
UNIT 3: LAWS & CONSEQUENCES
A society without laws is not a society.
UNIT 4: ANGER AVOIDANCE
Angry drivers drive with a full anger flask.
UNIT 5: EMOTIONAL FACTORS
Strong emotions impede driving ability.
UNIT 6: DRIVING WITH SKILL
Thirteen factors that cause accidents.
UNIT 7: DRIVING UNDER THE INFLUENCE
A recipe for disaster.
UNIT 8: HOW TO CHANGE
Driver awareness is the first step toward change.
CRIMINOGENIC NEEDS MET
1. Antisocial cognitions
2. Antisocial personalities
3. Education
LEARNING ACTIVITIES
* Self-assessments
* Application and skill building
* Scenario-based learning
* Self-reflection
* Role playing
* Discussion with coach
Scientific Model:
Item Number: W 113
Workbook Pages: 64
Course Length: ~15 hours
Cognitive Restructuring eLearning Length:
750 Slides
* Focused journaling
Author and Publisher: ACCI Lifeskills
* Knowledge check
CORRECTIONSLIFESKILLS.COM email@example.com (800) 316-0246
20 | <urn:uuid:0d8d5700-3044-4854-acca-f8e5d78542b8> | CC-MAIN-2025-05 | https://lifeskillslink.com/files/library/docs/driver-responsibility-course-overview.pdf | 2025-01-15T03:51:32+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00193.warc.gz | 373,490,937 | 635 | eng_Latn | eng_Latn | 0.98575 | eng_Latn | 0.98575 | [
"eng_Latn"
] | false | docling | [
2746
] | [
2.6875
] | 1 | 0 |
Magic Tree House Fact Tracker 30 Ninjas And Samur
Magic Tree House Fact Tracker Series by Will Osborne The Magic Tree House Book Series by Mary Pope Osborne Magic Tree House Fact Tracker 8 Book Set: Ghosts ... Magic Tree House Fact Tracker #11: American Revolution: A ... Magic Tree House (R) Fact Tracker: Magic Tree House Fact ... Reading Levels :: Magic Tree House Magic Tree House (R) Fact Tracker Magic Tree House Fact Tracker Magic Tree House Fact Trackers Book List in Publication Order Magic Tree House Fact Tracker #6: Space: A Nonfiction ... Magic Tree House Fact Tracker #11: American Revolution: A ... Amazon.com: magic tree house fact tracker Order of Magic Tree House Books - OrderOfBooks.com Magic Tree House Welcome to the Magic Tree House! Books - Magic Tree House Series Magic Tree House Fact Tracker Book Series Fact Trackers/Nonfiction Lesson Plans :: Magic Tree House Magic Tree House Fact Tracker: Pirates : Pirates Past Noon ...
Magic Tree House Fact Tracker 30 Ninjas And Samur
Downloaded from intra.itu.e
du by guest
SIENA AUGUST
Magic Tree House Fact Tracker Series by Will Osborne Magic Tree House Fact TrackerMagic Tree House Fact Tracker Series 37 primary works • 38 total works Nonfiction guides to the Magic Tree House series for children. In the beginning the series was referred to as the Magic Tree House Research Guides.Magic Tree House Fact Tracker Series by Will OsborneThe MAGIC TREE HOUSE FACT TRACKERS is a bestselling series of nonfiction books that expand on the Magic Tree House fiction, and are written by Mary Pope... The MAGIC TREE HOUSE FACT TRACKERS is a bestselling series of nonfiction books that expand on the Magic Tree House fiction, and are written by Mary Pope Osborne together with either her husband...Magic Tree House (R) Fact TrackerMagic Tree House Fiction Adventures and their corresponding Non-Fiction Fact Trackers are the ultimate paired texts for grades 1-4 for teachers to use as they guide students to decipher text, compare and contrast, and form opinions.Fact Trackers/Nonfiction Lesson Plans :: Magic Tree HouseThe Magic Tree House Research Guide 18-Book Set (American Revolution, Ancient Greece and the Olympics, Ancient Rome and Pompeii, Dinosaurs, Dolphins and Sharks, Knights and Castles, Mummies and Pyramids, Penguins and Antarctica, Pilgrims, Pirates, Polar Bears and the Arctic, Rain Forests, Sabertooths and the Ice Age, Sea Monsters, Space, Titanic, Tsunamis and Other Natural Disasters, and ...Amazon.com: magic tree house fact trackerThe Magic Tree House Fact Tracker book series by multiple authors includes books Dinosaurs, Chevaliers ET Chateaux Forts/Carnets De LA Cabane Magique 2, Mummies and Pyramids, and several more. See the complete Magic Tree House Fact Tracker series book list in order, box sets or omnibus editions, and companion titles.Magic Tree House Fact Tracker Book SeriesMagic Tree House Fact Tracker #19: Leonardo da The #1 bestselling chapter book series of all time celebrates 25 years with new covers and a new, easy-to-use numbering system! Getting the facts behind the fiction has never looked better. Track the facts with Jack and Annie!!Magic Tree House Fact Tracker #6: Space: A Nonfiction ...Filled with up-to-date information, photos, illustrations, and fun tidbits from Jack and Annie, the Magic Tree House Fact Trackers are the perfect way for kids to find out more about the topics they discovered in their favorite Magic Tree House adventures. 8 book set: Magic Tree House Fact FinderResearch- Non-fiction Companion Guides.Magic Tree House Fact Tracker 8 Book Set: Ghosts ...They are working on more Magic Tree House® Fact Tracker books to give Magic Tree House readers facts and information about places, time periods, and animals that Jack and Annie discover in the Magic Tree House adventures. Mary lives in Connecticut. Natalie makes her home nearby in the Berkshire Hills of Massachusetts.Magic Tree House Fact Tracker #11: American Revolution: A ...Magic Tree House Fact Trackers book list in publication order, reading level information, appropriate reading age range, and additional book information.Magic Tree House Fact Trackers Book List in Publication OrderChristmas in Camelot. Celebrate Christmas with Jack, Annie, and the magic tree house with this deluxe holiday edition. When Jack and Annie receive an invitation to spend Christmas Eve in Camelot—a magical place that exists only in myth and fantasy—they know they are in for their biggest adventure yet.Books - Magic Tree House SeriesStarting with Ancient Greece and the Olympics, the Magic Tree House Fact Tracker books are co-authored with Natalie Pope Boyce. Games and Puzzles from the Tree House was co-authored by Natalie Pope Boyce. The Magic Tree House non-fiction books are written with Natalie Pope Boyce. The UK title of Dinosaurs Before Dark is Valley of the Dinosaurs.Order of Magic Tree House Books -
OrderOfBooks.comCelebrate Christmas with Jack, Annie, and the magic tree house with this deluxe holiday edition. When Jack and Annie receive an invitation to spend Christmas Eve in Camelot—a magical place that exists only in myth and fantasy—they know they are in for their biggest adventure yet.Magic Tree HouseFilled with up-to-date information, photos, illustrations, and fun tidbits from Jack and Annie, the Magic Tree House Fact Trackers are the perfect way for kids to find out more about the topics they discovered in their favorite Magic Tree House adventures.Magic Tree House Fact Tracker: Pirates : Pirates Past Noon ...The Magic Tree House series by Mary Pope Osborne has been popular since the first MTH book for young independent readers, Dinosaurs Before Dark, was published in 1992. By August 2012, there were 48 books in the series for independent readers, 6 to 10 or 11 years old, as well as 26 companion research guides (Magic Tree House Fact Tracker nonfiction books) for some of the books in the series.The Magic Tree House Book Series by Mary Pope OsborneFilled with up-to-date information, photographs, illustrations, and fun tidbits from Jack and Annie, the Magic Tree House Fact Trackers are the perfect way for kids to find out more about the topics they discover in their favorite Magic Tree House adventures.Magic Tree House (R) Fact Tracker: Magic Tree House Fact ...Reading Levels Select a Magic Tree House book or Fact Tracker All Magic Tree House Fact Trackers Sea Monsters Penguins and Antarctica Ghosts Leprechauns and Irish Folklore Rags and Riches: Kids in the Time of Charles Dickens Snakes and Other Reptiles Dog Heroes Abraham Lincoln Pandas and Other Endangered Species Horse Heroes SelectReading Levels :: Magic Tree HouseThey are working on more Magic Tree House® Fact Tracker books to give Magic Tree House readers facts and information about places, time periods, and animals that Jack and Annie discover in the Magic Tree House adventures. Mary lives in Connecticut. Natalie makes her home nearby in the Berkshire Hills of Massachusetts.Magic Tree House Fact Tracker #11: American Revolution: A ...Welcome to the Magic Tree House! Explore the world of Mary Pope Osborne's popular children's series with Jack and Annie. Play the Magic Tree House game, learn about the books, take passport quizzes, read Tree House Mail, and check out the Magic Tree House on Stage.Welcome to the Magic Tree
1
House!Filled with up-to-date information, photos, illustrations, and fun tidbits from Jack and Annie, the Magic Tree House Fact Trackers are the perfect way for kids to find out more about the topics they discovered in their favorite Magic Tree House adventures.
The Magic Tree House Research Guide 18-Book Set (American Revolution, Ancient Greece and the Olympics, Ancient Rome and Pompeii, Dinosaurs, Dolphins and Sharks, Knights and Castles, Mummies and Pyramids, Penguins and Antarctica, Pilgrims, Pirates, Polar Bears and the Arctic, Rain Forests, Sabertooths and the Ice Age, Sea Monsters, Space, Titanic, Tsunamis and Other Natural Disasters, and ...
The Magic Tree House Book Series by Mary Pope Osborne
The Magic Tree House Fact Tracker book series by multiple authors includes books Dinosaurs, Chevaliers ET Chateaux Forts/Carnets De LA Cabane Magique 2, Mummies and Pyramids, and several more. See the complete Magic Tree House Fact Tracker series book list in order, box sets or omnibus editions, and companion titles.
Magic Tree House Fact Tracker 8 Book Set: Ghosts ...
Magic Tree House Fact Tracker #19: Leonardo da The #1 bestselling chapter book series of all time celebrates 25 years with new covers and a new, easy-to-use numbering system! Getting the facts behind the fiction has never looked better. Track the facts with Jack and Annie!!
Magic Tree House Fact Tracker #11: American Revolution: A ...
Filled with up-to-date information, photographs, illustrations, and fun tidbits from Jack and Annie, the Magic Tree House Fact Trackers are the perfect way for kids to find out more about the topics they discover in their favorite Magic Tree House adventures.
Magic Tree House (R) Fact Tracker: Magic Tree House Fact ...
Magic Tree House Fact Trackers book list in publication order, reading level information, appropriate reading age range, and additional book information.
Reading Levels :: Magic Tree House
Welcome to the Magic Tree House! Explore the world of Mary Pope Osborne's popular children's series with Jack and Annie. Play the Magic Tree House game, learn about the books, take passport quizzes, read Tree House Mail, and check out the Magic Tree House on Stage.
Magic Tree House (R) Fact Tracker
Filled with up-to-date information, photos, illustrations, and fun tidbits from Jack and Annie, the Magic Tree House Fact Trackers are the perfect way for kids to find out more about the topics they discovered in their favorite Magic Tree House adventures. 8 book set: Magic Tree House Fact Finder- Research- Non-fiction Companion Guides.
Magic Tree House Fact Tracker
The MAGIC TREE HOUSE FACT TRACKERS is a bestselling series of nonfiction books that expand on
the Magic Tree House fiction, and are written by Mary Pope... The MAGIC TREE HOUSE FACT TRACKERS is a bestselling series of nonfiction books that expand on the Magic Tree House fiction, and are written by Mary Pope Osborne together with either her husband...
Magic Tree House Fact Track ers B
ookList in Publication Order
The Magic Tree House series by Mary Pope Osborne has been popular since the first MTH book for young independent readers, Dinosaurs Before Dark, was published in 1992. By August 2012, there were 48 books in the series for independent readers, 6 to 10 or 11 years old, as well as 26 companion research guides (Magic Tree House Fact Tracker nonfiction books) for some of the books in the series.
Magic Tree House Fact Tracker
Magic Tree House Fact Tracker #6: Space: A Nonfiction ...
Celebrate Christmas with Jack, Annie, and the magic tree house with this deluxe holiday edition. When Jack and Annie receive an invitation to spend Christmas Eve in Camelot—a magical place that exists only in myth and fantasy—they know they are in for their biggest adventure yet. Magic Tree House Fact Tracker #11: American Revolution: A ...
Christmas in Camelot. Celebrate Christmas with Jack, Annie, and the magic tree house with this deluxe holiday edition. When Jack and Annie receive an invitation to spend Christmas Eve in Camelot—a magical place that exists only in myth and fantasy—they know they are in for their
Best Sellers - Books :
* I'm Glad My Mom Died
* Twisted Lies (twisted, 4)
* Brown Bear, Brown Bear, What Do You See?
* The Silent Patient
* The Nightingale: A Novel
* Goodnight Moon By Margaret Wise Brown
* Atomic Habits: An Easy & Proven Way To Build Good Habits & Break Bad Ones
* The Inmate: A Gripping Psychological Thriller By Freida Mcfadden
* Never Never: A Romantic Suspense Novel Of Love And Fate
* Taylor Swift: A Little Golden Book Biography
2
biggest adventure yet.
Amazon.com: magic tree house fact tracker
They are working on more Magic Tree House® Fact Tracker books to give Magic Tree House readers facts and information about places, time periods, and animals that Jack and Annie discover in the Magic Tree House adventures. Mary lives in Connecticut. Natalie makes her home nearby in the Berkshire Hills of Massachusetts.
Order of Magic Tree House Books - OrderOfBooks.com
Reading Levels Select a Magic Tree House book or Fact Tracker All Magic Tree House Fact Trackers Sea Monsters Penguins and Antarctica Ghosts Leprechauns and Irish Folklore Rags and Riches: Kids in the Time of Charles Dickens Snakes and Other Reptiles Dog Heroes Abraham Lincoln Pandas and Other Endangered Species Horse Heroes Select
Magic Tree House
Filled with up-to-date information, photos, illustrations, and fun tidbits from Jack and Annie, the Magic Tree House Fact Trackers are the perfect way for kids to find out more about the topics they discovered in their favorite Magic Tree House adventures.
Welcome to the Magic Tree House!
Filled with up-to-date information, photos, illustrations, and fun tidbits from Jack and Annie, the Magic Tree House Fact Trackers are the perfect way for kids to find out more about the topics they discovered in their favorite Magic Tree House adventures.
Magic Tree House Fact Tracker 30 Ninjas And Samur
Books - Magic Tree House Series
Starting with Ancient Greece and the Olympics, the Magic Tree House Fact Tracker books are coauthored with Natalie Pope Boyce. Games and Puzzles from the Tree House was co-authored by Natalie Pope Boyce. The Magic Tree House non-fiction books are written with Natalie Pope Boyce. The UK title of Dinosaurs Before Dark is Valley of the Dinosaurs.
Magic Tree House Fact Tracker Book Series
Magic Tree House Fact Tracker Series 37 primary works • 38 total works Nonfiction guides to the Magic Tree House series for children. In the beginning the series was referred to as the Magic Tree House Research Guides.
Fact Trackers/Nonfiction Lesson Plans :: Magic Tree House
They are working on more Magic Tree House® Fact Tracker books to give Magic Tree House readers facts and information about places, time periods, and animals that Jack and Annie discover in the Magic Tree House adventures. Mary lives in Connecticut. Natalie makes her home nearby in the Berkshire Hills of Massachusetts.
Magic Tree House Fact Tracker: Pirates : Pirates Past Noon ...
Magic Tree House Fiction Adventures and their corresponding Non-Fiction Fact Trackers are the ultimate paired texts for grades 1-4 for teachers to use as they guide students to decipher text, compare and contrast, and form opinions.
2020-12-09 | <urn:uuid:141492cd-5660-49ff-bfd0-b0a8c376bcb4> | CC-MAIN-2025-05 | https://intra.itu.edu/access?rackid=H97l754&FilesData=Magic-Tree-House-Fact-Tracker-30-Ninjas-And-Samur.pdf | 2025-01-15T01:28:21+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00197.warc.gz | 319,705,634 | 3,089 | eng_Latn | eng_Latn | 0.990894 | eng_Latn | 0.990321 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
10030,
14639
] | [
2.109375
] | 1 | 0 |
International Journal of Sports, Exercise and Physical Education 2023; 5(2): 49-52
ISSN Print: 2664-7281 ISSN Online: 2664-729X Impact Factor: RJIF 8 IJSEPE 2023; 5(2): 49-52 www.sportsjournals.net Received: 25-06-2023 Accepted: 01-08-2023
Dr. Chhaya Chaudhary
Associate Professor, Department of Physical Education, IP (PG) College, Bulandshahr, Uttar Pradesh, India
Corresponding Author: Dr. Chhaya Chaudhary Associate Professor, Department of Physical Education, IP (PG) College, Bulandshahr, Uttar Pradesh, India
Understanding the vitality of health, fitness, and wellness
Dr. Chhaya Chaudhary
DOI: https://doi.org/10.33545/26647281.2023.v5.i2a.53
Abstract
Throughout the annals of history, the significance of health and physical fitness in the lives of humans has remained unchanging. The advancement of a nation hinges upon the strength and well-being of its people. It is imperative for each individual to cultivate physical fitness to lead a joyful and productive life. Sports, as an integral part of our existence, involve a diverse array of movements that necessitate a comprehensive understanding of neuromuscular coordination.
In this contemporary era, it is evident that almost every individual, in one way or another, is connected to the realm of sports. What is now commonly referred to as modern Physical Education encompasses not just sports, but also disciplines that promote both physical fitness and the fluidity of bodily movement.
Keywords: Physical fitness, health, wellness
Introduction
The enduring importance of health and physical fitness has been a cornerstone of human existence since time immemorial. The progress and prosperity of a nation are intrinsically linked to the well-being of its citizens, particularly those who maintain robust health and physical fitness. It is incumbent upon every individual to actively cultivate physical fitness as a means to lead a fulfilling and effective life. Achieving physical fitness necessitates active engagement in physical activities.
Physical activity serves as a vital catalyst for the holistic development of an individual's personality, a principle that applies to people of all ages but holds particular significance for children. The wholesome development of a child's mental, physical, social, and spiritual dimensions hinges on the opportunities provided for their overall growth. Consequently, a well-structured and efficiently administered physical education program for schoolchildren becomes an indispensable component of their upbringing.
The concept of physical activity and movement has remained an integral part of human history, transcending time and cultural boundaries. Its significance has evolved from being a fundamental necessity for survival to a pursuit of excellence and overall well-being. Over the ages, physical activity has served various roles, offering not only a means of subsistence but also a source of recreation and amusement. It has bestowed youthful vitality upon individuals while also catering to the needs of the elderly, emphasizing its timeless relevance.
One such practice that has withstood the test of time and continues to be embraced by thousands of individuals, particularly in India, is yoga. Yoga, originally developed in ancient India, has gained significant popularity in the United States and around the world since the 1960s. This holistic discipline intertwines three primary components: physical postures, breathing techniques, and meditation and relaxation. Although yoga is not considered a panacea for specific diseases, regular practice offers a plethora of potential health benefits, particularly for women.
Yoga's enduring appeal lies in its ability to nurture physical, mental, and spiritual well-being. It provides a comprehensive approach to self-care, emphasizing the importance of balance, mindfulness, and the unity of the mind and body. Through a combination of physical postures, known as asanas, individuals can enhance their flexibility, strength, and posture. Additionally, yoga incorporates specific breathing techniques, or pranayama, that promote
respiratory health and relaxation. These techniques enable practitioners to cultivate a sense of inner calm and reduce stress, enhancing overall mental and emotional well-being. Meditation and relaxation practices within yoga empower individuals to access a deeper understanding of their inner selves and enhance their spiritual dimensions. These components promote mental clarity, heightened selfawareness, and a sense of tranquility, helping individuals cope with the demands and challenges of modern life.
In summary, the enduring importance of health and physical fitness spans across human history and holds the key to the progress of nations. The cultivation of physical fitness through active engagement in physical activities is essential for the overall development of an individual's personality, particularly in children. The timeless value of physical activity, from survival to excellence, underscores its significance in human existence. Moreover, the practice of yoga, with its holistic approach, offers potential health benefits, especially for women, by promoting physical, mental, and spiritual well-being through physical postures, breathing techniques, and meditation and relaxation. This ancient discipline serves as a timeless guide to achieving a harmonious and healthy life.
Exploring the Essence of Yoga: A Journey into the Ancient Philosophy
"What is Yoga?" - this question naturally arises in the minds of those embarking on the path of yoga. Yoga, an ancient and profound system, has been meticulously developed over centuries by the sages of India. It encompasses a comprehensive training of the mind, body, and spirit with the overarching purpose of purifying the soul and attaining a harmonious union with the supreme consciousness. At its core, yoga seeks to quiet the mind, facilitate the harmonious coordination of mind and body, foster robust health, and pave the way for profound spiritual growth.
The Foundations of Yoga
Yoga stands as a testament to the wisdom and insights of ancient Indian sages who delved into the profound understanding of the human condition. It has transcended the confines of time and culture to become a universally recognized path toward holistic well-being.
A Holistic System
Yoga is not merely a series of physical exercises; it is a holistic system that encapsulates a wide array of practices, each designed to address different facets of an individual's existence. It is an intricate blend of ancient wisdom, philosophy, and practical techniques, each contributing to the evolution of the self.
Mind, Body, and Spirit
At the heart of yoga is the concept of the trinity - the mind, the body, and the spirit. These elements are not isolated entities; rather, they are deeply interconnected and influence one another in profound ways. The practice of yoga recognizes this interplay and seeks to bring about harmony within this triad.
Purification of the Soul
One of the central objectives of yoga is the purification of the soul. It acknowledges that the human soul can become clouded and obscured by the vicissitudes of life. Through its practices, yoga aims to cleanse and illuminate the soul, allowing an individual to connect with their innermost self and, by extension, with the universe.
Oneness with the Supreme Consciousness
Yoga is a quest for unity, for attaining oneness with the supreme consciousness that pervades the cosmos. It strives to bridge the perceived gap between the individual self and the universal whole. In doing so, it offers a profound and transformative experience of interconnectedness and transcendence.
Calmness of the Mind
The mind, often turbulent and restless, is a major focus in the practice of yoga. The discipline emphasizes the cultivation of mental calmness, a state of inner peace that transcends the chaos and noise of everyday life. A serene mind is a gateway to understanding, insight, and tranquility.
Coordination of Mind and Body
Yoga recognizes that the mind and body are intimately linked. Disruptions in one can lead to imbalances in the other. Hence, the coordination of mind and body is a fundamental tenet of yoga, facilitating a healthier, more harmonious life.
Health and Spiritual Growth
Through the harmonization of the mind and body, yoga enables individuals to lead healthier lives. Physical fitness and vitality, along with mental serenity, contribute to a state of well-being that extends beyond the physical realm. This robust health serves as a foundation for spiritual growth.
In conclusion, the question, "What is Yoga?" is an exploration of a profound, ancient philosophy and practice that transcends physical postures. Yoga is a holistic system that offers a path to inner peace, selfdiscovery, and spiritual realization. It is a journey of self-purification, leading to the unification of the individual soul with the supreme consciousness. Yoga's reach extends to physical well-being, mental serenity, and spiritual growth, making it a timeless and invaluable gift to humanity.
Exploring the Components of Fitness
Primary Components of Fitness
The foundation of physical health and well-being rests upon the understanding of the four primary components, often referred to as the components of health-related fitness:
* Cardiorespiratory Capacity
At its core, cardiorespiratory capacity encapsulates the body's ability to perform a vital trio of functions: the intake of oxygen (respiration), its efficient delivery to the body's cells (circulation), and its utilization at the cellular level for generating energy (bioenergetics) to power physical work (activity). In the realm of fitness, this dimension is synonymous with aerobic capacity. It comprises three crucial elements: aerobic endurance (determining how long one can sustain aerobic activities), aerobic strength (evaluating the intensity at which these activities are performed), and aerobic power (measuring how swiftly they can be executed). The long-term benefits of cardiorespiratory training extend to a range of favorable adaptations, including a reduced resting heart rate, a diminished risk of cardiovascular disease, enhanced
endurance, increased stroke volume, and heightened cardiac output.
* Secondary Components of Fitness
Beyond the primary components, we encounter the secondary components of fitness, sometimes known as the components of performance-based fitness. These secondary aspects are integral to every physical activity and are indispensable for daily functioning. Athletes, in particular, witness varying degrees of success based on the extent to which they develop these secondary fitness components. While the primary components are often considered paramount, the secondary ones should not be underestimated, for they play a pivotal role in the successful completion of daily tasks.
Health and Wellness
The pursuit of health is an ever-evolving journey, marked by constant change. Over time, individuals experience phases of robust well-being, periods of ailment, and, in some cases, encounters with severe illnesses. As our lifestyles shift and transform, so does our state of health. It is a dynamic process, an ongoing narrative that unfolds throughout our lives, and it behooves us to recognize its fluid nature.
Benefits of Physical Activity
As professionals in the field of fitness, a significant portion of our efforts is dedicated to motivating and supporting individuals in their quest for improved health. Education plays a pivotal role in this endeavor. It is our responsibility to champion the advantages of regular physical activity and to elucidate the rationale behind why people should actively engage in it. Physical activity is not merely an option but a lifestyle choice with far- reaching benefits.
Activity Guideline
The health and well-being of a nation are matters of paramount importance. In recognition of this, Health Canada has introduced "Canada's Physical Activity Guide to Healthy Active Living." This resource is designed to empower Canadians with the knowledge and insights needed to make informed choices about physical activity as a means to enhance their health. In a world guided by scientific understanding, experts recommend accumulating a minimum of 60 minutes of physical activity daily to maintain and improve one's health. This guideline serves as a compass, directing individuals on their journey toward a healthier, more active lifestyle.
Conclusion
The world of sports, in all its glorious diversity, represents a captivating realm where a myriad of physical movements converge through the intricate harmony of neuromuscular coordination. In the tapestry of our modern era, it is abundantly clear that virtually every individual, whether directly or indirectly, is intimately entwined with the sphere of sports. Moreover, contemporary Physical Education, more commonly recognized as sports education, emerges as a dynamic crucible where the pursuit of discipline not only takes root but also freely flourishes, giving rise to a fusion of fitness and the artistry of physical expression.
The Artistry of Human Movement
Sports, as an embodiment of human artistry in motion, are characterized by a vast spectrum of activities, each with its own distinctive patterns of movement. These movements, which encompass the grace of a ballet dancer, the precision of an archer, the agility of a gymnast, and the strength of a weightlifter, represent the culmination of the intricate interplay between the nervous system and the muscular apparatus. This delicate synchronization, referred to as neuromuscular coordination, is the backbone of every athletic endeavor. It is the fine-tuned mechanism that allows a basketball player to effortlessly dribble and shoot, a swimmer to glide through the water with grace, and a sprinter to explode off the starting blocks.
The Ubiquity of Sports in the Modern World
In the contemporary landscape, the influence of sports knows no bounds. Whether one actively participates in sports or merely spectates, the impact is profound. Sports are woven into the very fabric of our lives, threading their way through culture, society, and the global stage. They serve as a shared language that transcends barriers of language, race, and nationality. Sports are not confined to stadiums and arenas alone; they reverberate through schools, workplaces, and communities, uniting individuals in a collective celebration of human potential and achievement.
The Evolution of Physical Education
Within the ambit of modern education, Physical Education takes on a multifaceted role that extends beyond its traditional boundaries. It is no longer solely concerned with physical fitness, but has metamorphosed into a platform where the essence of sports is distilled and shared. Here, the pursuit of discipline is not an imposition but a blossoming of individual potential. This educational space serves as a fertile ground for the fusion of fitness and the art of physical expression. Students are not just taught to run, jump, and lift weights; they are encouraged to explore the depths of their own physical capabilities, to refine their skills, and to savor the liberating experience of unrestrained movement.
In this redefined sphere of education, the boundaries between sport and physical discipline blur, creating an environment that nurtures not only strong bodies but also strong minds. Here, the pursuit of physical excellence is not an end in itself but a means to develop the qualities of resilience, determination, and perseverance. It is a training ground for life, where lessons learned on the playing field are transposed into the broader canvas of existence. As the pursuit of discipline is freely embraced, and the frontiers of fitness are pushed, physical education emerges as an arena where the magic of human motion unfolds, not as an abstract concept but as a lived experience.
References
1. Abraham, George. Health Fitness and Exercise, Sports Vision, Keshav Puram, New Delhi.
2. American Psychological Association. APA Concise Dictionary of Psychology. Washington, DC: American Psychological Association; 2009.
3. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. 5 th ed. Washington, DC: American Psychiatric Association; 2013.
4. Generalized Anxiety Disorder. Available from: http://www.nimh.nih.gov/health/topics/generalizedanxietydisorder- gad/index.shtml.
5. Hudson JL, Dodd HF, Bovopoulos N. Temperament, family environment and anxiety in preschool children. J Abnorm Child Psychol. 2011;39:939-51.
6. Kring AM, Johnson SL, Davison GC, Neale JM. Abnormal Psychology. Hoboken, NJ: John Wiley and Sons; 2010.
7. Yadav, Raj D. Physical Fitness and Wellness, Angel Publication. Keshav Puram, New Delhi. | <urn:uuid:9294b961-6552-4d15-af9a-e57978102639> | CC-MAIN-2025-05 | https://www.sportsjournals.net/archives/2023/vol5issue2/PartA/5-2-18-443.pdf | 2025-01-15T01:55:46+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00197.warc.gz | 1,046,928,302 | 3,255 | eng_Latn | eng_Latn | 0.915761 | eng_Latn | 0.994516 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4117,
10275,
16574,
16919
] | [
2.890625
] | 1 | 0 |
Now is a Good Time to Plant a Tree
By Chris Ramsey, Sullivan County Extension Agent
Fall is a great time to add a new tree to your lawn especially bare root trees as well as ball and burlap trees. Planting ball and burlap trees now helps the tree over the shock of being dug up leaving major portion of the root system in the field. This puts the tree at a disadvantage compared to a tree grown in a container.
Container trees may actually be planted any time of the year as long the ground is not frozen. When planting a container tree, all of the tree's root system goes into the planting hole to help it become established. Planting container trees in the dormant season is recommended due to the lower water requirement of the season.
Now that you have decided to plant a tree, make sure you are planting the right tree in the right place. In other words, do you know what the mature size of the tree will be? Many native trees can grow to heights of 60 to 80 feet with a limb spread of 40 to 50 feet. So, don't be misled by that small four-foot Hemlock. University of Tennessee (UT) Extension has a series of publications listing trees, their characteristics and mature sizes including a list of trees that can be planted under power lines. There is also a publication to help you select a particular tree for fall color, spring blooming or summer blooming.
When purchasing a tree, inspect it for wounds on the trunk. You should also look for correct form and avoid co-dominant stems. A tree that splits into two trunks at a low height will be a weak tree in the future.
When you remove the container from the tree, inspect the root ball for circling roots. Any circling roots should be cut to encourage the tree to initiate new roots. Circling roots can eventually girdle the trunk.
Now, dig a hole three times as large as the root ball to give the tree ample loose soil to develop roots. Make sure the sides of the planting hole are not sealed, especially in heavy clay soils. According to the UT Extension Forestry Specialists, the two most common mistakes in transplanting trees is planting them too deeply and over or under watering.
The top of the root ball should be planted at ground level or above. Larger trees will be more likely to settle due to the weight of the root ball causing ponding of water around the base of the tree.
Slightly pulling the root ball apart will encourage the roots to move out into the new soil. You can also score the root ball with a sharp blade. Make sure to place the tree in the hole in the correct position before back filling. The position will be hard to change after planting. If a ball and burlap tree is being planted, be sure to remove the burlap from the sides of the root ball.
Fill the hole about half full around the tree with the original soil and then lightly pack the soil around the root ball and water to eliminate air pockets. Continue filling the hole around the tree. Be sure to water thoroughly after planting.
Place two to four inches of mulch around the tree. Mulch should not contact the trunk as this can promote pest problems including rodent damage.
Pay close attention to watering of the tree for several months after planting. A good rule of thumb is to provide about one third the volume of the original container in water. A three-gallon tree would receive about one gallon of water. Monitor soil moisture as trees can be kept too wet especially in a clay soil. A newly planted tree will require two years to become established.
Resources
How do I ask a question?
If you have a question for the Master Gardeners, submit them to us on our website at www.netmga.net. Click the link at the top of the page, "ASK A MASTER GARDENER" to send in your question. Questions that are not answered in this column will receive a response from a Master Gardener to the contact information you provide.
The Master Gardener Program is offered by the University of Tennessee Extension. The purpose of the Master Gardener program is to train people as horticultural-educated volunteers. These volunteers work in partnership with the local Extension office in their counties to expand educational outreach, providing home gardeners with researchedbased information. | <urn:uuid:f6fc7e57-08ea-45d2-9861-b07336bb30fd> | CC-MAIN-2025-05 | https://www.netmga.net/app/download/7127448439/Fall+Tree+planting.pdf | 2025-01-15T01:58:54+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00196.warc.gz | 964,196,175 | 879 | eng_Latn | eng_Latn | 0.998406 | eng_Latn | 0.99906 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3517,
4239
] | [
2.890625
] | 1 | 0 |
www.BankExamsToday.com
www.BankExamsToday.com Punjab History for Patwari Exam Ramandeep Singh
Ramandeep Singh 9/22/2015
| S. NO. | Topics |
|---|---|
| 1 | Introduction to Punjab |
| 2 | About Punjab |
| 3 | Historical Overview of Punjab |
| 4 | www.BankExamsToda The Rise of Sikh Power |
| 5 | Ten Gurus of Sikhs |
| 6 | Creation of Khalsa, Banda Singh Bahadur, Maharaja Ranjit Singh |
| 7 | Britishers in Punjab |
| 8 | Punjab of India and Pakistan |
| 9 | Punjab After 1947 |
| 10 | Geographical Overview of Punjab |
| S. NO. | Topics (Wars) |
|---|---|
| 1 | Battles of Guru Gobind Singh Ji |
| 2 | Battle of Banda Singh Bahadur |
| 3 | Anglo Sikh War I |
| 4 | Anglo Sikh War II |
Page 2
Introduction to Punjab
Punjab, the land of five rivers, has land with prosperity. The plains of Punjab, with their fertile soil and abundant water supply, are naturally suited to be the breadbasket for India. The land of Punjab is a land of exciting culture. The state has achieved tremendous growth over the years due to the success of the Green Revolution in the early 70s. For a major period in the second half of the 20th century, Punjab led the other states in India to achieve self-sufficiency in crop production. The current state of Punjab was formed in 1966, the state was organized into three smaller states - Punjab, Haryana and Himachal Pradesh. www.BankExamsToday.com
The name Punjab is a xenonym/exonym and the first known mention of the word Punjab is in the writings of IbnBatūtā, who visited the region in the 14th century. The term came into wider use in the second half of the 16th century, and was used in the book Tarikh-e-Sher Shah Suri (1580), which mentions the construction of a fort by "Sher Khan of Punjab". The first mentioning of the Sanskrit equivalent of 'Punjab', however, occurs in the great epic, the Mahabharata (pancha-nada 'country of five rivers'). The name is mentioned again in Ain-e-Akbari , written by AbulFazal, who also mentions that the territory of Punjab was divided into two provinces, Lahore and Multan. Similarly in the second volume of Ain-e-Akbari, the title of a chapter includes the word Panjnad in it The Mughal King Jahangir also mentions the word Panjab in Tuzk-i-Janhageeri.
Punjab in Persian literally means "five" (panj) "waters" (āb), i.e., the Land of Five Rivers, referring to the five rivers which go through it. It was because of this that it was made the granary of British India. Today, three of the rivers run exclusively in Punjab, Pakistan, and Punjab, India has the headwaters of the remaining two rivers, which eventually run into Pakistan.
About Punjab
Brief History of Punjab
Punjab is said to have derived its name from the five rivers that flow through this region - Indus, Sutlej, Beas, Ravi and Ghaggar. It was a region that formed parts of the Indus Valley civilization. The Aryans settled in this region in about 1500 B.C. It was in about 900 B.C. that the battle of Kurukshetra mentioned in the Epic Mahabharata was believed to have taken place in Kurukshetra. During this period the region formed small principalities ruled by chieftains. In 326 B.C. Alexander the Great of Macedonia invaded Punjab. After this was the rule of Chandragupta Maurya that lasted till about 1st century A.D. By 318 A.D. the Gupta dynasty exercised their influence. The Huns followed them in about 500 A.D.
By 1000 A.D., the Muslims invaded Punjab led by Mahmud of Ghazni. In 1030 A.D., the Rajputs gained control of this territory. During the Sultanate period and Mughal rule, Punjab was engaged in intermittent warfare. In about 1192 A.D. the Ghoris defeated the Chauhans and ruled until the establishment of the Mughal rule. Guru Gobind Singh (1661-1708 AD) created the Khalsa, an army of saint-warriors who rose up against the ferocity perpetrated by the Mugals. The Sikhs carried on their struggle and after the fall of Banda Bahadur, they established themselves as sovereign rulers of the greater part of the Punjab.
From the misals evolved the government of Maharaja Ranjit Singh (1778-1839). He was the first independent native Indian ruler after the centuries of slavery. His reign, though not long, is significant because of its concept of dharma entwined with the practice of secularism. In the early, 19th century the British established their influence. After independence this region witnessed mass migration and distribution of property. In 1947 when India was partitioned, the larger half of Punjab went to Pakistan.
www.BankExamsToday.com
Page 3
Currently Punjab has 22 districts with 157 towns and 12,673 villages. (Fazilka and Pathankotare new district for Punjab).
Economy of Punjab
The state has number of small, medium and large-scale industrial units. Major Industries in the state include metals, manufacturing textiles, hosiery, yarn, sports goods, hand tools, bicycles, and light engineering goods. The areas of industrial thrust include agro-industry, electronics, dairy industry, pharmaceutical Industry and white goods industry. Agriculture is the mainstay of Punjab's economy. The state contributes 80 percent of wheat and 43 percent of rice to the national exchequer. The other major reason for the prosperity of the state are the great number of people who left their home for the countries in Europe and North America and, after long struggles, achieved successes there. www.BankExamsToday.com
Punjab Travel Information
The most important tourist center in the state is Amritsar with its Golden Temple. This temple is considered to be the holiest of all the pilgrimages of Sikhism and houses Akal Takht, the supreme governing body of Sikhism.
The JalianwallahBagh is a small park in the city where the British police massacred many pilgrims in the year 1919. Wagah is the only open land point between India and Pakistan. The Changing of Guards and the ceremonial lowering of the flags ceremony at sundown are great tourist attractions and have their own symbolic importance.
Ludhiana is famous for its hosiery and woolen goods and products from Ludhiana are exported all over the world. For its production of hosiery, Ludhiana is also known as the Manchester of India. It also boasts of the world famous Punjab Agricultural University, which organizes the KisanMela every Year. Nearby is Killa Raipur, which is famous for its Rural Olympics.
Patiala is famous for its healthy food, loving people, wonderful parandaas, exciting Patiala peg and jootis. Easily accessible and well maintained, Patiala is a place that would give one the much-needed tranquility far from urban chaos. The Sports School and the MotiBagh Palace are some of the places that one must visit to get a clear picture of the past of the state. Chandigarh is the capital of both Punjab and Haryana.
The city is considered to be a Mecca of modern architecture and planning all over the world. What makes Chandigarh extraordinary is the fact that within four decades, a barren landscape has been transformed into a modern and model human habitation. Jalandhar is an ancient city but not much of its evidence is left now. Today, it is a major rail and road junction and an army cantonment.
Rivers of Punjab
The word "Punjab" is a combination of the Persian words 'Punj' Five, and 'Aab' Water, giving the literal meaning of the Land of the Five Rivers. The five rivers after which Punjab is named after are the Jhelum; the Chenab; the Ravi; the Beas and the Sutlej - all of them are the tributaries of the Indus river.
Education in Punjab
Punjab is served by leading institutes of excellence in higher education. All the major arts, humanities, science, engineering, law, medicine, veterinary science, and business courses are offered, leading to first degrees as well as postgraduate awards. Advanced research is conducted in all major areas of excellence. Punjab Agriculture University is one of world's leading authorities in agriculture.
Major universities of Punjab are Guru Nanak Dev University, Amritsar; Punjabi University, Patiala; Panjab University, Chandigarh; Punjab Agriculture University, Ludhiana; Punjab Technical University, Jalandhar; Punjab Medical University, Faridkot and Punjab Veternary Sciences
Page 4
University, Talwandi Sabo. Punjab also has many institutes of repute such as National Institute of Technology, Jalandhar and Thapar Institute of Engineering and Technology, Patiala
Food of Punjab
The Punjabis are known for their rich foods. Predominantly wheat eating people, the Punjabis cook rice only on special occasions. Nans and parathas, rotis made of corn flour (makke di roti) are their typical breads. Milk and its products in the form of malai (cream), paneer (cottage cheese), butter and curds are always used with almost every Punjabi meal. www.BankExamsToday.com
The main masala in Punjabi dish consists of onion, garlic, ginger and a lot of tomatoes fried in pure ghee. Spices like coriander, cumin, cloves, cinnamon, cardamom, black pepper, red chili powder, turmeric and mustard are regularly used. Chicken especially 'Tandoori Chicken' is a favourite with non-vegetarians as paneer is in the vegetarian Punjabi menu. Mahki Dal, SarsonKaSaag, meat curry like Roghan Josh and stuffed parathas can be found in no other state except Punjab.
Arts & Culture of Punjab
A majority of the people in this state is of Aryan origin. A large part of the population follows Sikhism, which has visible effects of Hinduism and some effect of Islam. Punjabi is the state language, quite similar to Hindi. Most famous of the craft traditions of Punjab is phullkari. The word phullkari means flowering and it does exactly that - creates a flowery surface with the simplest of tools, a needle and a silken thread, and a high degree of skill. The phullkari pattern revolves around a single stitch, the darn stitch.
At Kartarpur, Jalandhar and Hoshiarpur, craftsmen and women create pidhis (low, four legged woven stools), which are both artistic and of immense utility in the day-to-day life. Color, beauty and utility combine yet again to form the central theme of the well-known leather jootis (shoes and slippers) of Punjab. The enterprising women of Punjab weave durries (a pileless cotton spread, which can be used to spread on a bed or the floor).
Girls are taught the art of weaving durries at a young age. The durries are woven in different sizes, and patterns - geometrical, animals, birds, leaves and flowers-and colors. Nikodar, Jalandhar, Hoshiarpur, Tarn Taran and Anandpur Sahib offer a vast variety of durries to buyers. Another important craft of Punjab is the art of doll making, especially the Punjabi bride and the bhangra dolls. Colorful and beautifully crafted and dressed, dolls are made all over Punjab, though the most important center is Chandigarh.
Dance & Music of Punjab
The folk songs of Punjab are the songs of the body and soul. The joyous flight of birds, starry nights, sunny days and thundering clouds, signifying happiness and joy, are all reflected in folk songs. So ageless are these songs that no one can claim their creation.
Punjab is the only place where the dances for men and women are not the same and are of varying forms. While the dances for men are the bhangra, jhoomer, luddi, julli and dankara, the ones for women are the giddha and kikli.
Festivals of Punjab
The festivals in Punjab have always been celebrated with much exuberance and fanfare. For the masses these festivals are popular occasions for social interaction and enjoyment. Punjab being a predominantly agricultural state that prides itself on its food grain production, it is little wonder that its most significant festival is Baisakhi, which marks the arrival of the harvesting season. For the Sikhs, Baisakhi has a special significance because on this day in 1699, their tenth guru, Guru Govind Singh organized the Order of the Khalsa.
www.BankExamsToday.com
Page 5
A day after Holi, the Sikh community in Punjab observes HollaMohalla with thousands of devout Sikhs gathering at Anandpur Sahib-where Guru Gobind Singh was baptized-to participate in the grand fair of HollaMohalla. The whole place wears a festive look, processions are taken out, and the people participate in the festivities with gaiety and fervor. www.BankExamsToday.com
The Gurpurab festival is celebrated by the Sikhs to express their reverence for their gurus. Two major Gurpurabs are celebrated during the year. The first in the month of Kartik (Oct-Nov) to celebrate the teachings of the founder of Sikhism, Guru Nanak, and the second in the month of Pausa (DecemberJanuary) to celebrate the birth anniversary of Guru Govind Singh. On all Gurpurabs, non-stop recital of the granth sahib and religious discourses are held. Langars (free meals) are served to all without distinction of caste or creed.
Tika is celebrated in the month of Kartik (Oct-Nov.) one day after Diwali. Women put a tika of saffron and rice grains on the foreheads of their brothers, to protect them from evil. Like most other festivals of Punjab, Lohri too is a festival related to the seasons. Celebrated in the month of January, it marks the end of the winter season. A huge bonfire is made in every house and the fire god is worshipped.
Costumes of Punjab
The most common attire of Sikh men folk is a long kurta (shirt) with baggy trousers drawn in at the ankle. Most unique identification of a Sikh man is his turban and his beard. Women of the state also wear almost the same dress known as the salwarkurta along with a dupatta (long stole).
Historical Overview
Pre – Aryan Civilization
Archeological discoveries at Mehrgarh in present-day Baluchistan show that humans inhabited the region as early as 7000 BCE. From about 3000 BCE the Indus River basin was home to the Indus valley civilization, one of the earliest in human history. At its height, it boasted large cities like Harrapa (near Sahiwal in West Punjab) and MohenjoDaro (near Sindh). The civilization declined rapidly after the 17th century BCE, for reasons that are still unexplained.
Indo – Aryans
Factors in the Indus valley civilization's decline possibly included a change in weather patterns and unsustainable urbanization (that is, without any rural agricultural production base). This coincided with the drying up of the Sarasvati River. The Out of India theory suggests that this drying up caused the movement of the remaining Indo-Aryans towards the Gangetic basin and possibly southwards towards the home of the Dravidian people.[3] The next one thousand years of the history of the Punjab and North India in general (c.1500-500 BCE) is dominated by the Indo-Aryans and the mixed population and culture that emerged from their interactions with the natives of the rest of the Indian subcontinent.
Vedic Punjab
The Rig-Veda, the oldest book in human history, is thought to have been written in the Punjab. It embodies a literary record of the socio-cultural development of ancient Punjab (known as SaptaSindhu) and affords us a glimpse of the life of its people. Vedic society was tribal rather than territorial in character. A number of families constituted a grama, a number of gramas a vis (clan) and a number of clans a Jana (tribe). The Janas, led by Rajans, were in constant inter-tribal warfare. From this warfare arose larger groupings of peoples ruled by able chiefs and kings. As a result, a new political philosophy of conquest and empire grew, which traced the origin of the state to the exigencies of war.
www.BankExamsToday.com
Page 6
An important event of the Rigvedic era was the "Battle of Ten Kings (BTK)" which was fought on the banks of the river Purusni (identified with the present-day river Ravi) between king Sudas of the Trtsu lineage of the Bharata clan on the one hand and a confederation of ten tribes on the other. The ten tribes pitted against Sudas comprised five major Indo-Aryan clans---the Purus, the Druhyus, the Anus, the Turvasas and the Yadus---and five non-Indo-Aryan (that is, Iranian) clans from the north-west frontiers of present-day Punjab---the Pakthas, the Alinas, the Bhalanas, the Visanins and the Sivas. King Sudas was supported by the Vedic Rishi Vasishtha, while sage Viswamitra sided with the confederation of ten tribes. www.BankExamsToday.com
Out of such conflicts, struggles, conquests and movements of the Vedic and Later Vedic age emerged the heroic society of Punjab, a society that laid special stress on the value of action. The ideals and standards of that society are embedded in the Hindu Epics, notably the Mahabharata.
Epic Punjab
The philosophy of heroism of the Epic Age is excellently expounded in the Bhagavatagita section of the Mahabharata. That great work is a synthesis of many doctrines and creeds, but its core is arguably the enunciation of a martial and heroic cult. The Bhagavatagita comprehensively expounds a philosophy of heroism probably current in the then Punjab. It seeks to provide a philosophical foundation to the profession of arms and invests the Kshatriya or warrior with respectable position and noble status. It canonizes his professional integrity and injects an intensity of purpose into it.
This philosophy was professed by the warrior communities of ancient Punjab and countless generation of Punjabi soldiers have derived their strength and inspiration from it. The Punjabis, represented by ethnic groups such as the Gandharas, the Kambojas, the Trigartas, the Madras, the Malavas, the Pauravas, the Bahlikas and the Yaudheyas are stated to have sided with the Kauravas and displayed exemplary courage, power and prowess in the 18 day battle. The glorious exploits of these warlike communities can be seen in the accounts of the charges of the Kauravas against the Pandavas. The great epic makes copious attestation of the fact that the contigents of Gandharas, Kambojas, Sauviras, Madras and Trigartas occupied key positions in the Kaurava arrays throughout the epic war.
Another important epic event which involved the Punjabis was the conflict between the Indo-Aryan king Vishwamitra from Uttar Pradesh and Sage Vasishtha from the north-western parts of greater Punjab. The story is portrayed in the Bala-Kanda section of Valmiki's Ramayana. The conflict is said to have been sparked over the re-possession of Kamadhenu, also known as Savala, a divine cow (possibly an allegorical reference to a fief) by king Vishwamitra from a Brahmana sage of the Vasishtha lineage. RsiVasishtha skillfully solicited the military support of the frontier Punjabi warriors consisting of eastern Iranians—the Shakas, Kambojas, Pahlavas etc., aided by Kirata, Harita and the Mlechcha soldiers from the Himalayas. This composite army of fierce warriors from frontier Punjab utterly ruined one Akshauni army of the illustrious Vishwamitra, along with all of his 100 his sons except one. The Kamdhenu war seems to allegorically symbolise a struggle for supremacy between the Kshatriya forces and the priestly class of the epic era. It is however ironic that the warrior Punjabi communities of the frontier supported the priestly class against their own Kshatriya brotherhood.
Paninain and Kautilian Punjab
www.BankExamsToday.com
Page 7
Paninia was a famous ancient Sanskrit grammarian born in Shalĝtura, identified with modern Lahur in northwest frontier province of Pakistan, thus a Punjabi himself. One may infer from his work, the Ashtadhyayi, that the people of greater Punjab lived prominently by the profession of arms. That text terms numerous clans as being "Ayudhajivin republics" or "Republics that live by force of arms". Those living in the plains were called Vahikas, while those in the mountainous regions (including the north-east of present-day Afghanistan) were termed as Parvatiyas (mountain people). The VahikasSanghas included prominently the Yaudheyas (modern Joiya or JohiyaRajputs and some
Kamboj), Kekayas, Vrikas (possibly modern VirkJatts), Usinaras, Sibis (possibly modern SibiaJatts?), Kshudrakas, Malavas and the Madras clans, while the second class, styled as ParvatiyaAyudhajivins, comprised among others the Trigartas, the Gandharan clan of Hastayanas, and the Kambojan clans of Ashvayanas&Ashvakayanas, as well as the Daradas of the Chitral and Gilgit. In addition, Panini also refers to the Kshatriya monarchies of the Kuru, Gandhara and Kamboja. ]. In fact, the entire region of greater Punjab is known to have reeked with martial people. These Kshatriyas or warrior communities followed different forms of republican constitutions, as is amply attested to by Panini's Ashtadhyayi. Again, the 4th century BC Arthashastra of Kautiliya also talks of several martial republics and specifically refers to the Kshatriya Shrenis (warrior-bands) of the Kambojas and some other frontier tribes as belonging to varta-Shastr-opajivin class (that is, living by the profession of arms and varta), while the Madraka, Malla and the Kuruetc clans are styled as Raja-shabd-opajivins class (that is, living by the title of Raja). Thus, it is seen that the heroic traditions cultivated in Vedic and Epic Age continued to the times of Panini and Kautaliya. History strongly witnesses that these Ayudhajivin clans had offered stiff resistance to the Achaemenid rulers in the 6th century, and later to the Macedonian invaders in the 4th century BC. www.BankExamsToday.com
There is no doubt that the Kambojas, Daradas, Kaikayas, Madras, Pauravas, Malavas, Saindhavas and Kurus jointly contributed to the composite culture and evolution of heroic tradition of ancient Punjab.
Persian domination
The western parts of ancient Gandhara and Kamboja (kingdoms of Greater Punjab) lay at the eastern edge of the Persian Empire. Both these ancient kingdoms fell prey to Persia either during the reign of the semi-legendary Achaemenid, or of Cyrus the Great (558-530 BCE), or in the first year of the reign of Darius I (521 BC - 486 BCE). The upper Indus region comprised of Gandhara and Kamboja formed the 7th satrapy of the Achaemenid Empire, while the lower and middle Indus comprised of Sindhu and Sauvira constituted the 20th satrapy. They are reported to have contributed 170 and 360 talents of gold dust in annual tribute.
The ancient Greeks also had some knowledge of the area. Darius I appointed the Greek Scylax of Caryanda to explore the Indian Ocean from the mouth of the Indus to Suez. Scylax provides an account of this voyage in his book Peripulus. Hecataeus (500 BCE) and Herodotus (483-431 BCE) also wrote about the Indian Satrapy of the Persians. In ancient Greek maps, we find mention of the "mightiest river of all the world", called the Indos (Indus), and its tributaries, the Hydaspes (Jhelum), Akesines (Chenab), Hydraotis (Ravi), Hesidros (Sutlej) and Hyphasis (Beas).
Alexander's invasion
Alexander overran the Achaemenid Empire in 331 BCE and marched into present-day Afghanistan with an army of 50,000. His scribes do not record the names of the rulers of the Gandhara or Kamboja; rather, they locate a dozen small political units in those territories. This rules out the possibility of Gandhara and/or Kamboja having been great kingdoms in the late 4th century BCE. In 326 BCE, most of the dozen-odd political units of the former Gandhara/Kamboja fell to Alexander's forces.
Alexander invited all the chieftains of the former satrapy of Gandhara to submit to his authority. Ambhi, ruler of Taxila, whose kingdom extended from the Indus to the Hydaspes (Jhelum), complied. After confirming him in his satrapy, Alexander marched against the Kamboja highlanders of the Kunar and Swat valleys (known in Greek texts as Aspasios and Assakenois and in Indian texts as Ashvayana and Ashvakayana) who had refused to submit to him.
The Ashvayan, Ashvakayan, Kamboja and allied Saka[18] clans offered tough resistance to the invader and even the Ashvakayan women took up arms, preferring "a glorious death to a life of dishonor".
www.BankExamsToday.com
Page 8
In a letter to his mother, Alexander described his encounters with these trans-Indus tribes: "I am involved in the land of a leonine and brave people, where every foot of the ground is like a well of steel, confronting my soldier. You have brought only one son into the world, but everyone in this land can be called an Alexander".
Alexander then marched east to the Hydaspes, where Porus, ruler of the kingdom between the Hydaspes (Jhelum) and the Akesines (Chenab) refused to submit to him. The two armies fought the Battle of the Hydaspes River outside the town of Nikaia (near the modern city of Jhelum). Porus's army was defeated and when Alexander inquired of Porus, "How should I treat you?", the brave Porus reputedly shot back, "The way a king treats another king." Alexander was struck by his spirit. He not only returned the conquered kingdom to Porus, but added the land lying between the Akesines (Chenab) and the Hydraotis (Ravi). www.BankExamsToday.com
Alexander's army crossed the Hydraotis and marched east to the Hesidros (Beas), but there his troops refused to march further east, and Alexander turned back, following the Jhelum and the Indus to the Arabian Sea, and sailing to Babylon.
Indo-Greek kingdom
Alexander established two cities in the Punjab, where he settled people from his multi-national armies, which included a majority of Greeks and Macedonians. These Indo-Greek cities and their associated kingdoms thrived long after Alexander's departure. After Alexander's death, the eastern portion of his empire (from present-day Syria to Punjab) was inherited by Seleucus I Nicator, the founder of the Seleucid dynasty. However, this empire was disrupted by the ascendancy of the Bactrians. The Bactrian king Demetrius I added the Punjab to his Kingdom in the 2nd century BCE. Many of the Indo-Greeks were Buddhists. The best known of the Indo-Greek kings was Menander I, known in India as Milinda, who established an independent kingdom centered at Taxila around 160 BCE. He later moved his capital to Sagala (modern Sialkot).
Sakas, Kushanas, and Hephthalites
In the middle of the 2nd century BC, the Yuezhi tribe of modern China moved westward into Central Asia, which, in turn, caused the Sakas (Scythians) to move west and south. The Northern Sakas, also known as the Indo-Scythians, moved first into Bactria, and later crossed the Hindu Kush into India, successfully wresting power from the Indo-Greeks.
They were followed by the Yuezhi, who were known in India as the Kushans or Kushanas. The Kushanas founded a kingdom in the 1st century that lasted for several centuries. Both the IndoScythians and the Kushans embraced Buddhism, and absorbed elements of Indo-Greek art and culture into their own. Another Central Asiatic people to make Punjab their home were the Hephthalites (White Huns), who engaged in continuous campaigns from across the Hindu Kush, finally establishing their rule in India in the fifth century.
Muslim invasions and the Shahi Kingdom
Following the birth of Islam in Arabia in the 6th century, the Muslims rose to power, replacing formerly Zoroastrian Persia as the major power to the west of India. In 711-713 AD, Arab armies from the caliphate of Damascus conquered Sind and advanced into southern Punjab, occupying present-day Multan, which was later to become a center of the Ismaili sect of Islam. Northern Punjab was divided into small Hindu kingdoms.
The Hindu Shahi dynasty ruled much of the Punjab, as well as western Afghanistan, from the mid-9th to the early 11th centuries. The Shahi Kingdom was originally based at Kabul, and later spread across the Punjab. Kabul was overrun by Turkic Muslims in the 10th century, and the Shahi capital was shifted to Ohind, near present-day Attock.
Page 9
In 977 AD, the Turkic ruler Sabuktigin acceded to the throne of the small kingdom of Ghazni in central Afghanistan. In the 980s, Subuktigin conquered the Shahis, extending his rule from the Khyber Pass, to the Indus. After his death in 997, his son Mahmud assumed power in Ghazni.
He expanded his father's kingdom far to the west and east through military conquest. He invaded the Punjab and northern India seventeen times during his reign, conquering the Shahi kingdom and extending his rule across the Punjab as far as the upper Yamuna. Mahmud demolished Hindu temples wherever his campaigns took him, and he also attacked the Ismailis, whom he viewed as heretics. www.BankExamsToday.com
Mahmud's successors, known as the Ghaznavids, ruled for 157 years. Their kingdom gradually shrank in size, and was racked by bitter succession struggles. The Ghaznavids lost the western part of their kingdom (in present-day Iran) to the expanding Seljuk Turks. The Rajput kingdoms of western India reconquered the eastern Punjab, and by the 1160s, the line of demarcation between the Ghaznavid state and the Hindu kingdoms approximated to the present-day boundary between India and Pakistan. The Ghorids of central Afghanistan occupied Ghazni around 1150, and the Ghaznevid capital was shifted to Lahore. Muhammad Ghori conquered the Ghaznavid kingdom, occupying Lahore in 11861187, and later extending his kingdom past Delhi into the Ganges-Yamuna Doab.
The Rise of Sikh Power
The Punjab presented a picture of chaos and confusion when Ranjit Singh took the control of Sukerchakiasmisal. The edifice of Ahmed Shah Abdali's empire in India had crumbled. Afghanistan was dismembered. Peshawar and Kashmir though under the suzerainty of Afghanistan had attained de facto independence. The Barakzais were now masters of these lands. Attock was ruled by Wazrikhels and Jhang lay at the feet of Sials. The Pathans ruled Kasur. Multan had thrown off the yoke and NawabMuzaffar Khan was now ruler.
Both Punjab and Sind had been under Afghan rule since 1757 when Ahmed Shah Abdali was granted suzerainty over these provinces. However, the Sikhs were now a rising power in Punjab. Taimur Khan, a local Governor, was able to expel the Sikhs from Amritsar and raze the fort of Ram Rauni. His control was short-lived, however, and the Sikh misal joined to defeat Taimur Shah and his Chief minister Jalal Khan. The Afghans were forced to retreat and Lahore was occupied by the Sikhs in 1758. Jassa Singh Ahluwalia proclaimed the Sikh's sovereignty and assumed leadership, striking coins to commemorate his victory.
While Ahmed Shah Abdali was engaged in a campaign against the Marathas at Panipat in 1761, Jassa Singh Ahluwalia plundered Sirhind and Dialpur, seized towns in the Ferozepur district, and took possession of Jagraon and Kot Isa Khan on the opposite bank of the Sutlej. He captured Hoshiarpur and Naraingarh in Ambala and levied tribute from the chief of Kapurthala. He then marched towards Jhang. The Sial chief offered stout resistance.
However, when Ahmad Shah left in February 1761, Jassa Singh Ahluwalia again attacked Sirhind and extended his territory as far as Tarn Taran. When he crossed the Bias and captured Sultanpur in 1762, Ahmad Shah again appeared and a fierce battle took place. The ensuing holocaust was called Ghalughara. Following the rout of Sikh forces, Jassa Singh fled to the Kangra hills.
After the departure of Ahmad Shah Abdali, Jassa Singh Ahluwali again attacked Sirhind, razing it and killiing the Afghan Governor Zen Khan. This was a great victory for the Sikhs who now ruled all of the territory around the Sirhind. Jassa Singh immediately paid a visit to HariMandirSaheb at Amritsar, making amends and restoring the temple which had been defiled by Ahmad Shah through the slaughter of cows in its precincts.
Ahmad Shah died in June 1773. After his death the power of the Afghans declined in the Punjab. Taimur Shah ascended the throne at Kabul. By then the Misls were well established in the Punjab. They controlled territory as far as Saharnpur in the east, Attock in the west, Kangra Jammu in the
Punjab History for Patwari Exam north and Multan in the south. Efforts were made by Afghan rulers to dislodge the Sikhs from their citadels. Taimur Shah attacked Multan and defeated the Bhangis. The BhangiSardars, Lehna Singh, and Sobha Singh were driven out of Lahore in 1767 by the Abdali, but soon reoccupied it. They remained in power in Lahore until 1793 - the year when Shah Zaman acceded to the throne of Kabul. The first attempt at conquest by Shah Zaman was in 1793. He came to HasanAbdal from which he sent an army of 7000 cavalry under Ahmad Shah Shahnachi but the Sikhs routed them. It was a great setback to Shah Zaman, but in 1795 he reorganized forces and again attacked HasanAbdal, This time he snatched Rohtas from the Sukerchikias, whose leader was Ranjit Singh. Singh suffered at Shah Zaman's hands but did not lose courage. However, Shah Zaman had to return to Kabul as an invasion of his country from the west was apprehended. When he returned, Ranjit Singh dislodged the Afghans from Rohtas. www.BankExamsToday.com
Shah Zaman did not sit idle. In 1796 he crossed the Indus for the third time and planned to capture Delhi. His ambition knew no bounds. By now he had raised an Afghan army of 3000 men. He was confident a large number of Indians would join him. Nawab of Kasur had already assured him help. Sahib Singh of Patiala betrayed his countrymen and declared his intentions of helping Shah Zaman. Shah Zaman was also assured of help by the Rohillas, Wazir of Oudh, and Tipu Sultan of Mysore. The news of Shah Zaman's invasion spread quickly and people began fleeing to the hills for safety. Heads of Misals, though bound to give protection to the people as they were collecting Rakhi tax from them, were the first to leave the people in lurch. By December Shah Zaman occupied territory up to Jhelum. When he reached Gujarat, Sahib Singh Bhangi panicked and left the place.
Next Shah Zaman marched on the territory of Ranjit Singh. Singh was alert and raised an army of 5000 horsemen. However, they were inadequately armed with only spears and muskets. The Afghans were equipped with heavy artillery. Ranjit Singh foresaw a strong, united fight against the invaders as he came to Amritsar. A congregation of SarbatKhlasa was called and many Sikh sardars answered the call. There was general agreement that Shah Zaman's army should be allowed to enter the Punjab and that the Sikhs should retire to the hills.
Forces were reorganized under the command of Ranjit Singh and they marched towards Lahore. They gave the Afghans a crushing defeat in several villages and surrounded the city of Lahore. Sorties were made into the city at night in which they would kill a few Afghan soldiers and then leave under cover of darkness. Following this tactic they were able to dislodge Afghans from several places.
In 1797 Shah Zaman suddenly left for Afghansistan as his brother Mahmud had revolted. Shahanchi khan remained at Lahore with a sizeable army. The Sikhs followed Shah Zaman to Jhelum and snatched many goods from him. In returning, the Sikhs were attacked by the army of Shahnachi khan near Ram Nagar. The Sikhs routed his army. It was the first major achievement of Ranjit Singh. He became the hero of the land of Five Rivers and his reputation spread far and wide.
Again in 1798 Shah Zaman attacked Punjab to avenge the defeat of 1797. The Sikh people took refuge in the hills. A SarbatKhalsa was again called and SadaKaur persuaded the Sikhs to fight once again to the last man. This time even Muslims were not spared by Shah Zaman's forces and he won Gujarat easily.
SadaKaur roused the Sikhs sense of national honour. If they were to again leave Amritsar, she would command the forces against the Afghans. She said that an Afghani soldier was no match for a Sikh soldier. In battle they would acquit themselves, and, by the grace of Sat Guru, would be successful.
The Afghans plundered the towns and villages as they had vowed and declared that they would exterminate the Sikhs. However, it was the Muslims who suffered most as the Hindus and Sikhs had already left for the hills. The Muslims had thought that they would not be touched but their hopes were dashed and their provisions forcibly taken from them by the Afghans.
www.BankExamsToday.com
Shah Zaman requested that Raja Sansar Chand of Kangra refuse to give food or shelter to the Sikhs. This was agreed. Shah Zaman attacked Lahore and the Sikhs, surrounded as they were on all sides, had to fight a grim battle. The Afghans occupied Lahore in November 1798 and planned to attack Amritsar.
Ranjit Singh collected his men and faced Shah's forces about eight kilometres from Amritsar. They were well-matched and the Afghans were, at last, forced to retire. Humiliated, they fled towards Lahore. Ranjit Singh pursued them and surrounded Lahore. Afghan supply lines were cut, crops were burnt and other provisions plundered so that they did not fall into Afghan's hands. www.BankExamsToday.com
It was a humiliating defeat for the Afghans. Nizam-ud.din of Kasur attacked the Sikhs near Shahdara on the banks of the Ravi, but his forces were no match for the Sikhs. Here too, it was the Muslims who suffered the most. The retreating Afghans and Nizam-ud-din forces plundered the town, antagonizing the local people.
The Afghans struggled hard to dislodge the Sikhs but in vain. The Sikh cordon was so strong that it was impossible for the Afghans to break it and proceed towards Delhi. Ranjit Singh terrorized the Afghans. The moment Zaman Shah left, Ranjit Singh pursued his forces and caught them unawares near Gujranwala. They were chased further up to Jhelum. Many Afghans were put to death and their weapons and supplies taken. The rest fled for their lives. Shah Zaman was overthrown by his brother and was blinded. He became a helpless creature, who, twelve years later, came to the Punjab to seek refuge in Ranjit Singh's darbar. Singh was now ruler of the land.
Ranjit Singh combined with Sahib Singh of Gujrat (Punjab) and Milkha Singh Pindiwala and a large Sikh force. They fell upon the Afghan garrison while Shah Zaman was still in vicinity of Khyber Pass. The Afghan forces fled north after having been routed by the Sikhs, leaving behind their dead, including the Afghan deputy, at Gujarat."
By this time the people of the country had become aware of the rising strength of Ranjit Singh. He was the most popular leader of the Punjab and was planning to enter Lahore. Victims of oppression, the people of Lahore were favorably disposed towards Singh who they saw as a potential liberator. Muslims joined Hindu and Sikh residents of Lahore in making an appeal to Singh to free them from the tyrannical rule.
A petition was written and was signed by MianAshak Muhammad, MianMukkam Din, Mohammad Tahir, Mohammad Bakar, Hakim Rai, and BhaiGurbaksh Singh. It was addressed to Ranjitsingh, requesting him to free them from the Bhangisardars. They begged Singh to liberate Lahore as soon as possible. He mobilised an Army of 25,000 and marched towards Lahore on July 6, 1799.
It was a last day of Muharram when a big procession was to be held in the town in the memory of the two grandsons of the Prophet Muhammad who had been martyred on the battlefield. It was expected that the Bhangisardars would also participate in the procession and mourn with their Shia brethren. By the time procession was over Ranjit Singh had reached the outskirts of city.
In the early morning of July 7, 1799, Ranjit Singh's men took up their positions. Guns glistened and bugles were sounded. Rani SadaKaur stood outside Delhi Gate and Ranjit Singh proceeded towards Anarkali.
Ranjit Singh rode along the walls of the city setting mines. The wall was breached. This created panic and confusion. Mukkam Din, who was one of the signatories to the petition made a proclamation, accompanied by drumbeats, stating that he had taken over the town and was now in charge. He ordered the city gates to be opened. Ranjit Singh entered the city with his troops through the Lahori Gate. SadaKaur and a detachment of cavalry entered through Delhi gate.
www.BankExamsToday.com Page 12 Before the Bhangisardars realized it, a part of the citadel had been occupied without resistance. Sahib Singh and Mohar Singh left the city and sought protection. Chet Singh was left to either to fight to
Punjab History for Patwari Exam defend the town or flee. He shut himself in HazuriBagh with 500 men. Ranjit Singh's cavalry surrounded HazuriBagh. Chet Singh surrendered and was given permission to leave the city along with his family.
Ranjit Singh was now well-entrenched. Immediately after taking possession of the city, he paid a visit to Badshahi Mosque. This gesture increased his prestige in the eyes of people. He won the hearts of his subjects, Hindu, Muslim, and Sikh alike. It was July 7, 1799 when the victorious Ranjit Singh entered Lahore. www.BankExamsToday.com
Ranjit Singh ultimately acquired a kingdom in the Punjab which stretched from the Sutlej River in the east to Peshawar in the west, and from the junction of the Sutlej and the Indus in the south to Ladakh in the north. Ranjit died in 1839, and a succession struggle ensued. Two of his successor maharajas were assassinated by 1843.
The Ten Gurus of Sikhism
[x] Each of the ten masters added to and reinforced the message taught by the previous, resulting eventually to the creation of the religion that is now called Sikhism. Guru Nanak Dev was the first Guru and Guru Gobind Singh the final Guru in human form. When Guru Gobind Singh left this world, he made the Sri Guru Granth Sahib the ultimate and final Sikh Guru. The Spirit of this final Guru is more than a holy book for the Sikhs, who give this eternal Guru the same respect and reverence as a living "human" Guru.
[x] Sikhism was established by ten Gurus, human spiritual teachers or masters, over the period from 1469 to 1708 - that is over a period of 239 years. These teachers were enlightened souls whose main purpose in life was the spiritual and moral well-being of the masses. By setting an exceptional example of how to live a holy and worthy life through practising righteous principles of living their human lives, they sort to awaken the higher conciousness in the human race. The Gurus taught the people of India and beyond, to live spiritually fulfilling lives with dignity, freedom and honour.
[x] During the span of 239 years, the Sikh Gurus laid down within the sacred scriptures, the rules and regulations that outline the way of living that was to be followed by all practising disciple of this religion. The history and the literature present the followers of the faith and others with the raw material required to learn about the beliefs and practises propagated by the Gurus. The Gurus were clear also to outline rituals, practises and beliefs that were not appropriate and were not to be followed by the faithful disciples. They promoted the habit of reciting of holy hymns called Shabads; living in constant remembrance of the Supreme Creator and living a simple life of truth, decency and virtuous principles.
Guru Nanak - Guru from 1469 to 1539
Guru Nanak
Guru ji mastered Punjabi, Sanskrit and Persian at an early age and in childhood revolted against ritualism, caste, prejudices, hypocrisy and idolatry.
The first of the Gurus and the founder of the Sikh religion was Guru Nanak. He was born at Talwandi (now known as Nankana Sahib in Pakistan) on October 20, 1469.
He regarded Hindus and Muslims as equals and referred to himself as neither Hindu nor Muslim but as a brother to all those who believed in God and truth.
He made four great journeys, travelling to all parts of India, and into Arabia and Persia; visiting Mecca and Baghdad. He spoke before Hindus, Jains, Buddhists, Parsees, and Muslims. He spoke in the temples and mosques, and at various pilgrimage sites. Wherever he went, Guru Nanak spoke out against empty religious rituals, pilgrimages, the caste system, the sacrifice of widows, of depending on books to learn the true religion, and of all the other tenets that were to define his teachings. Never did he ask his listeners to follow him. He asked the Muslims to be true Muslims and the Hindus to be true Hindus.
www.BankExamsToday.com
2. Guru Angad - Guru from 1539 to 1552
Guru Angad
The scripture of the Guru Granth Sahib Ji is written in Gurmukhi. This scripture is also the basis of the Punjabi language. It became the script of the masses very soon. Guru Angad was a model of selfless service to his Sikhs and showed them the way to devotional prayers. He took great interest in the education of the children by opening many schools for their instruction and thus greatly increased literacy. www.BankExamsToday.com
He was born in 1504. Guru Angad invented and introduced the Gurmukhi (written form of Punjabi) script and made it known to all Sikhs.
For the youth he started the tradition of Mall Akhara, where physical as well as spiritual exercises were held. He collected the facts about Guru Nanak Sahib's life from BhaiBalaji and wrote the first biography of Guru Nanak Sahib. (The Bhai Bale WaliJanamsakhi currently available is not the same as that which Guru Angad Sahib compiled.) He also wrote 63 Saloks (stanzas), these were included in Guru Granth Sahib. He popularized and expanded the institution of 'Guru kaLangar' started by Guru Nanak Sahib earlier.
3. Guru Amar Das - Guru from 1552 to 1574 Guru Amar Das
He was born in 1479. Guru Amardas took up cudgels of spirituality to fight against caste restrictions, caste prejudices and the curse of untouchability.
He strengthened the tradition of the free kitchen, Guru KaLangar (started by Guru Nanak), and made his disciples, whether rich or poor, whether high born or low born (according to the Hindu caste system), have their meals together sitting in one place.
He thus established social equality amongst the people. Guru Amardas introduced the Anand Karaj marriage ceremony for the Sikhs, replacing the Hindu form.
He also completely abolished amongst the Sikhs, the custom of Sati, in which a married woman was forced to burn herself to death in the funeral pyre of her husband. The custom of Paradah (Purda), in which a woman was required to cover her face with a veil, was also done away with.
4. Guru Ram Das - Guru from 1574 to 1581 Guru Ram Das
He was born in 1534. Guru ji founded the city of Amritsar and started the construction of the famous Golden Temple at Amritsar, the holy city of the Sikhs. He requested the, MuslimSufi, Mian Mir to lay the cornerstone of the Harmandir Sahib.
The temple remains open on all sides and at all times to everyone. This indicates that the Sikhs believe in One God who has no partiality for any particular place, direction or time.
The standard Sikh marriage ceremony known as the Anand Karaj is centered around the Lawan, a four stanza hymn composed by Guru Ram Das ji. The marriage couple circumscribe the Guru Granth Sahib ji as each stanza is read. The first round is the Divine consent for commencing the householders life through marriage. The second round states that the union of the couple has been brought about by God. In the third round the couple is described as the most fortunate as they have sung the praises of the Lord in the company of saints. In the fourth round the feeling of the couple that they have obtained their hearts desire and are being congratulated is described.
www.BankExamsToday.com
5. Guru ArjanDev - Guru from 1581 to 1606 Guru ArjanDev
He compiled the AdiGranth, the scriptures of the Sikhs, and wrote the Sukhmani Sahib. To make it a universal teaching, Guru ji included in it hymns of Muslim saints as well those of low-caste pariah saints who were never permitted to enter various temples. www.BankExamsToday.com
He was born in 1563. He was the third son of Guru Ram Das ji. Guru Arjan was a saint and scholar of the highest quality and repute.
Guru ArjanDev completed construction of Sri Darbar Sahib also known as Golden Temple in Amritsar.
Sri Darbar Sahib welcomes all without discrimination, which is symbolised by the four doors that are open in four directions. Guru ji became the first great martyr in Sikh history whenEmperor Jahangir ordered his execution.
6. Guru HarGobind - Guru from 1606 to 1644 Guru Hargobind
He was born in 1595. He was the son of Guru ArjanDev and was known as a "soldier saint," Guru Hargobindjiorganised a small army, explaining that extreme non-violence and pacifism would only encourage evil and so the principles of Miri-Piri were established.
Guru ji taught that it was necessary to take up the sword in order to protect the weak and the oppressed. Guru ji was first of the Gurus to take up arms to defend the faith. At that time it was only emperors who were allowed to sit on a raised platform, called a takhat or throne.
At the age of 13, Guru Hargobind erected Sri Akal Takhat Sahib, ten feet above the ground and adorned two swords, Miri and Piri, representing temporal and spiritual power.
7. Guru HarRai - Guru from 1644 to 1661 Guru HarRai
He was born in 1630, spent most of his life in devotional meditation and preaching the teachings of Guru Nanak.
Although, Guru HarRaiJi was a man of peace, he never disbanded the armed Sikh Warriors (Saint Soldiers), who earlier were maintained by his grandfather, Guru Hargobind. He always boosted the military spirit of the Sikhs, but he never himself indulged in any direct political and armed controversy with the Mughal Empire. Guru ji cautiously avoided conflict with Emperor Aurangzeb and devoted his efforts to missionary work.
He also continued the grand task of nation building initiated by Guru Hargobind.
8. Guru HarKrishan - Guru from 1661 to 1664 Guru HarKrishan
He was born in 1656. Guru HarKrishan was the youngest of the Gurus. Installed as Guru at the age of five, Guru ji astonished the Brahmin Pundits with his knowledge and spiritual powers.
To the Sikhs he proved to be the very symbol of service, purity and truth. The Guru gave his life while serving and healing the epidemic-stricken people in Delhi. The young Guru began to attend the www.BankExamsToday.com
Punjab History for Patwari Exam sufferers irrespective of cast and creed. Particularly, the local Muslim population was much impressed with the purely humanitarian deeds of the Guru Sahib and nicknamed him BalaPir (child prophet).
Even Aurangzeb did not try to disturb Guru Harkrishan Sahib sensing the sensitivity of the situation, but on the other hand never dismissed the claim of Ram Rai also.
Anyone who invokes Guru HarKrishan with a pure heart has no difficulties whatsoever in their life. www.BankExamsToday.com
He was born in 1621 in Amritsar.
9. Guru TeghBahadur - Guru from 1665 to 1675 Guru TeghBahadur
He established the town of Anandpur. The Guru laid down his life for the protection of the Hindu religion, their Tilak (devotional forehead markings) and their sacred (janeau) thread. He was a firm believer in the right of people to the freedom of worship.
It was for this cause that he faced martyrdom for the defence of the down-trodden Hindus. So pathetic was the torture of Guru TeghBahadur that his body had to be cremated clandestinely (a follower burned down his own home to cremate the Guru's body) at Delhi while his severed head was secretly taken four hundred kilometers away to Anandpur Sahib for cremation. Because of his refusal to convert to Islam a threatened forced conversion of the Hindus of Kashmir was thwarted.
10. Guru Gobind Singh - Guru from 1675 to 1708 Guru Gobind Singh
He was born in 1666 and became Guru after the martyrdom of his father Guru TeghBahadur.
He created the Khalsa (The Pure Ones) in 1699, changing the Sikhs into a saint-soldier order with special symbols and sacraments for protecting themselves. After the Guru had administered Amrit to his Five Beloved Ones, he stood up in supplication and with folded hands, begged them to baptize him in the same way as he had baptized them.
He himself became their disciple (Wonderful is Guru Gobind Singh, himself the Master and himself the disciple). The Five Beloved Ones were astonished at such a proposal, and represented their own unworthiness, and the greatness of the Guru, whom they deemed God's representative upon earth. He gave the Sikhs the name Singh (lion) or Kaur (princess).
He fought many battles against the armies of Aurangzeb and his allies. After he had lost his father, his mother and four sons to Mughal tyranny, he wrote his famous letter (the zafarnama) to Aurangzeb, in which he indicted the Grand mughal with his treachery and godliness, after which the attacks against the Guru and his Sikhs were called off. Aurangzeb died soon after reading the letter.
Soon, the rightful heir to the Mughal throne sought the Guru's assistance in winning his kingdom. It was the envie and fear of the growing friendship between the new Emperor and the Guru which lead to the sneak attack of the Pathanassasins of Wasir Khan who inflicted the wound which later caused the Guru's death.
Thus the tree whose seed was planted by Guru Nanak, came to fruition when Guru Gobind Singh created the Khalsa, and on 3 October 1708, appointed Guru Granth Sahib as the Guru. He commanded:"Let all bow before my successor, Guru Granth. The Word is the Guru now."
11. Guru Granth Sahib - Guru from 1708 to eternity
Sri Guru Granth Sahib
www.BankExamsToday.com
Guru Granth Sahib (also known as the AdiGranth) is the scripture of the Sikhs. No Sikh ceremony is regarded as complete unless it is performed in the presence of Guru Granth Sahib.
The Granth was written in Gurmukhi script and it contains the actual words and verses as uttered by the Sikh Gurus.
It is considered the Supreme Spiritual Authority and Head of the Sikh religion, rather than any living person. It is also the only scripture of its kind which not only contains the works of its own religious founders but also the writings of people of other faiths. www.BankExamsToday.com
The living Guru of the Sikhs, the book is held in great reverence by Sikhs and treated with the utmost respect.
Guru Granth Sahib is a book of Revelation. It conveys the Word of the Master through His messengers on earth. It is universal in its scope.
The greatness of the Guru Granth Sahib lies not only in its being the Holy Scripture of the Sikhs but also in it being a general scripture available to mankind, intended for everybody, everywhere.
Creation of the Khalsa
In 1699 he created the Khalsa panth, by giving amrit to sikhs. In 1704 he fought the great battle with collective forces of Aurangzeb, Wazir Khan (Chief of Sarhind), and other kings. He left Anandpur and went to Chamkaur with only 40 sikhs. There he fought the Battle of Chamkaur with 40 sikhs, vastly outnumbered by the Mughal soldiers. His two elder sons (at ages 17, 15) were martyred there. Wazir Khan killed other two (ages 9, 6). Guru Ji sent Aurangzeb the Zafarnamah (Notification of Victory). Then he went to Nanded (Maharashtra, India). From there he made Baba Gurbakhash Singh, also aliased as Baba Banda Singh Bahadur, as his general and sent him to Punjab.
On the evening of the day when Baba Gurbakhash Singh left for Punjab, Guru Gobind Singh was visited by two Muslim soldiers. One of them was commissioned by Wazir Khan, Subedar of Sirhind, to assassinate Guru Gobind Singh. One of the assailants, Bashal Beg, kept a vigil outside the Guru's tent while Jamshed Khan, a hired assassin, stabbed the Guru twice. Khan was killed in one stroke by the Guru, while those outside, alerted by the tumult, killed Beg. Although the wound was sewn up the following day, the Guru died inNanded, Maharashtra, India in 1708.
Shortly before passing away Guru Gobind Singh ordered that the Guru Granth Sahib (the Sikh Holy Scripture), would be the ultimate spiritual authority for the Sikhs and temporal authority would be vested in the KhalsaPanth – the Sikh Nation. The first Sikh Holy Scripture was compiled and edited by the Fifth Guru, Guru Arjan in AD 1604, although some of the earlier gurus are also known to have documented their revelations. This is one of the few scriptures in the world that has been compiled by the founders of a faith during their own lifetime. The Guru Granth Sahib is particularly unique among sacred texts in that it is written in Gurmukhi script but contains many languages including Punjabi,Hindustani, Sanskrit, Bhojpuri, Assamese and Persian. Sikhs consider the Guru Granth Sahib the last, perpetual living guru.
Banda Singh Bahadur
Banda Singh Bahadur (born LachmanDev, also known as Banda Bairagi, Banda Bahudar, Lachman Das and Madho Das (27 October 1670 – 9 June 1716, Delhi) was a Sikh military commander.
At age 15 he left home to become an ascetic, and was given the name ''Madho Das''. He established a monastery at Nāndeḍ, on the bank of the river Godāvarī, where in September 1708 he was visited by, and became a disciple of, Guru Gobind Singh, who gave him the new name of Banda Singh Bahadur. Armed with the blessing and authority of Gobind Singh, he assembled a fighting force and led the struggle against the Mughal Empire. His first major action was the sack of the Mughal www.BankExamsToday.com
Punjab History for Patwari Exam provincial capital, Samana, in November 1709. After establishing his authority in Punjab, Banda Singh Bahadur abolished the zamindari system, and granted property rights to the tillers of the land. He was captured by the Mughals and tortured to death in 1716.
Maharaja Ranjit Singh Ranjit Singh, also spelled Runjit Singh, byname Lion of the Punjab (bornNovember 13, 1780, Budrukhan, or Gujranwala [now in Pakistan]—died June 27, 1839, Lahore [now in Pakistan]), founder and maharaja (1801–39) of the Sikhkingdom of the Punjab. www.BankExamsToday.com
Ranjit Singh was the first Indian in a millennium to turn the tide of invasion back into the homelands of the traditional conquerors of India, the Pashtuns (Afghans), and he thus became known as the Lion of the Punjab. At their height, his domains extended from the Khyber Pass in the northwest to the Sutlej Riverin the east and from the Kashmir region at the northern limit of the Indian subcontinent southward to the Thar (Great Indian) Desert. Although he was uneducated, he was a shrewd judge of people and events, free from religious bigotry, and was mild in the treatment of his adversaries.
Early life and conquests
Ranjit Singh was reported to be short and unattractive. He was blind in one eye and had a face pitted with pockmarks. A lover of life, he liked to surround himself with handsome men and women, and he had a passion for hunting, horses, and strong liquor.
He was the only child of Maha Singh, on whose death in 1792 he became chief of the Shukerchakias, a Sikh group. His inheritance included Gujranwala town and the surrounding villages, now in Pakistan. At 15 he married the daughter of a chieftain of the Kanhayas, and for many years his affairs were directed by his ambitious mother-in-law, the widow SadaKaur. A second marriage, to a girl of the Nakkais, made Ranjit Singh preeminent among the clans of the Sikh confederacy.
In July 1799 he seized Lahore, the capital of the Punjab (now the capitalof Punjab province, Pakistan). The Afghan king, Zamān Shah, confirmed Ranjit Singh as governor of the city, but in 1801 Ranjit Singh proclaimed himself maharaja of the Punjab. He had coins struck in the name of the Sikh Gurus, the revered line of Sikh leaders, and proceeded to administer the state in the name of the Sikh commonwealth. A year later he captured Amritsar (now in Punjab state, India), the most-important commercial entrepôt in northern India and sacred city of the Sikhs. Thereafter, he proceeded to subdue the smaller Sikh and Pashtun principalities that were scattered throughout the Punjab.
His later forays eastward, however, were checked by the English. By a treaty with them, signed in 1806, he agreed to expel a Maratha force that had sought refuge in the Punjab. The English then thwarted his ambition to bring together all of the Sikh territories extending up to the vicinity of Delhi. In 1809 they compelled him to sign the Treaty of Amritsar, which fixed the Sutlej River as the eastern boundary of his territories.
Consolidation of territory and later career
www.BankExamsToday.com
Ranjit Singh then turned his ambitions in other directions. In December 1809 he went to the aid of Raja Sansar Chand of Kangra in the Lesser Himalayas (in what is now western Himachal Pradesh state) and, after defeating an advancing Ghurka force, acquired Kangra for himself. In 1813 he joined a BārakzayAfghan expedition into Kashmir. Although the Bārakzays betrayed him by keeping Kashmir for themselves, he more than settled scores with them by rescuing Shah Shojāʿ— brother of Zamān Shah, who had been deposed as Afghan king in 1803 and had fled from the Bārakzays—and by occupying the fort at Attock on the Indus River, southeast of Peshawar, the Pashtun citadel. Shah Shojāʿ was taken to Lahore and pressured into parting with the famous Koh-inoor diamond. In the summer of 1818 Rangit Singh's troops captured the city of Multan, and six
Punjab History for Patwari Exam months later they entered Peshawar. In July 1819 he finally expelled the Pashtuns from the Vale of Kashmir, and by 1820 he had consolidated his rule over the whole Punjab between the Sutlej and Indus rivers.
All Ranjit Singh's conquests were achieved by Punjabi armies composed of Sikhs, Muslims, and Hindus. His commanders were also drawn from different religious communities, as were his cabinet ministers. In 1820 Ranjit Singh began to modernize his army, using European officers—many of whom had served in the army of Napoleon I—to train the infantry and the artillery. The modernized Punjabi army fought well in campaigns in the North-West Frontier (now Khyber Pakhtunkhwa province, Pakistan, on theAfghanistan border), including quelling an uprising by tribesmen there in 1831 and repulsing an Afghan counterattack on Peshawar in 1837. www.BankExamsToday.com
In October 1831 Ranjit Singh met with British officials regarding the disposition of Sindh province (now in southeastern Pakistan). The British, who had already begun to navigate the Indus River and were eager to keep Sindh for themselves, prevailed on Ranjit Singh to accept their plan. Ranjit Singh, however, was chagrined by the British design to put a cordon around him. He opened negotiations with the Afghans and sanctioned an expedition led by the Dogra commander Zorawar Singh that extended Ranjit Singh's northern territories into Ladakh (a region of eastern Kashmir now in Jammu and Kashmirstate, India) in 1834.
In 1838 he agreed to a treaty with the British viceroy Lord Auckland to restore Shah Shojāʿ to the Afghan throne at Kabul. In pursuance of that agreement, the British Army of the Indus enteredAfghanistan from the south, while Ranjit Singh's troops went through the Khyber Pass and took part in the victory parade in Kabul. Shortly afterward, Ranjit Singh was taken ill, and he died at Lahore in June 1839—almost exactly 40 years after he entered the city as a conqueror. In little more than six years after his death, the Sikh state he had created collapsed because of the internecine strife of rival chiefs.
The Britishers in Punjab
By 1845 the British had moved 32,000 troops to the Sutlej frontier, to secure their northernmost possessions against the succession struggles in the Punjab. In late 1845, British and Sikh troops engaged near Ferozepur, beginning the First Anglo-Sikh War. The war ended the following year, and the territory between the Sutlej and the Beas was ceded to Great Britain, along with Kashmir, which was sold to Gulab Singh, who ruled Kashmir as a British vassal.
As a condition of the peace treaty, some British troops, along with a resident political agent and other officials, were left in the Punjab to oversee the regency of Maharaja Dhalip Singh, a minor. The Sikh army was reduced greatly in size. In 1848, out-of-work Sikh troops in Multan revolted, and a British official was killed. Within a few months, the unrest had spread throughout the Punjab, and British troops once again invaded. The British prevailed in the Second Anglo-Sikh War, and under the Treaty of Lahore in 1849, the Punjab was annexed by the British East India Company, and Dhalip Singh was pensioned off. The Punjab became a province of British India, although a number of small states, most notably Patiala, retained local rulers who recognized British sovereignty.
In every way, the Punjab was Great Britain's most important asset in colonial India. Its political and geographic predominance gave Britain a base from which to project its power over more than 500 princely states that made up India. Lahore was a center of learning and culture under British rule, and Rawalpindi became an important Army installation.
The JallianwalaBagh Massacre of 1919 occurred in Amritsar. In 1930, the Indian National Congress proclaimed independence from Lahore. The 1940 Lahore Resolution of the Muslim League to work for Pakistan, made Punjab the centerstage of a different, bloodier and dirtier struggle.
www.BankExamsToday.com
The British Punjab province, which includes present-day Punjab province of Pakistan, and the Indian states of Punjab, Haryana, and Himachal Pradesh, was partitioned in 1947 between the newlyindependent states of India and Pakistan. www.BankExamsToday.com
In 1946, massive communal tensions and violence erupted between the majority Muslims of Punjab, and the Hindu and Sikh minorities. The Muslim League attacked the government of Unionist Punjabi Muslims, Sikh Akalis and the Congress, and led to its downfall. Unwilling to be cowed down, Sikhs and Hindus counter-attacked and the resulting bloodshed left the province in great disorder. Both Congress and League leaders agreed to partition Punjab upon religious lines, a precursor to the wider partition of the country.
Punjab of India and Pakistan
In 1947, 70% of Punjab (now West Punjab) fell to Pakistan. Further controversial decisions made by the Radcliffe Boundary Commission exacerbated the crisis. The Gurdaspur region in the northern point of the province adjoining Kashmir was given to India, despite a distinct Muslim majority. Over 1 million people were killed indiscrminately and with medieval brutality. Women were raped and murdered, children massacred and the elderly brutalized. Whole villages and neighborhoods, temples and mosques were razed to the ground. No Sikh or Hindu could walk in safety in Lahore, once the capital of Ranjit Singh's independent Punjab, and no Muslim could walk freely in Amritsar or Delhi, the former seat of the Mughal Empire.
The frightening exodus tore away from the proud Sikhs the cities of Lahore, Rawalpindi, Gujranwala and Faisalabad, core to their history and culture. Ranjit Singh, the famed Sikh king, lies at rest in a grave in Lahore, the heart of Pakistan West Punjab. Sikhs were the chief land-holders of the more fertile West Punjab, forced to desert their family holdings for measly sums or none at all in a matter of days. Worst-hit by the partition of Punjab and India, the Sikhs re-grouped in India's Punjab. Having had no astute political leadership engaging the British, Sikhs were out-flanked by both Hindu & Muslim parties. Sikhs were made assurances of a recognised Punjabi speaking East Punjab with autonomous control. This never transpired. Led by Master Tara Singh, Sikhs wanted to obtain a political voice in their state. Although it began on stormy notes in 1947, the movement was largely peaceful. It was however opposed by the Indian Government.
Punjab of Pakistan like India became the most dominant province of the new state. It was, and still is the bread basket, the cultural heartland of both provinces. Most of Pakistan's military, police and political offices are filled by Punjabis. The great city of Lahore is the cultural, educational and sports capital of Pakistan; its second-largest city, though hailed in importance greater than the capital Islamabad or the commercial and population center, Karachi, owing to its spiritual importance to Punjabi Pakistanis. It is almost uniformly Punjabi and Muslim. Most of Pakistan's sportsmen in cricket, field hockey and squash (a sport it singularly dominates) come from Lahore! However, is only a few miles from the international boundary with India. Major cities like Rawalpindi and Sialkot are also located at extreme proximity to the Indian boundary. Through the 1960s and 1970s, major industries, educational institutions and urbanization swept the cities and towns of Punjab. Punjabis make 50-55% of Pakistan's people. Their political power remains undisputed; other ethnic groups in Pakistan accuse the Punjabis of strong bias and neglect of non-Punjabi areas and non-Punjabi national assets.
In 1965, a fierce war broke out between India and Pakistan over the disputed region of Kashmir, but owing to the treacherous geography of the state, and the open nature of hostilities, the fiercest fighting took place in Punjab. At a region called the Assal Uttar (Real North), thousands of Pakistani and Indian tanks fought terrifying battles. Thousands of men lost their lives, and while the Pakistani army made a few gains, the Indian forces by the end directly threatened the great city of Lahore with mortar and artillery fire. Owing to the extreme proximity of Pakistan's most important city to the border, the Pakistani army concentrates its forces and strengths to the maximum in this thin stretch of land. In 1971 again, fierce tank battles, air battles and artillery assaults tore away this thin stretch of land.
www.BankExamsToday.com
In 1966, owing to the tremendous bravery shown by thousands of Sikh officers and soldiers in the Indian Army, the Government divided the Punjab into a Sikh-majority state of the same name, and Hindu-majority Haryana and Himachal Pradesh. Sikhs, however, still form only about 60% of the population.
In the 1970s, the Green Revolution swept India. Punjab's agricultural production trebled, and so did the prosperity of its people. For such a small state to be called the bread-basket for a country of more than a billion people, is like a goldfish being classified a leviathan. Industrialization swept the state and the state remains the ones of the economic leaders of the entire country. Punjabi culture also predominates the national art, media, music and film industries. Punjabis, especially Sikhs, form a major part of the Armed Services. Punjab, being a frontline and focal-point state upon the border with Pakistan, is also a major area of extreme strategic security importance. www.BankExamsToday.com
In the early 1980s, a small group of Sikh fundamentalists sought the Punjabi state to be made independent of India. Led by Jarnail Singh Bhindranwale, a young priest, small bands of militants began attacking policemen, military sites and government and army officials. In the Holy Harimandir Sahib in Amritsar, Bhindranwale broadcast and published his calls for independence. Bhindranwale was supported by Sikhs from all over the Punjab and Delhi, as well as Sikhs outside India. A vast majority of Sikhs in the Punjab and outside it supported the call for independence.
The Prime Minister Indira Gandhi, who had tried to use and manipulate Bhindranwale, authorized an Army take-over of the Harimandir Sahib area. In Operation Bluestar, executed in 1984, thousands of Indian soldiers raided the Temple to flush out thousands of militants holed up in it. During the action, major damage was inflicted to the temple complex. The militants were killed or arrested, but the Operation cost the lives of 300 soldiers and thousands of innocent civilians, many of whom were known to be innocent worshipers by the Indian army.
The incredibly bloody operation invited major criticism of the Gandhi government. The Gandhi government was the only country in modern times that had attacked a faiths most holiest of shrines. Outrage now broke lose in the mainstream of Sikh society. Outraged young Sikhs spread disorder around the Punjab and in Delhi. In October 1984, just two months after Bluestar, Indira Gandhi's own two Sikh bodyguards asassinated her in revenge for the attack on the Holy Harimandir Sahib in Amritsar. The Indian Army commander was similarly assassinated.
Bloodthirsty mobs took to the streets of Delhi following Gandhi's murder. For the first time in history, Hindus and Sikhs fueded against each other. More than 5,000 Sikhs were brutally murdered by Hindu mobs.
The Government acted quickly, imposing martial law in the disturbed areas. Over the next three years, tough police action destroyed the insurgency, and fresh political overtures in the early 1990s did much to calm the state. Although some political suspicion still remains, Sikhs and Hindus have healed their common wounds and bridged the divides. The Sikh fundamentalists have either been driven out of the country or reduced to the margins of politics. However, little was done by the Indian government to redress the thousand of Sikhs killed and many more who lost their homes in the 1984 mob violence. Many of the police and army officersas well as Indian MPs are known to the government for help anti-Sikh mobs kill innocent people, yet they have never been prosecuted or questioned.
The 1990s brought much prosperity to India's Punjab. In 2004, Dr. Manmohan Singh became the country's first Sikh Prime Minister. Operation Bluestar, however, remains a topic of great controversy and bitterness in many parts of society.
The Wagah border post, is the chief crossing point between India and Pakistan. The Samjhauta (Understanding) Express runs between Atari, in Indian Punjab, to Lahore in Pakistan, as does the Delhi-Lahore bus. The Government of Pakistan allows small numbers of Sikhs to visit religious sites
Punjab History for Patwari Exam in Pakistani Punjab, and allowed 3,000 Pakistani Sikhs to cross over recently, at the 300th anniversary of the founding of the Khalsa.
www.BankExamsToday.com
Punjab After 1947
Punjab History for Patwari Exam
PARTITION OF THE PUNJAB (1947) was the result of the overwhelming support the Muslim demand for the creation of Pakistan, an independent and sovereign Muslim State, had gathered in India. When the word Pakistan was first mentioned, the idea had been laughed out of court, even by the Muslims themselves. But within the next half a decade, it had annexed almost the total support of the Muslim population. During the discussions in England that preceded the passing of the Government of India Act 1935, Pakistan had been mentioned, but no one had taken it as a serious proposition. www.BankExamsToday.com
By the end of 1938, however, Pakistan was being seriously canvassed in Muslim League circles, and in March 1940, under MA.Jinnah`s leadership, the League passed at Lahore the famous Pakistan Resolution, demanding the partition of India and the formation of the Muslim majority zones of the northwest and northeast into independent sovereign States. This uncompromising demand for Pakistan and the partition of India aroused intense opposition throughout the whole country, not least among the Sikhs. Just as the Muslims were unwilling to submit to a permanent Hindu majority in a united India, so the Sikhs viewed with alarm the prospect of becoming a permanent minority in a Muslim State, which would be their fate if the whole of the Punjab was included in Pakistan.
But the Sikh leaders were in a dilemma; for any division of the Punjab so as to exclude from Pakistan the predominantly non Muslim areas would also divide the Sikhs. In an endeavour to break the deadlock that arose between Congress and the League over the Pakistan issue Mr Rajagopalachari in 1944 persuaded Mahatma Gandhi to offer to Mr. Jinnah a Pakistan consisting of those contiguous areas in the northwest and northeast of India in which Muslims were in a majority. This offer meant the exclusion from Pakistan of practically the whole of Assam and nearly half of Bengal and of the Punjab, both of which would have to be partitioned.
Mr Jinnah rejected it as "a shadow and a husk, a maimed, mutilated and motheaten Pakistan," and adhered inflexibly to his demand for a sovereign Pakistan of six provinces. By this time he and the League had gained greatly in strength. Ever since the passing of the Pakistan Resolution, he had been methodically working to marshal all Muslims under his leadership, and to crush other leaders who were unwilling to bow to his dictation and were lukewarm in their support of the demand for Pakistan. In Bengal, FaziulHuq was displaced as premier in 1943 by a more staunch Muslim Leaguer; and in the Punjab Sir Khizar Hayat Khan Tiwana, who on Sir Sikandar`s death had succeeded him as Premier, was expelled from the League in 1944. His Muslim followers had now to choose between loyalty to him and the Unionist Party he led and loyalty to Mr. Jinnah and the League. Though Sir Khizar retained the support of most Muslim members of the provincial assembly and continued as Premier, he was weakened, for a rift opened in the ranks of his Muslim followers.
Fresh elections held at the end of World War II in the cold weather of 1945-46 confirmed that Mr. Jinnah had secured the backing of almost all Muslims in India. The League won every Muslim seat in the Central Legislative Assembly and the majority of those in provincial assemblies. Its most striking success was in the Punjab where Sir Khizar`s Muslim Unionists were reduced to a handful of seven and all the remaining seventy-nine Muslim seats had gone to the League.
With the support of Congress Hindus and Akali Sikhs, Sir Khizar was able to form a government and continue as Premier, but it was virtually the end of the once powerful Unionist Party that under his leadership might have stood as a bulwark against the demand for Pakistan and the resulting partition of the Punjab. To the Muslim masses Pakistan had been little more than a vague Utopia, but after the League`s electoral successes the demand for it had to be squarely faced. Lord Wavell, the Viceroy, proposed to the Labour Government in England that if Mr Jinnah persisted in the demand for a completely sovereign Pakistan, he should be told that all he could get would be a truncated Pakistan, shorn of Assam, West Bengal, including Calcutta, and about half of the Punjab.
www.BankExamsToday.com
The alternative was for him to accept an all India Union limited to defence, foreign affairs and communications within which the full Pakistan provinces that he claimed could be formed into sub federations with wide powers. Mr Jinnah rejected, as he had done previously, a truncated Pakistan, and the Mission themselves remarked that, involving as it would a radical partition of the Punjab and Bengal, it "would be contrary to the wishes of a very large proportion of the inhabitants of these provinces" and "would of necessity divide the Sikhs," leaving substantial bodies of them on both sides of the border. www.BankExamsToday.com
The Viceroy believed that when plainly confronted with this prospect, Mr Jinnah might be prepared to settle for the best terms he could get for the Muslims within a united India. This was in effect the course adopted when in March 1946 a Cabinet Mission came out to India to try to solve the constitutional problem. It was made clear to Mr Jinnah that he would have to forgo either part of the territory or some measure of the sovereignty that he demanded for Pakistan. If he insisted on full sovereignty, he could only have a reduced Pakistan of contiguous Muslim Majority areas.
The other alternative Mr Jinnah grudgingly consented to consider, and the Mission, having vainly tried to bring him and the Congress leaders to agreement on its principles, themselves elaborted it, putting forward a scheme for a three tier constitution: Provinces, groups of Provinces and a minimal Union, and suggesting procedure for framing a constitution on this basis. A Constituent Assembly, elected by the Provincial legislatures, would divide up into three sections, one representing the six Hindi majority provinces and the two others the provinces in the northwest and northeast of India claimed for Pakistan. These sections, meeting separately, would draw up constitutions for the provinces included in them and decide whether a Group should be formed and with what subjects.
All the sections would then meet as a whole to frame the Union constitution. The Sikhs were represented before the Cabinet Mission by Master Tara Singh, GianiKartar Singh, Harnam Singh, a lawyer from Lahore, and later by Baldev Singh, then development minister in the Punjab Government. The Sikh delegation was united in its opposition to Pakistan. The delegates marshalled all the arguments they could to impress upon the Cabinet Mission of the utter impossibility of the Sikhs either living in a Muslim State or having territory inhabited by them handed over to the Muslims.
The Sikh spokesman, Master Tara Singh, said that he was for a united India; but if Pakistan was conceded, he was for a separate Sikh State with the right to federate either with India or Pakistan. GiamKartar Singh elaborated the latter alternative as a "province of their {SAfts} own where they would be in a dominant, or afmost dominant position;" this province would comprise the whole of Jalandharand Lahore divisions, together with Ambala, Hissar, Karnal and Shimla districts of the Ambala division, and the districts of Montgomery and Lyallpur.
Baldev Singh defined the Sikh State in somewhat the same terms as consisting of "the Punjab excluding Multan and Rawalpindi divisions, with an approximate boundary along the Chenab, an area comprising the Ambala division, the Jalandhar division and the Lahore division." The Central Akali Dal representing nationalist opinion and led by Baba Kharak Singh presented through its working president, Amar Singh, a separate memorandum to the Cabinet Mission on behalf of their party.
It drew attention to the faulty compilation of census figures which made the Muslims a majority community in the Punjab. It opposed the partition of the Punjab and reiterated the demands that had been made by the Chief KhalsaDiwan many times since the introduction of democratic institutions, viz. 33% representation in the Punjab, 5% in the Centre and one Sikh member in the Central Cabinet. In addition, it demanded an 8% representation in the Constituent Assembly (as recommended by the Sapru Committee); a permanent 14% Sikh quota in the defence services; Sikh representation in U.P., Sindh, Bihar, Bengal and Bombay and an increase in Sikh representation in the North-West Frontier Province.
www.BankExamsToday.com
The Congress Committee`s acceptance of the scheme was, however, ambiguous, for they said that they adhered to their interpretation of its provisions regarding the sections and the grouping of provinces, although this interpretation had been declared by the Mission to be erroneous. Furthermore, there was failure to reach agreement on the formation of an Interim Government, and the proposals ultimately put forward by the Viceroy and the Mission were rejected by the Congress because, in deference to Mr Jinnah, no Congress Muslim had been included. www.BankExamsToday.com
The Central Akali Dal supported joint electorates with reservation of seats for minorities and the setting up of special tribunals for the protection of minorities. Mr Jinnah and the Council of the Muslim League and the Congress Working Committee both reluctantly accepted the Mission`s scheme. The Sikhs, though saved by this scheme from division, rejected it. They resented their inclusion, without any safeguards, in an overwhelmingly Muslim group of provinces, and declined at first to elect representatives to the Constituent Assembly.
However, the Mission, anxious to show that something had been achieved, announced that constitution making could now proceed with the consent of the two major parties. It seemed that the division of India had been averted and that there was no longer any need to consider the partition of the Punjab and Bengal. But the Congress and the Muslim League interpreted the proposals differently, especially on the question of the grouping of provinces.
The All India Congress Committee on 6 July 1946 called to ratify acceptance of the Mission`s Scheme and again at a Press conference four days later, Jawaharlal Nehru expressed reservations as regards the grouping of provinces, which was for the League the real attraction of the Mission`s plan. On 29 July at a meeting in Bombay, the Council of the League withdrew their previous acceptance of the Mission`s proposals and authorized its Working Committee to prepare a programme of `direct action` for the achievement of Pakistan.
This resolution proved decisive; all attempts over the next few months to persuade the League to rescind it and to work the Cabinet Mission plan were unavailing. Nothing less than a sovereign Pakistan would now satisfy them. The immediate sequel to the Resolution was the outbreak on 16 August of communal rioting in Calcutta on an unprecedented scale, known as the Great Calcutta Killing. The casualties were estimated at 5,000 dead and 15,000 injured. This was followed in October by Muslim assaults on Hindus in East Bengal and these in turn provoked Hindu assaults on Muslims in Bihar.
Shortly before the Calcutta killing Lord Wavell had invited Nehru to form an Interim Government, and this took office at the beginning of September, but without the inclusion of any League members, as MrJinnah declined Nehru`s invitation to collaborate. Lord Wavell, however, in the hope of easing the communal tensions himself opened negotiations with MrJinnah and at the end of October, five League nominees joined the Interim Government on the understanding that the League would rescind their Bombay Resolution withdrawing acceptance of the Cabinet Mission scheme and take part in the work of the Constituent Assembly that was about to be summoned.
With the League`s entry into the Government communal outbreaks were for the time being halted; but no progress was made in the solution of he constitutional problem as Mr Jinnah declined to call a meeting of the League Council to reconsider the Bombay Resolution on the ground that the Congress had not accepted unequivocally the Mission`s scheme and were bent on misinterpreting its provisions in regard to grouping. At the beginning of December, in the hope of resolving the differences, the leaders of both parties, along with a Sikh representative, SardarBaldev Singh, were invited to London for discussions.
The main point now at issue was whether under the Mission`s scheme the voting in the sections regarding provincial constitutions and the formation of Groups should be by provinces, as the Congress contended (which would almost certainly preclude the formation of Groups), or by simple
www.BankExamsToday.com
Punjab History for Patwari Exam majority vote, as the League claimed and as the Mission had intended. At the end of inconclusive discussions, the British government issued a statement upholding the latter interpretation.
The All India Congress Committee agreed to accept this interpretation, adding only the qualification that there must be no compulsion for a province and that the rights of the Sikhs should not be jeopardized. But Mr Jinnah was in no mood to accept any qualifications. On 31 January 1947 the Working Committee of the League declined to recommend to the League Council reconsideration of its Bombay Resolution and called on the British government to dissolve the Constituent Assembly, which had met in December without the League representatives, and to declare that the Cabinet Mission plan had failed. www.BankExamsToday.com
The British government now took a bold step that Lord Wavell had long been urging on them, and on 20 February fixed a date for the transfer of power to Indian hands. It was to be not later than June 1948. At the same time they announced that Lord Mountbatten was to replace Lord Wavell as Viceroy. No reason for the change was given, but the fact was that they had lost confidence in Lord Wavell`s ability to handle Indian politicians. The instruction they gave the new Viceroy was to do all in his power to persuade the Indian parties to work for a unitary government on the basis of the Cabinet Mission plan, but, if by 1 October he found that this was impossible, to report what steps he thought should be taken for handing over power by June 1948.
The Cabinet Mission plan was, however, now totally unacceptable to Mr Jinnah and the League who had decided that they must have nothing less than a sovereign independent Pakistan however small it might be. So, as Lord Mountbatten soon realized, the best hope of reaching agreement now lay in the adoption of a plan for a truncated Pakistan involving the partition of Bengal and the Punjab and the division of the Sikhs, that Mr Jinnah had previously rejected and that the Cabinet Mission had condemned. Although all parties disliked this unsatisfactory solution, it was one to which they could all be reconciled.
The Congress had always said that they would not contemplate compelling the people of any part of the country to remain in a united India against their will, and the Congress leaders were now ready to allow Mr Jinnah to take those Muslim majority areas which, on a population basis, he could indisputably claim. Mr Jinnah and the League had reluctantly come to understand that if they insisted on a sovereign Pakistan, then they would have to be content with a truncated Pakistan, for this was all they could get by agreement and they were not in a position to take more by force.
Even the Sikhs, who would suffer most from a partition of the Punjab, as this would divide them and leave about two million of them on the Pakistan side of the line, were prepared to accept it rather than that the whole community should be engulfed in Pakistan, agreed to the partition. They were influenced by recent experience. Early in March in outbreak of communal rioting in the Punjab, Sikhs in villages and small towns in the predominantly Muslim districts of Rawalpindi and Attock had been savagely attacked by Muslim mobs and felt compelled to fly for their lives.
This foretaste of Pakistan convinced many of them that so far as possible they should not come under Muslim rule. Lord Mountbatten speedily coaxed the principal parties into acquiescence in the partition of the land and drew up a plan for giving effect to it. He announced this plan on 3 June; Mr Nehru, Mr Jinnah and, for the Sikhs, SardarBaldev Singh intimated their consent to it; and the next day Lord Mountbatten told a Press conference that it would be carried out and power transferred to two Dominion Governments by 15 August. This gave little time for the completion of all the work entailed by the division of the country and the partition of Bengal and the Punjab But Lord Mountbatten was impressed by the need to act quickly.
www.BankExamsToday.com Page 26 It was a feature of the Plan that the partition of Bengal and the Punjab should be shown to be in accordance with the popular will as expressed by the provincial legislatures. In the Punjab the Legislative Assembly had first to meet as a whole and vote on whether the undivided province should join India or Pakistan. Thereafter it had to meet again in two parts one representing the Muslim
Punjab History for Patwari Exam majority districts and the other more or less eastern half of the province, and vote separately on whether the province should be partitioned. If either part voted for partition, then partition would follow. The two parts would also vote on whether the areas thai they represented should join India or Pakistan.
A Muslim majority in the Assembly as a whole secured a vote in favour of joining Pakistan, but a non Muslim majority in the eastern part dominated mainly by the Sikhs voted for partition and for that part joining India by 50 votes to 22. Partition necessitated a division of the assets and liabilities of the Provincial government. At the centre, for the division of the much larger assets and liabilities of the Government of India, a Partition Council was set up consisting of two Congress and two League members of the Interim Government, aided by a Steering Committee of two officials and several expert committees of officials, and with an Arbitral Tribunal in the background. www.BankExamsToday.com
In the Punjab there was no ministry from which members of a Partition Council could be drawn, as after Sir Khizar`s resignation, the Governor had assumed charge of the administration under section 93 of the Government of India Act 1935. But on the analogy of what was being done at the centre a Partition Committee of two Muslims, a Hindu and a Sikh was formed and with the aid of officials this worked fairly smoothly. A few disputed matters were referred for decision to the Partition Council at the Centre. The Plan provided for Boundary Commissions to be set up to demarcate the actual lines of division in the provinces of Bengal and the Punjab.
Both Commissions were composed of four High Court judges, two nominated by the Congress and two by the League under the chairmanship of an English barrister, Sir Cyril Radcliffe. Their terms of reference were to demarcate the boundaries on the basis of ascertaining the contiguous majority areas of Muslims and non Muslims, and in doing so to take into account also other factors. The reference to other factors was inserted to satisfy the Sikhs who had been given to understand that, in drawing the line of division, population would not be taken up to be the sole criterion.
The Commissions began work in July and submitted their reports on 13 August. The division of opinion among the judges on the Commissions particularly in regard to the weight to be given to `other factors` was so wide that the ultimate awards were those of Sir Cyril alone. The members of the Central Partition Council had publicly pledged themselves on 22 July to accept and enforce the Commission`s awards, but an attempt to get a similar pledge signed by the members of the Punjab Partition Committee came to nothing owing to serious difference of opinion among its members.
Throughout May, June and July communal strife persisted in the Punjab. In Lahore and Amritsar there were numerous cases of arson, stabbing and bomb throwing; in the Gurgaori district villages were raided and burnt by the rival communities; and as 15 August approached, the situation further deteriorated. A secret intelligence report indicated that the Sikh leader, Master Tara Singh, was engaged in plots for the sabotage of certain canal headworks and for bomb outrages, including the assassination of Mr Jinnah. His arrest and that of other Sikh leaders was mooted, but was turned down on the unanimous advice of the Punjab Governor and the Governorsdesignate of East and West Punjab that such arrests would only make matters worse.
The imposition of martial law was also considered, but was opposed by the Governor and the senior military commanders who said that they had not enough military officers to enforce it and were convinced that its inevitable failure would only aggravate the disorder. In anticipation of trouble on a wider scale, as soon as the boundary line was announced, a special force, known as the Punjab Boundary Force and consisting of over 50,000 Indian troops of mixed units not yet divided up community wise, was formed early in August to maintain control in twelve districts of central Punjab where the greatest disturbances were apprehended. It was to be responsible to the Joint Defence Council, an overall In do Pakistan authority set up for the period of transition.
www.BankExamsToday.com Page 27 As 15 August approached, inter communal rioting started in the districts of Lahore and Amritsar. After 15 August the attacks by both sides on the minority community developed into an orgy of mass
It was without any proper intelligence system; it could look for little help from the civil administration which virtually had broken down, while the mainly Muslim Punjab police were, in West Punjab, almost entirely partisan and in East Punjab deserted or were afraid to act. The Boundary Force could, therefore, do little more than slightly check the general slaughter and prevent a complete holocaust in Lahore and Amritsar. It was much criticized, some of the troops composing it succumbed to communal loyalties, and on 31 August it was broken up, two new Dominion Governments taking over the forces located on each side of the boundary line and assuming complete responsibility. www.BankExamsToday.com killing which soon spread from the central Punjab to the outlying districts and beyond. The disorder and the slaughter far exceeded anything that had been expected and was quite beyond the control of the Boundary Force. The twelve districts assigned to it had populations 14.5 million distributed in nearly 18,000 towns and villages over an area of 37.500 square miles. This enormous area of disturbance was more than the Boundary Force, at first much below full strength, could effectively cover, especially as heavy monsoon rains impeded its movement.
This change and appeals for peace by leaders did not effect much improvement. The mass killings were brought to an end by mass migrations in opposite directions. Migrations from East to West Punjab and vice versa had begun before 15 August, but were frowned upon by the authorities, and as late as 6 August the Partition Council at Delhi was still aiming at stopping the exodus and encouraging the return of those who had already left. After 15 August the rioting in both halves of the Punjab set going a vast movement of mass migration which nobody had foreseen and nobody could arrest and which in three months emptied East Punjab of all Muslims and West Punjab of all Hindus and Sikhs.
Joint appeals by political leaders for an end to violence had little effect, and the refugees, moving by road and rail, were constantly exposed to attack by members of the opposite community. The two new Dominion and Provincial Governments, unable to restore peace or check the migrations, soon found that their main tasks were to afford protection to the outgoing refugees, herding them into camps where they could be safeguarded and then providing escorts for their onward journey, and to make arrangements for the reception and resettlement of refugees coming in from the opposite direction. The great majority of the refugees moved by road and for several weeks huge columns of them.
Sometimes as much as 50 miles in length, with their goods and chattels piled on bullock carts or carried on head, could be seen slowly making their way across the Punjab in opposite directions. The magnitude of these massacres and migrations is without known historical parrallel in any part of the globe. Estimates of the casualties range from 200,000 to 1,000,000; the former is probably nearest the truth. Estimates of numbers of persons who migrated arc more reliable. Roughly three and a half million Hindus and Sikhs migrated from West Punjab to India and five million Muslims from East Punjab to Pakistan. The Muslims lost rather more lives than the Hindus and Sikhs, but considerably less property.
This is illustrated by the fact that the Hindus and Sikhs had to abandon 6.2 million acres of land in West Punjab, the Muslims only 3.96 million acres in East Punjab. The resettlement of refugees in India was carried out efficiently and fairly quickly but cuts had to be made in their claims to immovable property owing to the paucity of assets left by the Muslims. Resttlement in Pakistan dragged on for many years and was not concluded till after the military regime took over in October 1958.
After recovering from the shock and dislocation of Partition, both halves of the Punjab made considerable economic progress, both agriculturally and industrially, though probably not greater than would have been achieved, if the province had remained undivided. The quickest and most remarkable recovery was that of the Sikhs in East Punjab. As a community the Sikhs had suffered most from the Partition, since such a large proportion of their total population was affected. But many of the Sikhs who migrated from the colony districts of West Punjab were exceedingly good cultivators
www.BankExamsToday.com
Punjab History for Patwari Exam and to some extent they recouped their losses by developing with exceptional energy and enterprise the diminished holdings allotted to them in East Punjab.
Geographical Overview of Punjab
Geography of Punjab Punjab extends from the latitudes 29.30° North to 32.32° North and longitudes 73.55° East to 76.50° East. It is bounded on the west by Pakistan, on the north by Jammu and Kashmir, on the northeast by Himachal Pradesh and on the south by Haryana and Rajasthan. Due to the presence of a large number of rivers, most of the Punjab is a fertile plain. The southeast region of the state is semi-arid and gradually presents a desert landscape. A belt of undulating hills extends along the northeastern part of the state at the foot of the Himalayas. www.BankExamsToday.com
The word Punjab consists of the two words "Panj" and "Aab" where Panj means five and Aab means water. This name was given to this region to symbolize its five rivers.
The Northwest location of the state and its fertile land created a strong attraction for foreign influence. Persians, Arabs, the British, and Turko-Mongolians were a few of the groups which contributed to its development. Punjab also was a nurturing ground to several religious movements such as Buddism, Sikhism, and several schools of Islam.
The historical area of Punjab was defined to the east from the basin of the river Bias to the boundary of the river Indus to the west. On the north the state was bounded by the Kashmiri Himalayas and on the south it reached the plains of Rajasthan and Cholistan. However, over history Punjab has had its boundaries expand as well as shrink. The high time for Punjab occurred under the reign of Mugal emperor Babur and the empire of Maharaja Ranjit Singh. With the partition in 1947 the borders of the region shrank to its current size, with its division into the Pakistani province of Punjab and the Indian state of Punjab.
Location:
Situated in the north-west of India, Punjab is bordered by Pakistan on the west, the Indian states of Jammu & Kashmir on the north, Himachal Pradesh on it'snort-east and Haryana and Rajasthan on it's south.
Area:
50362 square kilometers (Punjab occupies 1.54 % of the country's total geographical area).
Capital:
Chandigarh (population: 642,0000)
Occupation:
More than 80 percent of Punjab is cultivated, and farming is the leading occupation. The major crops are wheat, maize (corn), rice, pulses (legumes), sugarcane, and cotton. Among the livestock raised are buffalo and other cattle, sheep, goats, and poultry. The principal industries include the manufacture of textiles, sewing machines, sporting goods, starch, fertilizers, bicycles, scientific instruments, electrical goods, and machine tools, and the processing of sugar and pine oil.
Languages:
The official language is Punjabi, which is spoken by about two-thirds of the population. Many people are fluent in Hindi, English and Urdu also.
www.BankExamsToday.com
Currency:
Punjab History for Patwari Exam
Rupee (100 paiseequals one rupee)
State Animal:
Black Buck - Locally called kalahiran, the Black Buck is a graceful antelope blessed with a striking colour and spiraled horns. The fawn's coat is yellowish but it becomes turns black at maturity. It is found in the plains and avoid forests and hilly tracks. Mostly found in herds of 20-30, large herds may number several hundreds. With a keen eyesight and speed, it responds to alarm call by leaps and bounds. www.BankExamsToday.com
State Bird:
Baz (Eastern Goshawk)
State Tree:
Shisham
Geography:
Find Punjab on the globe at 29'30'' N to 32'32'' N latitude and 73'55 E to 76'50 E longitude. Punjab lies between the Indus and the Ganges rivers. Most of the state is an alluvial plain irrigated by canals. Punjab's arid southern border edges on the Thar or Great Indian Desert. The Siwalik Range rises sharply in the north of the state. The average temperature in January is 13° C (55° F), although at night the temperature sometimes lowers to freezing point. In June, the average temperature is 34° C (93° F), occasionally rising as high as 45° C (113° F). Annual average rainfall in Punjab ranges from 1250 mm (49 in) in the north to 350 mm (14 in) in the southwest. More than 70 percent of the annual rainfall occurs during the monsoon season i.e., from July to September.
Climate:
Climatically the state has three major seasons - summer, winter and rainy season. Major Land Features:
Most of Punjab is a fertile plain; toward the southeast one finds semi-arid and desert landscape; a belt of undulating hills extends along the northeast at the foot of the Himalayas. Four rivers, the Ravi, Beas, Satluj and Ghaggar flow across the state in a southwesterly direction. They have numerous small and seasonal tributaries. In addition, Punjab is watered by an extensive canal system.
Battles of Guru Gobind Singh Ji
Guru Ji had just created the Khalsa, a society based on equality and dutiful devotion to God. The concept of the Sikh Gurus that all men (and women) were equal, was too much of a threat for the Rajput hill chiefs to swallow. They laid siege to Guru Ji and his newly created Khalsa with 10,000 men. During the siege, the mughals asked Guru Ji to surrender and come out of the fort with their belongings; the safe passage to the Punjab was guaranteed to the Guru - no one would be harmed. The Mughal swore their pledge on the Holy Qu'ran.
The Sikhs pleaded with Guru Ji to trust their attackers, to take their offer and leave the safety of Anandpur Sahib, but Guru Ji wanted to show his Sikhs that the mughals were not to be trusted. Guru Ji sent out a wagon piled high with bulging sacks, wrapped in beautiful cloth. To the Mughal soldiers it must have seemed like a wagon load of gold, silver, jewelry and other valuable treasures. With their imaginations running wild, only a short distance from the safety of Anandpur, the oath of the the mughal Generals were rendered worthless, as the wagons were swarmed by men hungry for booty.
www.BankExamsToday.com
One can imagine their surprise and anger as the men eagerly opened the bags, finding them filled with trash, dirt, hay and other worthless materials.
Seeing this, those who had doubted the Guru, no longer were eager to trust the promises of their attackers. As the months wore on, the Sikhs were able, through the use of 'guerilla' tactics and night time attacks to effectively turn the tide in their favor. Eventually they chased the Mughals away, after killing their two leaders. The Sikhs gained a large booty in horses, arms and war equipment which the Mughals had left behind in their rush to escape with their lives. www.BankExamsToday.com
The Battle:
The hill Rajas thought it highly dangerous to allow the Sikhs to continue their increase in power and number. They therefore, decided collectively to complain to the Delhi government against the Sikhs. With Aurangzeb still busy in the South, the viceroy of Delhi sent General Din Beg and General Painde Khan each with five thousand men to resist the Guru's 'encroachments' on the rights of the hill Rajas. When the imperial forces reached Rupar, they were joined by the hill Rajas.
The Guru appointed the Five Beloved Ones as generals of his army. The Sikh chronicler states that, when the engagement began at Anandpur, the Turks were roasted by the continuous and deadly fire of the Sikhs. General Painde Khan seeing determined resistance of the Sikhs, shouted to his men to fight to the death against the infidels. He came forward to engage in a single combat with the Guru and invited him to strike the first blow. The Guru refused the role of an aggressor and claimed that he had vowed never to strike except in self-defence. Upon this Painde Khan discharged an arrow which whizzed past Guru's ear. He charged another arrow which also missed the mark. The whole of Painde Khan's body except his ears was encased in armour. Knowing this the Guru then discharged an arrow at his ear with such an unerring aim that he fell off his horse on the ground and never rose again.
This, however, did not end the battle. Din Beg assumed sole command of the troops. Maddened by Painde Khan's death they fought with great desperation but could not make any impression on the firm hold of the Sikhs. On the other hand, however, the Sikhs caused a great havoc upon the enemy. The hill chiefs left the field. In the meantime Din Beg was wounded and he beat a retreat but was pursued by the Sikhs as far as Rupar (upto the village of Khidrabad near Chandigarh where there is a Gurdwara in that memory).
The 2nd Battle
Summary In July-August 1699, the second battle of Anandpur began. The hill chiefs formed a coalition under Raja Bhim Chand and decided to attack Guru Ji together. The asked Guru Ji to leave the fort, Guru Ji replied that they had paid for this land. There were two forts within Anandpur Sahib, Fatehgarh and Lohgarh. Sher Singh and Nahr singh each commanding 500 men were given orders to defend Lohgarh. The defense of Fatehgarh was given to Bhai Uday Singh, who has 500 men. The siege began, the allied forces fell upon the Sikh strongholds. After several months, the Sikhs were on top, many hill chieftains were dead and so were their men but Sikh resources were low because the Hill chiefs had cut off their supplies. However, seeing the fortitude of the Sikh soldiers the Mughals planned to withdraw but not before trying one last thing - to intoxicate an elephant and send it towards the Sikh Forts. The job of dealing with this elephant was entrusted to Duni Chand, but he fled out of fear. Bhai Bachittar SIngh was given the job, he rode out with his Nagani (spear) and struck the elephant. The elephant ran back and trampled hundreds of its own men.
The Battle
The Rajas of Jammu, Nurpur, Mandi, Bhutan, Kullu, Kionthal, Guler, Chamba, Srinagar, Dadhwal, Handur and others, assembled at Bilaspur to discuss the newly created situation. Raja Ajmer Chand of Kahlur (son of late Raja Bhim Chand) addressed them that if they overlooked the growing power of www.BankExamsToday.com
Accordingly all the Rajas brought their contingents and marched towards Anandpur. On arriving near thecity they dispatched a letter to the Guru in which they wrote," The land of Anandpur is ours, we allowed your father to dwell on it and he never paid any rent. Now you have originated a new religion which is opposed to our religious system. We have endured all this up to the present, we can no longer overlook it. You should pay the arrears of rent for the occupation of our land and promise to pay it regularly for the future. If you fail to accept these terms, then prepare your departure from Anandpur or be ready for the consequences." The Guru replied," My father had purchased this land and he paid for it. If you deprive me of Anandpur, you shall have it with bullets added thereto. Seek my protection, and you will be happy in both worlds. Also seek the protection of the Khalsa and abandon pride. Now is the time for a settlement. I shall act as a mediator between the Khalsa and you. You may then rule your states without apprehension." www.BankExamsToday.com the Guru, he would one day drive them out from their territories. On the other hand if they were to seek assistance from Delhi again and again, they might be taken over by the Mughal empire for ever. It was, therefore, decided that they must defend themselves. If all the hill Rajas contributed reasonable contingents, they could muster a large army which would be sufficient to annihilate the Guru and his Sikhs. Thus a simple and feasible measure was thought out to invest the Guru's capital, Anandpur, and starve its occupants into submission.
It was now clear to the Rajas that the Guru would not surrender. Next morning they beat the drum of war.As anticipated a large number of Ranghars and Gujars under the command of Jagatullah flocked to the side of the hill Rajas.
Five hundred men from the Majha area arrived under the command of Duni Chand to join the Guru's forces, and ther reinforcements from other quarters also arrived at that juncture. There were two main forts, Lohgarh and Fatehgarh. The Guru ordered his forces not to advance beyond the city but remain as far as possible on the defensive. Sher Singh and Nahar Singh were appointed as chiefs to guard Lohgarh, and Fatehgarh was entrusted to Ude Singh. Sahibzada Ajit Singh, Guru's eldest son, asked his father's permission to join hands with Ude Singh.
The hill Rajas opened fire with large guns on the Guru's fortress. Several brave Sikhs made a determined stand against the enemy and forced them to retreat. The allied chiefs then held a brief council of war in which it was decided to despatch Raja Kesari Chand, the haughty chief of Jaswal, to attack the right flank and Jagatullah the left flank of the Guru's position while Ajmer Chand himself and his troops made a front attack on Anandpur. Jagatullah was shot dead by Sahib Singh and the Sikhs did not retreat to allow the enemy to remove his body. Raja Ghumand Chand of Kangra rallied his troops but failed to cause the Sikhs to retreat. The hill chiefs were in great dismay at the result of the battle and held a council of war during the night. Raja Ajmer Chand advised the council for peace with the Guru saying that the Guru occupied Guru Nanak's spiritual throne and there would be no indignity in appealing to him as supplicants. Many Rajas agreed to the proposal but Kesari Chand of Jaswal opposed the reconciliation and promised to fight with more determination the next day in order to oust the Guru from Anandpur.
Next morning the allied forces contented themselves with concentrating their attack on one particular part of the city but the Sikhs again offered valiant resistance. The allied forces rallied many times but could not overcome the brave Sikhs and so they decided to siege the city which lasted for a few weeks. As the blockade prolonged successfully, Raja Kesari Chand prepared to intoxicate an elephant and direct him against the city.
www.BankExamsToday.com Page 32 Whole body of the elephant was encased in steel. A strong spear projected from his forehead for the purpose of assault. The intoxicated elephant was directed towards the gate of Lohgarh fort and the allied army followed him. The Guru blessed his Sikh, Bachittar Singh to combat the elephant. Bachittar Singh took a lance to meet the furious animal. He raised his lance and drove it through the elephant's head armor. On this the animal turned around on the hill soldiers, and killed several of them. Meanwhile Ude Singh continued to advance against Kesari Chand, challenged him, and then
Punjab History for Patwari Exam with one blow cut off his head. Mohkam Singh, one of the Five Beloved Ones, cut off the mad elephant's trunk with one blow of his sword. What remained of the hill army now fled. In the retreat the Raja of Handur was severely wounded by Sahib Singh.
On the following day Ghumand Chand of Kangra directed the efforts of his troops against the city. Ghumand Chand's horse was killed by a bullet from the musket of Alim Singh. The battle lasted with varying success until evening, when Ghumand Chand, as he was proceeding to his tent in the evening, was mortally wounded by a chance bullet. All the hill chiefs now became disheartened and demoralized. Raja Ajmer Chand was the last to leave Anandpur and marched home in the dead of night. This battle was fought in 1701. www.BankExamsToday.com
The 3rd Battle
Hindu Rajas led by Ajmer Chand of Kahlir and his father Bhim Chand personally went to Aurangzeb and stirred up the wrath of the Emperor by telling him that Guru Gobiñd Singh claimed to be Sachä Patshãh: True King, sat on a raised platform; a prerogative of the Emperor only, and was corrupting both Hinduism and Islam. Aurangzeb ordered a large army under Amir Khan of Sarhand and Zabardast Khan of Lahore to proceed against the Guru. All the Chiefs except the Raja of Nahan joined the Imperial forces. Guru Gobind Singh divided the army into five commands, each of which was posted in a fort. His eighteen years old son Ajit Siñgh, was stationed in the Kesgarh fort with five hundred soldiers under him. Sher Singh and Nãhar Singh commanded the Lohgarh fort. Udai Singh and Alam Singh commanded the division of Agampura, while Mohkam Singh was posted with 400 men in Holgarh.
Daya Singh commanded the northern ramparts, while the Guru remained in the Anandpur fort. Seeing the Imperial armies approaching in countless numbers, Guru Gobind Singh ordered his artillery men to light their fuses : and discharge their cannons. The battle raged with fearful violence. Daya Singh and Udai Siñgh came out of their forts and gave a terrific fight to the Imperial army who lost about nine hundred soldiers. Unable to fight the Sikh armies in the open, the Imperialists laid a siege to the city and stopped all ingress and egress. The Sikhs planned night attacks.
They sallied forth from their defensive positions and attacked the enemy unawares. The Mughal Generals tried to storm the citadel in utter distress and desperation, but the Sikhs brought forth their bigger guns, named Baghan: Tigress and Bjai Gosh: Roaring Victory, and fired at the enemy, killing many in the enemy ranks. As the supplies were constantly failing, the Sikhs resorted to desultory sallies to seize the supplies from the enemy. The siege lasted for about seven months Jeth 1762 Bk/May 1705 to Rh Sudi 1, 1762 Bk/December 5-6, 1705 when the Guru's army lived on starvation level. But Guru Gobiñd Singh refused to surrender.
Battle of Nirmoh (4th Battle)
Ajmer Chand in spite of the defeat of the allied forces, determined to oust the Guru. He sent an envoy to the Emperor's viceroy in Sirhind and another envoy to the viceroy of Delhi to complain against the Sikhs and sought their help to assist the hill chiefs in destroying the Guru's power and expelling him from Anandpur. Accordingly the imperial forces were directed to assist the hill chiefs.
At the same time to save their faces, the hill chiefs pro posed to the Guru through Pamma Brahman, thatthey would be friends with him for ever only if he left Anandpur for a while and come back later. The Guru agreed to the proposal and left for Nirmoh, a village situated about a mile from Kiratpur. After he reached Nirmoh, Raja Ajmer Chand and Raja of Kangra both thought that since he was now in the open and he had no fort around him for protection, it would be better to launch an attack. They attacked the Guru's army without even waiting for the arrival of the imperial army.
www.BankExamsToday.com
The army of Wazir Khan, the viceroy of Sirhind, arrived in due time. The Guru found himself in a verydangerous position between the hill Rajas on one hand, and the imperial army on the other. But he resolved to defend himself in whatever way it was and his Sikhs stood faithfully and valiantly by him. Wazir Khan gave an order to his troops to make a sudden rush and seize the Guru. The Guru was successfully protected by his son Ajit Singh and his other brave warriors. They stopped the advance of the imperial forces and cut them down in rows. The carnage continued until night. Next day the imperial army and the hill chiefs made a furious assault when the Guru decided on retiring to Basoli whose Raja had frequently invited him to his capital.
A fierce battle ensued in which the Sikhs were ultimately victorious. One afternoon as the Guru was sitting in his open court, the hill chiefs engaged a Mohammadan gunner to kill him for an adequate remuneration. The gunner fired a cannon ball which missed the Guru but took away the life of Sikh who was fanning im. The Guru picked up his bow and shot an arrow which killed the gunner and with another arrow killed his brother ho was assisting him. On seeing this the hill men quit fighting. The two Mohammadans were buried on the spot called Siyah Tibbi or the black hill and a Gurdwara was erected by the Sikhs to commemorate Guru's escape from the bullet. www.BankExamsToday.com
Until the Guru's army reached the river Satluj, fierce fighting continued in which brave Sahib Singh was slain. Bitting his thumb Wazir Khan admitted that he had never before witnessed such desperate fighting. The Guru with his troops crossed over the river and reached Basoli. The hill chiefs were overjoyed and presented elephants to Wazir Khan and departed to their homes. Wazir Khan returned to Sirhind. This battle was fought at the end of 1701.
Daya Singh and Ude Singh requested the Guru to return to Anandpur. After staying a few days at Basoli, he marched back to Anandpur and the inhabitants of the city were delighted to see him again among them.Finding the uru again firmly established at Anandpur, Raja Ajmer Chand thought it most wise to pursue for peace. The Guru told Ajmer Chand that he was willing to come to terms with him, but he would punish him if he were again found guilty of treachery. Ajmer Chand was glad to find peace with the Guru and he sent his family priest with presents to him. The other hill Rajas also followed Ajmer Chand's example and made good relations with the Guru.
After this the Guru went to Malwa for the propagation of his mission. In January 1703 he went to a fair held at Kurukshetra on the occasion of a solar eclipse in order to purchase horses to replace those which were killed or stolen in previous warfare. The custom of sale and barter of horses and other animals at religious fairs was prevalent even during the time of the Guru.
Two Mohammadan generals, Saiyad Beg and Alif Khan, were on their way from Lahore to Delhi. Raja Ajmer Chand who also went to Kurukshetra along with other hill chiefs, thought to secure their assistance. He promised the generals large remuneration if they attacked the Guru. Instead on hearing favorable accounts of the Guru, Saiyad Beg withdrew his army, and when the battle ensued at Chamkaur between the Guru's and Alif Khan's troops, he joined the Guru's forces. Upon this Alif Khan retired from the contest thinking that he had no chance for victory. The Guru returned to Anandpur. Saiyad Beg threw his lot with him and accompanied him to Anandpur, and remained with him as a trustworthy and powerful ally.
After two years of peace, the old hostilities reappeared. The reasons being, the increasing prestige of the Guru and the clashes as a result between the hill Rajas and the Sikhs
The 5th Battle
Owing to the repeated representations of the hill chiefs, the Emperor sent a large army under the command of General Saiyad Khan to subdue the Guru. Saiyad Khan was a brother-in-law of Pir Budhu Shah of Sadhaura who ought on the side of the Guru at the battle of Bhangani. On his way to Anandpur Saiyad
www.BankExamsToday.com
Khan met Pir Budhu Shah and heard all favorable accounts of the Guru and, thus, had a wish to behold him. It was the end of March, 1704 and was a crop-cutting time of the year, so the majority of the Guru's Sikhs had dispersed to their homes. There were only five hundred strong troops left at Anandpur at that time. The Guru had to make best defence with the present force. Maimun Khan, a faithful Mohammadan who had attached himself to the Guru, asked his permission to show his bravery. The brave and faithful Saiyad Beg also came forward to render his services. Both Musalmans fought like tigers in the battle, and were followed by the Sikhs. www.BankExamsToday.com
The Sikhs advanced boldly against the enemy. Saiyad Beg entered into a single combat with Raja Hari Chand. After they had repeatedly missed each other, Saiyad Beg at last struck off the hill chief's head. On seeing this Din eg of the imperial army rushed at Saiyad Beg and mortally wounded him. Maimun Khan from horseback charged in every direction and committed great havoc among the imperial troops. The Guru knew what was passing in General Saiyad Khan's mind, and advanced ostensibly to challenge him. Saiyad Khan on obtaining the wish of his heart to behold the Guru, dismounted and fell at his feet. The Guru conferred on him the true Name.
After Saiyad Khan's defection, Ramzan Khan took command and fought with great bravery against the Sikhs. The Guru shot an arrow which killed Ramzan Khan's horse. The Sikhs rallied and presented a bold front to the enemy but being too few in number were overpowered by them. When the Guru saw that there was no chance of retrieving his position, he decided to evacuate Anandpur. The Mohammadan army plundered the city. After obtaining this booty they proceeded back to Sirhind. When the imperial army was resting at night, the Sikhs made a sudden attack, which created great confusion in the enemy camp. The Turks who turned to oppose the Sikhs, were killed and only those who fled, escaped the vengeance of the Guru's pursuing army. The Sikhs also deprived them of all the booty they had captured at Anandpur. After this the Guru returned and took possession of Anandpur.
The 6th Battle
The Emperor called on his troops to account for their cowardice. They pleaded that the Sikhs had taken an unfair advantage of their position in the battle field. At one point the Emperor asked what sort of person the Guru was and what force he possessed. A Mohammadan soldier gave highly colored accounts of the Guru's beauty, sanctity and prowess. He described him as a young handsome man, a living saint, the father of his people and in war equal to one hundred twenty-five thousand men. The Emperor was much displeased on hearing this elaborate praise of the Guru and ordered that he should be brought to his presence. In the meantime Raja Ajmer Chand made a strong representation to the Emperor for assistance to bring the Guru to submission. Accordingly the viceroys of Sirhind, Lahore and Kashmir were ordered to proceed against the Guru.
Some faithful Sikhs informed the Guru of war preparations as a result of Raja Ajmer Chand's representationto the Emperor. The Guru made arrangements accordingly and sent for his followers. The Sikhs of Majha, Malwa and Doaba and other places thronged to Anandpur. They were delighted at the prospect of battle, and congratulated themselves on their good fortune in being allowed to die for their Guru and their faith. The Guru affirmed that the death in the battle-field in the name of religion was equal to the fruits of many years' devotion, and ensured honor and glory in the next world.
The noteworthy point in this whole episode is that the Guru having won battle after battle, never captured an inch of territory, never nurtured enmity, and never attacked anybody as an aggressor. By the creation of the Khalsa he established equality and brotherhood of mankind. The down-trodden segments of the society which were ever ridiculed by the so called high caste Brahmans and Khatris, had now become undaunted saint-soldiers after being baptized by the Guru and joining the brotherhood of the Khalsa. The Brahmans and the hill chiefs considered all this a threat to their very existence. They were, therefore, waging a constant war against the Guru and his Sikhs.
www.BankExamsToday.com
The hill chiefs who arrayed themselves against the Guru were Raja Ajmer Chand of Kahlur, Rajas of Kangra, Kullu, Kionthal, Mandi, Jammu, Nurpur, Chamba, Guler, Garhwal, Bijharwal, Darauli and Dadhwal. They were joined by the Gujars and the Ranghars of the area, and all of them formed a formidable force. The imperial army of the viceroys' of Sirhind, Lahore and Kashmir came in large number. The chronicler judiciously remarks that the Khalsa must be congratulated because, though few in number, having the blessings of their Guru they had confidence in themselves to fight for their religion, and delighted in anticipation of the approaching conflict. It is recorded that there were ten thousand Sikhs at Anandpur while the opposing army came as strong as fifteen to twenty times in number than the Sikhs www.BankExamsToday.com
The allied forces fell on Anandpur like locust. On seeing this the Guru ordered his artillery men to discharge their cannon into the hostile army at the thickest spot. The enemy made a charge to seize the artillery, but were quickly restrained by the fatal accuracy with which the Sikhs served their guns. They were supported by the infantry. The city of Anandpur was on a little higher elevation and the allied forces were in the open and had no protection, and consequently fell in heaps. A fierce battle was fought for a few days.
The Mohammadan gunners were promised large reward if they killed the Guru but they were unsuccessful in their mission because their gun fire was either high or too low and could not hit the target. The allied army finding their guns useless tried hand to hand fight. On seeing this the Guru began to discharge his arrows with marvelous effect. The fearful carnage continued, horses fell on horses, men on men.
The allied forces rallied a strong effort to conquer, but was so vigorously and successfully repulsed that they were obliged to uspend hostilities at the end of each day of warfare. The Mohammadans and the hill chiefs had different opinions as to the cause of the success of the Sikhs. Some thought that the Guru had supreme miraculous power and the supernatural forces fought on his side. Others maintained that the Guru's success was owing to the fact that his men were protected behind their ramparts.
While this discussion was going on, the Mohammadan viceroys decided to storm the fortress where the Guru was stationed. On seeing this the Sikhs put their two guns called Baghan (tigress) and Bijaighosh (sound of victory) in position. The aims were taken at the enemy. The tents were blown away and great havoc was caused. On seeing this the Mohammadan viceroys retreated and the hill armies fled. That evening the Guru offered thanksgiving, and beat the drum of victory.
Having failed through dire ct assault, the allied army planned a siege of the city of Anandpur in such a waythat all entrances and exits for both goods and persons were completely closed. They completely besieged the city, and the Guru's supplies were failing. Food position became extremely serious and the Sikhs were driven to undertake some dangerous expeditions. They went out at night to snatch provisions from the besiegers. After some time the allies collected their stores at one place and guarded them day and night. When the enemy learnt about the distressful situation of the Sikhs, they planned a different strategy to induce the Guru to leave Anandpur.
www.BankExamsToday.com Page 36 Raja Ajmer Chand sent his envoy to him saying that if he left Anandpur, their armies would withdraw and he could afterwards return whenever he pleased. The Guru did not pay any heed to this proposal. The offer was repeated several times, but the Guru did not accept it. Having suffered extreme hardships, the Sikhs besought the Guru to evacuate the fort, but the Guru counselled them patience for some time more. The Sikhs who heard enemy's proposal, went to the Guru's mother to use her influence on him. She pleaded with him but in vain. The Guru told her that the enemy's proposal was hypocritical since they planned to draw out the Sikhs from within the shelter of the city and attack them. Some of the Masands and the Sikhs who were influenced by the hill chiefs, insisted that the proposal of the enemy be accepted and the city be abandoned. Some Sikhs became impatient and
Dish eartened. The Guru asked them to declare their allegiance. Forty of them signed a disclaimer saying that the was not their Guru and they were not his Sikhs. After they signed the disclaimer, they were allowed by the Guru to go away. He then brought out a scheme to expose the hypocrisy of the enemy.
The Guru sent for Raja Ajmer Chand's envoy and told him that he would evacuate Anandpur if the allied armies would first allow the removal of his treasure and property. The Hindus swore on the Salgram (their idol) and the Mohammadans on the holy Quran, that they would not deceive or molest his servants departing with his property. www.BankExamsToday.com
The Guru then immediately ordered a number of cartloads of useless articles. To the bullocks' horns were attached torches and at the dead of night, the caravan of bullocks with their loads, started along with some Sikhs accompanying them. When the caravan reached the enemy lines they forgot all their pledges and fell upon the small company of the Sikhs to loot the treasure.
Their disappointment was great when they found out that the treasure was made up of rubbish articles. In this way the Guru exposed the treachery of the enemy and told his Sikhs that everything they had endured had been by the Will of God, and he quoted Guru Nanak- "Happiness is a disease, the remedy for which is unhappiness".
At last came an autographed letter from the Emperor to the Guru- "I have sworn on the Quran not to harm. You. If I do, may I not find a place in God's court hereafter! Cease warfare and come to me. If you do notdesire to come hither, then go whithersoever you please." The Emperor's envoy added that the Emperor promised that he would not harm the Guru. The hill Rajas also swore by the cow and called their idols to witness, that they would allow safe passage to the Guru. The Guru told the enemy," You are all liars, and therefore all your empire and your glory shall depart. You all took oaths before and then perjured yourselves."
The Sikhs went again to the Guru's mother to complain of his refusal to listen to reason. He, however, felt that their pleading was not reasonable but it was not appropriate to accept the terms of the enemy and leave the fort. The Sikhs stricken with hunger, supported the envoy's representation. The Guru comforted them," My brethren, waver not, I only desire your welfare.
You know not that these people are deceivers and design to do us evil. If you hold a little longer, you shall have food to your heart's content." When the Sikhs refused to wait any longer, he asked them to wait only a few days more when the great God would send them relief. The Sikhs, however, refused to wait even for a day. The Guru repeated his request saying that the enemy would then retire and they would all be happy. He also warned the Sikhs," O dear Khalsa, you are rushing to your destruction, while I am endeavoring to save you."
The Sikhs were so much hunger stricken that they refused to stay even for a day. The Guru's mother was also in favor of evacuating the fort. The allied armies sent a Saiyid (a Mohammadan priest) and a Brahman, both of whom were to swear, on behalf of the allied armies, solemn oaths of safe conduct for the Guru should he evacuate Anandpur.
On seeing this the Sikhs began to waver in their allegiance to the Guru, and in the end only forty Sikhs decided to remain with him and share his fortunes. He told them that they too might desert him. They refused and said that they would either remain within the fort or force their way out as the Guru directed. He knew that the seed of his religion would flourish. He then finally decided to leave Anandpur and gave orders to his men that they all were to march at night. Anandpur was finally evacuated on 6-7 Poh, Sambat 1762 (20-21 December, 1705).
www.BankExamsToday.com Page 37 Bhai Daya Singh and Ude Singh walked in front of the Guru, Mohkam Singh and Sahib Singh on his right, the second batch of baptized Sikhs on his left. His sons Ajit Singh and Jujhar Singh followed
The enemy surrounded and killed the dauntless and the bravest of the Guru's brave warriors, Ude Singh. When the battle of Shahi Tibbi was in progress, the Guru had reached the bank of Sarsa river. At that time a news came that a contingent of enemy troops was fast approaching. Bhai Jiwan Singh, a Rangretta Sikh, was given a band of one hundred warriors to encounter the pursuers. With the rest of his people the Guru plunged into the flooded waters of the Sarsa river. The flood was so strong that many were drowned and many were scattered in different directions including the Guru's mother with two younger sons, Zorawar Singh and Fateh Singh. Besides, there was a heavy loss of valuable literature and property.
with bows and arrows. Then came Bhai Himmat Singh carrying ammunition and matchlocks. Gulab Rai, Sham Singh and other Sikhs and relations accompanied him. The rest of the followers brought up the rear, about five hundred in all. The moment the enemy got the news of Guru's departure, they again forgot all about their pledges and set out in hot pursuit immediately. Skirmishes started from Kiratpur onwards. Realizing the impending danger the Guru charged Ude Singh with the responsibility to check the advance of the enemy. Bhai Ude Singh fought a bloody battle at Shahi Tibbi. www.BankExamsToday.com
The Guru accompanying his two eldest sons and some veteran Sikhs reached the village Ghanaula on the other side of Sarsa river. Apprehending that the route ahead might be beset with danger, the Guru gave Bhai Bachitar Singh a band of one hundred Sikhs and instructed him to march by the direct route to Rupar, whereas he with some veteran Sikhs preferred to take a longer route and reached Kotla Nihang near Rupar to stay with Pathan Nihang Khan who was an old and sincere devotee of the Sikh Gurus. Bhai Bachitar Singh and his men had to fight their way through a cordon of the Ranghars of Malikpur, a village near Rupar, and the Pathans of Rupar. During the fierce fighting that took place on this occasion, majority of the Sikhs fell dead and Bachitar Singh was mortally wounded.
The Guru did not stay long at Kotla Nihang. It seems that he was to proceed to Machhiwara and Rai Kot. Accompanied by his two eldest sons and forty Sikhs, the Guru halted at Bur Majra after Kotla Nihang. A news was received that a large body of Sirhind troops was chasing them. Immediately the Guru decided to face the enemy from within the Garhi of Chamkaur and he hurried towards it. He was well aware of the importance of this Garhi (mud fortress) as he had, on a previous occasion, fought a battle at this place.
Famous Figures
Bhai Bachittar Singh
At Anandpur, Guru Gobind Singh was along with a few hundred of his Sikhs. A Mughal army under the Subedars of Sirhind and Lahore marched against the Guru. They laid siege to the Anandpur Fort. For many months, the Sikhs fought with determination and kept the enemy at bay. It was there that Sikh warriors displayed a miraculous new spirit.
The Mughal Commanders sent a fierce war-elephant to smash the gate of the fort. As the elephant charged furiously towards the gate, the Guru asked one of his Sikhs to go out and fight the wild beast, but no one dared face the ferocious drunken elephant.
It was Bhai Bachitter Singh who took up the challenge and armed with a Nagni (a special spear), which Guru Gobind Singh gave to him, went out to face the armoured elephant, which came charging. The Mughal army on the one side and the Guru and his Sikhs on the other watched the battle.
To the relief and amazement of all, the brave Bhai Bachitter Singh threw the Nagni Spear at the forehead of the elephant, which pierced the iron plate and injured the elephant and sent it back towards the Imperial troops. The weapon with which he fought and injured the elephant can still be seen at the Anandpur museum.
www.BankExamsToday.com
Bhai Uday/Udei/Udai Singh
Bhai Uday Singh was one of the four sons of renowned Sikh martyr Bhai Mani Singh Ji, a resident of village Alipur, District Multan (now in Pakistan) who offered his services along with those of his four sons, to Guru Gobind Singh Ji. Bhai Bachiter Singh and Bhai Uday Singh, were two of the four sons who joined the band of dedicated Sikhs in the Army of the Guru. www.BankExamsToday.com
Bhai Uday Singh was a very good marksman. Once, while he and a few other Sikhs accompanied Guru Gobind Singh Ji on a hunting expediton, they were suddenly attacked by two Hill chiefs named Balia Chand and Alamchand. Bhai Alam Singh from Guruji's party engaged hill chief Alam Chand and cut off his right arm with a single stroke of his sword. Bhai Uday Singh surged forward and caused serious injury to the Hill Chief Balia Chand with a gun shot. With both the Hill chiefs seriously injured the soldier accompaning the two Hill Chiefs beat hasty retreat into the thick jungle. Guru praised Bhai uday Singh's brave act in the battle in presence of Sikh sangat.
Bhai Uday Singh took a very active part in almost all the battles that took place between Gururji's forces and those of Hill Rajas, from time to time. When all the Hill Chiefs mounted a combined attack on Anand Pur Sahib, Bhai Uday Singh was deputed for the defence of Fort Fatehgarh by Guru Gobind Singh Ji.
While Bhai Bachitter Singh, one of the brothers of Bhai Uday Singh, was sent out of the fort by Guru Ji to face an intoxicated elephant, who was being used by the enemy forces for breaking down the fort gate. Bhai Uday Singh sought Guru Ji's permission to engage in battle the commander-in-chief of enemy forces, Raja Kesri Chand of Jaswal Hill State. After obtaining Guru Ji's permission and accompanied by some sikh soldiers, Bhai Uday Singh attacked enemy forces like a hungry lion attacking its prey. In the lightening attack, the Sikhs accompanying Bhai Uday Singh, killed many enemy soldiers whose bodies lay scattered every where.
When Bhai Bachitter Singh caused serious injury to the intoxicated elephant with his spear and the elephant turned back and started crushing Hill soldiersunder its feet, Raja Kesri Chand got terribly upset and angry. At this very moment, Bhai UdaySingh dared Kesri Chand for a straight man to man fight. Launching a lightening attack, Bhai Uday Singh cut off the head of Kesri Chand and mounting the same (head) on his spear, returned to the Fort. With the death of their commander-in-chief, the Hill forces retreated in disgust Bhai Uday Singh was declared, the hero of that battle. He led the Guru Ji's forces against the army of Hill chiefs in the fifth battle of Anandpur Sahib and inflicted heavy casualities on the enemy forces.
Thereafter, combined forces of Hill chiefs and those of Emperor Aurangzeb laid a siege of Anandpur Sahib, lasting more than six months. Guru Gobind Singh vacated Anandpur Sahib for various reasons in Dec. 1704 A.D. When enemy forces, violating all their vows and undertakings attacked Guru Ji's entourage, Bhai Uday Singh along with Bhai Daya Singh, Bhai Alam Singh and other brave Sikh warriours, kept the enemy at bay under the leadership of Sahibzada Ajit Singh for a considerable time, facilitating crossing of flooded rivulest Sirsa by Guru Gobind Singh and others.
In the process, however, Bhai Uday Singh laid down his life as a martyr in the service of Guru Ji. He laid down his life fighting against a cruel and treacherous regime for emancipation and freedom of the opressed. Thus, yet another renowned Sikh martyr enriched the Sikh heritage, enlightening the path of future Sikh generations.
Bhai Kanhaiya Singh
Bhai Kanhaiya ji was founder of Sevapanthi or Addanshahi sect of the Sikhs. He was born in a Dhamman Khatri family of Sodhara near Wazirabad in Sialkot District (Now in Pakistan). His father
Punjab History for Patwari Exam was a wealthy trader, but he himself being of a religious bent of mind left home when still very young and roamed about With sadhus and ascetics in search of spiritual peace.
His quest ended as he met Guru Tegh Bahadur 1621-75) and accepted initiation at his hands. Kanhaiya established a dharamsal at Kavha village in the present Attock district of Pakistan. Which he turned into a preaching centre. His special mission was selfless service of humanity with no distinction of nationality, caste or creed. www.BankExamsToday.com
In 1705, he was on a visit to Anandpur when Anandpur was invested by a combination of hill troops and the Mughal imperial army. During the frequent sallies and skirmishes, Bhai Kanhaiya used to roam around serving water to the wounded and the dying without distinction of friend and foe. Some Sikhs complained to Guru Gobind Singh that Kanhaiya had been resuscitating the fallen enemy soldiers.
As Guru Gobind Singh summoned Bhat Kanhaiya and told him What the Sikhs had said, he spoke, "Yes, my Lord, what they said is true in a sense, but I saw no Mughals or Sikhs in the battlefield. I only saw the Guru's face in everyone. " The Guru, pleased with the reply, blessed him and told his Sikhs that Kanhaiya had understood his teaching correctly. Guru also give him medicine to be put on the wounds of fallen soldiers(Sikhs and Enemies). After evacuation of Anandpur, Bhai Kanhaiya retired to Sodhara where he died in 1718.
Battles of Banda Singh Bahadur
Banda's original name was Lachhman Dev. He was born in Kartik 1727 Bikrami Samvat, OctoberNovember 1670, four years after the birth of Guru Gobind singh. He belonged either to Kashmir or Punjab. He was a Rajput cultivator. By the time he was just turned 20, his astonishing mind was set on its task. He had a reputation of being a great hunter. One day he killed a doe which immediately delivered itself of two cubs which expired in his presence. The sight shocked him. He renounced worldly life and became a bairagi sadhu or a wandering hermit and ultimately settled at Nander on the banks of river Godavari in Maharashtra. He won great fame as a sorcerer under the name of Madhodas and commanded thousands of followers.
Guru Gobind Singh went to his hermitage. Madhodas was away. The Guru ordered his disciples to kill a few goats of the Bairagi and cook meat there and then. The matter was reported to Bairagi. The Guru asked him who he was. Madhodas replied, he was Banda or Guru's slave. The Guru inquired, if he knew whom he was talking to. He said he was none other than Guru Gobind Singh. At that time Banda was 38 years old and Guru ji 42. The Guru encouraged him to give up his present way of living and resume the duties of a real Rajput. In few days the Guru held a durbar, conferred the title of Banda Bahadur on him and appointed him his military lieutenant to punish the Governor of Sarhind who had killed his two youngest sons, and was mainly responsible for the death of his two elder sons, his mother and thousands of Sikhs and Hindus. He was given a council of advisers of Five Sikhs who on their arrival in Punjab were to assure the Sikhs that Banda was Guru's nominee and deputy to organize them in order to lead an expedition against Sarhind.
At a durbar held at Nander about the middle of September 1708, the Guru conferred the title of Bahadur on Banda and invested him with full political and military authority as his deputy to carry on the national struggle in the Punjab and to punish Wazir Khan of Sarhind and his supporters. He was supplied with a standard arrow and a drum as symbols of temporal authority. He was given an advisory council of five devoted Khalsa: Baj Singh, a descendant of the family of third Guru, Amar Das, his brother Ram Singh, Binod singh, who descended from Guru Angad Dev second Guru, his son Kahan singh and Fateh Singh. Twenty five soldiers were given to him as his bodyguard. A prescript called Hukumnamah or a letter of authority in the handwriting of the Guru instructing Sikhs to join Banda Bahadur in his national war against Mughal tyranny was provided. As an insignia of his temporal authority invested in him, Guru gave Banda Bahadur his own sword, green bow and
Fivearrows from his quiver. Three hundred Sikh cavaliers in battle array accompanied Banda to a distance of eight kilometers to give him final send off.
Banda on his journey, 1708-1709
The guru was severely wounded by a Pathan set on the Guru by Wazir Khan with the connivance of the court nobles. The dispatch of Banda to Punjab had infuriated Emperor Bahadur Shah. As a result of his intrigue the Guru passed away on October 7, 1708. Banda had not gone far when he heard the sad news. This did not discourage him. On the contrary it doubled his zeal and set the fire of vengeance ablaze in his heart. Distance between Nander and Hissar in current day Haryana is 1600 KMs. At the rate of 10-16 kms per day Banda should not have taken more than 100 days during his journey, but he actually took about a year. It means that he might have been frequently in hiding. The emperor should have instructed his officers to make short work of Banda and his party. That is why Banda traveled right across Maharashtra and Rajasthan, both of which were in revolt against the Mughals. www.BankExamsToday.com
Banda in Haryana, 1709
Narnaul:
Banda arrived at Narnaul. There he saw the complete destruction of Satnamis with his own eyes. His blood boiled on learning that entire sect of Satnamis, men, women and children, one and all had been wiped out of existence. It was here that Banda suppressed some dacoits and robbers. (this is mentioned in Shri Guru Panth Parkash of Giani Gian Singh, 345-46, 4th edition).
Hissar:
He was well received by Hindus and Sikhs as a leader of the nationalist movement and deputy of Guru Gobind singh. Liberal offerings were made to him in the cause of the country and dharam (religion and virtue) which he distributed among poor and needy.
Tohana:
Here Banda issued letters to Malwa Sikhs to join him in his crusade against Wazir Khan of Sarhind. Never perhaps in the history of Punjab did the circumstances of the time offered so fair a field to the ambition of a leader, conscious of great talents, and called to the command of a warlike people, only too eager to support him in any enterprise he might undertake. Banda directed his attention to the east towards Delhi. He wanted to leave Mata Sahib devi in Delhi and plunder the Government officials of the fertile area of Haryana. From Kharkhauda about 50 kms north-west of Delhi, Mata Sahib devi was sent to Delhi under proper escort, to join Mata Sundari, who was acting as head of the Khalsa. She might have resented Banda's ignoring her for not having visited her at the capital before starting on his crusade.
Sonepat:
At Sonepat, 50 Kms North of Delhi, early in November 1709 Banda commanded about 500 followers. He attacked government treasury plundered it and distributed it among his retinue. This was his second success against the government and it considerably raised his prestige. By slow marches he advanced towards Sarhind.
Kaithal:
Near Kaithal, about 100 kms further North, Banda seized a Government treasury which was its way from the northern districts to Delhi. He kept nothing out of it for himself and gave it away to his rank and file.
www.BankExamsToday.com
Samana:
Punjab History for Patwari Exam
Samana, 50 kms farther North was the native place of Jalal-ud-did Jallad, the professional executioner, who had beheaded Guru Tegh Bahadur, while his son had beheaded two younger sons of Guru Gobind singh. Ali Hussain who by false promises had lured Guru Gobind singh to evacuate Anandpur also belonged to Samana. It was an accursed place in the eyes of Sikhs. The entire peasantry of the neighborhood was now up in arms, and Banda's following had risen to several thousands. Banda fell upon the town on November 26, 1709. The inhabitants were massacred in cold blood and town thoroughly squeezed. Samana was the district town and had nine Parganahs attached to it. It was placed under the charge of Fateh Singh. Samana was the first territorial conquest and the first administrative unit of Banda. www.BankExamsToday.com
Then Kunjpura, Ghuram, and Thaska inhabited by Muslim Ranghars notirious for rape and rapine were destroyed. People who were born out of Muslim father and Hindu mother were called Ranghars. Damla was the village of Pathans who had deserted Guru Gobind singh ji in the battle of Bhangani, It was ravaged. Shahbad Markanda also fell to Banda.
Sadhaura:
Usman Khan , the chief of Sadhaura 25 kms distant, had persecuted Sayyid Budhu Shah for helping Guru Gobind singh ji in the battle of Bhangani. The muslim population maltreated the local Hindus. On the approach of Banda the leading Muslims gathered in a big and strongly built mansion. They were all massacred. This building came to be known as Katal Garhi. Banda attacked the town and destroyed it.
The contemporary historian Khafi Khan wrote: "In two or three months time four to five thousands pony-riders, and seven to eight thousand warlike footmen joined him. Day by day their number increased, and abundant money and material by pillage fell into their hands. Numerous villages were laid waste and he appointed his own police officers (thanedars) and collectors of revenue (Tahsil-dare-mal)"
Lohgarh:
The ultimate aim of Banda was to punish Wazir Khan and conquer Sarhind. It required time to consolidate his material and territorial gains. He also wanted to study military resources of Sarhind. He was anxious to see what steps government will take against him. He therefore established his headquarters, in the beginning of February 1710, at Mukhlispur situated in lower Shiwalik hills south of Nahan, about 20 KM from Sadhaura. His fort stood on a hill top. Two kuhls or water channels flowed at its base and supplied water to it. This fort was repaired and put in a state of defense. All the money, gold and costly material acquired in these expeditions were deposited here. He struck coins and issued orders under his seal. The name of Mukhlispur was changed to Lohgarh, and it became the capital of first Sikh state.
Banda ruled over the region bounded on the north by Shiwalik hills, on the west by river Tangri, on the east by river Jamuna, and in the south by a line passing through Samana, Thanesar, Kaithal and Karnal. He abolished the Zamindari System of land prevailing under the Mughals and declared the actual cultivators as the owners of land. Thus he established the peasant proprietorship, and won approbation and support of the overwhelming majority of the population. Khafi Khan says that Banda "issued orders to imperial officers and agents and big jagirdars to submit and give up their business." So Guru Gobind singh's dream of political sovereignty was realized within a year of his death.
Banda's name struck terror into the hearts of lawless people, and thefts and dacoity became a thing of the past. "In all the paraganahs occupied by the Sikhs," writes Irvine, "The reversal of previous customs was striking and complete. A low scavenger or leather dresser, the lowest of the low in Indian estimation, had only to leave home and join the Guru, when in a short time he would return to his birthplace as its ruler with his order and his order of appointment in his hand. As soon as he set
www.BankExamsToday.com
Punjab History for Patwari Exam foot within the boundaries the wealthy and well-born went out to greet him and with joined palms awaited his orders. Not a soul could disobey an order, and men who had often risked themselves in battlefields, became so cowed down that they were afraid even to remonstrate.
Invasion of Sarhind and establishment of first Sikh state
Banda's Troops Banda devoted three months in organizing his civil and military administration. Bahadur Shah was still away from Delhi. The Delhi Government had made no attempt to recover their lost territory from him. Wazir Khan of Sarhind was making his own preparations independently to meet the danger from Banda. www.BankExamsToday.com
Banda's troops consisted of two classes of people. The old Sikhs who had fought under Guru Gobind Singh joined him purely to punish Wazir Khan. Eventhough Guru Gobind Singh had only sent Banda Bahadur to punish those who had committed atrocities against Pir Buddhu Shah and sane saints, it was the love of Guru Gobind singh and Sahibzade's that many Sikhs zealously to avenge the murder of the Guru Gobind Singh's young sons alligned themselves with Banda. They also wished to see the fulfillment of the Guru's prophecy for Sikh sovereignty in Punjab. They numbered about five thousands. Another class of Sikhs of about the same number comprised of young men who wanted to punish and plunder the enemies of their faith. The third group of Hindu jats, Gujars and Rajputs of about five thousand were intent on plunder alone. Most of them were untrained, raw levies, not fully armed. Banda possessed no elephants, no good horses and no guns. His followers had matchlocks, spears, swords, bows and arrows. According to Khafi Khan the number of Sikhs had risen to thirty to forty thousands.
Wazir Khan's Preparations
Wazir Khan had proclaimed a jihad or a holy war against Banda. He was joined by the Nawab of Malerkotla, all the other Muslim chiefs and jagirdars as well as Ranghars in large numbers. Majority of his soldiers were trained men. Wazir Khan's own forces were six thousand horsemen, eight to nine thousand musketeers (burqandaz) and archers, and with these about ten guns of artillery and many elephants. In addition there were about ten thousand Ghazis. The total number of their troops was about thirty thousands.
Banda advanced from Lohgarh and halted at Banur, near Ambala, 14 Kms from Rajpura. The muslims of that town used to seize cows and oxen of Hindus and slaughter them in their presence. Banda sacked it, and then went towards Sarhind.
The Battle of Sarhind, May 12, 1710 A.D.
The battle was fought at Chhappar Chiri, 20 kms from Sarhind. On the Mughal side Sher Muhammad Khan, Nawab of Malerkotla was the leader of the right wing. Wazir Khan was in command of the center. Suchanand, chief secretary of nawab was put on the left. On the Sikh side, Baj singh Bal a jutt of village Mirpur in Patti distt. of Amritsar, headed right wing.Binod Singh (descendent of Guru Angad Dev ji) headed the left wing while Banda commanded the center facing the Wazir Khan's army. Shouts of Sachcha Padishah, Fateh Darshan (Sat Sri Akal was changed to Fateh Darshan by Banda), Sat Sri Akal, Akal, Akal, and ya ali, rent the sky. Suchanand could not withstand the ferocity of Baj singh and soon vanquished and fled away.
The artillery fire of the Mughals told heavily on the plunderers in Banda's camp. They were equally divided between Baj singh and Binod singh's forces. Sher Mohammed Khan was about to overpower Binod singh's wing when he was suddenly struck by a bullet and was instantly killed. His men immediately dispersed. Wazir Khan was rushing upon Banda who stuck fast to his ground and discharged arrows relentlessly. There a bloody battle was going on. Baj singh and Binod singh now joined Banda. Banda and the Sikh leaders now converged on Wazir Khan and he was killed.
Pursuit of fugitives:
Wazir Khan's death is variously described. Khafi Khan says that he was struck by a Musket ball. Mir Mohammed Ahsan Ijad says that Baj singh rushed upon Wazir Khan. Wazir Khan threw his spear at Baj singh. Baj singh caught hold of it. He flung the same spear upon Wazir Khan. It struck the forehead of his horse. Wazir Khan discharged an arrow which hit Baj singh's arm. He then rushed upon him with his sword. At this juncture Fatah singh came to the rescue of Baj singh. His sword cut the Khan from shoulder to the waist. www.BankExamsToday.com
Wazir Khan's head was stuck up on a spear and lifted high up by a Sikh who took his seat in the deceased's howdah (a seat atop of elephant). The Sikhs with one voice and in wild excitement raised the sky-rending shouts of Sat-Sri-Akal. The Sarhind's troops on beholding the Nawab's head took alarm, and trembling fled helter skelter in dismay and despair. The Sikhs fell upon them and there was a terrible carnage. Sikhs reached Sarhind by nightfall. The gates of the city were closed. The guns mounted on the walls of the fort commenced bombardment. The Sikhs laid siege to the place. They took rest in the night. Wazir Khan's family and many Muslim nobles fled to Delhi at night.
By next afternoon Sikhs forced open the gates and fell upon the city. The Government treasury and moveable property worth two crores fell into Banda's hand which was removed to Lohgarh. Several Muslims saved their lives by embracing Sikhism. Dindar Khan son of Jalal Khan Rohilla became Dindar Singh. The official newswriter of Sarhind Mir Nasir-ud-din changed his name to Mir Nasir singh. (Yar Mohammand, Dastur-ul insha, page 37, Persian)
Province of Sarhind occupied
Entire province of Sarhind consisting of twenty-eight paraganahs and extending from Satluj to the Jamuna and from the Shiwalik hills to Kunjpura, Karnal to Kaithal, yielding 52 lakhs (1 lakh = 100,000 Rupees) annualy came into Banda's possession. Baj Singh was appointed governor of Sarhind. Ali singh was made his deputy. Their chief responsibility was to be on guard against the Mughal troops from Lahore and Jammu. Fatah singh retained charge of Samana. Ram singh, brother of Baj singh became chief of Thanesar. Binod singh in addition to his post of the revenue minister, was entrusted with the administration of Karnal and Panipat. His main duty was to guard the road from Delhi. Banda retired to his capital at Lohgarh. His era began from May 12, 1710, the date of his victory in the battle of Sarhind. The Zamindari system was abolished in the whole province at one stroke.
Banda advances towards Lahore, June 1710
Having set up administrative machinery, Banda advanced from Sarhind to Malerkotla. The town was saved for a ransom of two lakhs on the recommendation of Kishan Das Banya, an old acquaintance of Banda. From there he marched to Morinda. He chastised the Brahmins and Ranghars who had made over Guru Gobind singh's mother and his two youngest son to Wazir Khan. Then he visited Kiratpur and Anandpur to pay homage to shrines.
He took Hoshiarpur and Jalandhar and carried fire and sword everywhere. Banda crossed the Beus and fell upon Batala. Then, he went on a pilgrimage to Dera Baba Nanak. At Amritsar Banda made large offerings. He invited young men to embrace Sikhism promising remission of land revenue and other rewards. Then many from the area of Majha joined the Khalsa. Banda marched towards Lahore. Sayyid Islam Khan, the Governor mounted guns on the walls of city. Banda laid a siege, but was unable to force upon the walls of fort. Lahore must have fallen, but Banda was in hurry to look after his government.
Thus entire city remained safe owing to its fortifications. But the entire suburbs for miles around was completely devastated. In this campaign Banda was joined by thousands of low caste Hindus who came into the fold of Khalsa.
www.BankExamsToday.com
Banda Singh's rule, though short-lived, had a far-reaching impact on the history of the Punjab. With it began the decay of Mughal authority and the demolition of the feudal system of society it had created. Banda Singh increasing influence roused the ire of the Mughal emperor, Bahadur Shah, who journeyed northwards from Deccan to punish Sikhs. Instructions were issued to the governors of Delhi and Oudh and other Mughal officers to march towards Punjab. Prohibitory laws against Sikhs were passed. Fearing that some Sikhs might not have smuggled themselves into the royal camp disguised as Hindus, Bahadur Shah ordered all Hindus employed of imperial forces to shave off their beards. Emperor Bahadur Shah's order, issued on December 10, 1710 was a general warrant for the faujdars to "kill the worshippers of Nanak, i.e. Sikhs, wherever they are found. (Nanak Prastan ra Har ja kih bayaband baqatl rasanand)" Banda was chased out of Every corner of Punjab and he took refuge in the Shivalik hills. www.BankExamsToday.com
Torture and execution of Banda Bahadur by Mughals
He got married to daughter of one of the hill chiefs and it was few years before Mughals could trace him down . He again started his campaigns against Mughals and came out of hills to the plains of Punjab. But was overwhelmed by the superior numbers of Mughal forces. As reported to emperor Bahadur Shah on April 28th 1711, (Akhbarat-i-darbar-i-mualla) , "The wretched Nanak-worshipper (Banda Singh) had his camp in the town of Kalanaur (District Gurdaspur). He has promised and proclaimed: "I do not oppress the Muslims." Any muslim who approaches him, he fixes a daily allowance and wage, and looks after him. He has permitted them to recite khutba and namaz. As such five thousand Muslim have gathered round him.
The massive imperial force drove the Sikhs from Sirhind and other places to take shelter in the fort of Lohgarh in the hilly region. "It is impossible for me," says Khafi Khan a muslim historian of that time, "to describe the fight which followed. The Sikhs in ther faqir's dress struck terror into the hearts of the royal troops. The number of casualties among the latter was so large that for a time it appeared as if they were going to lose."
Further reinforcements arrived and sixty thousand horse and foot closely invested Banda's hill retreat. For want of provisions, Sikhs were reduced to rigorous straits. They killed their horses for food, and when they could stand up to the enemy no longer, they made desperate nightly sally to escape into the hills of Nahan. Banda was far from vanquished.
The kettle and the sword (Symbols of charity and power), victory and blessing have been obtained from Guru Nanak-Gobind Singh. God is one! Victory to the Presence!! This is the order of Sri Sachcha Sahib (The great master) to the entire Khalsa. The Guru will protect you. Call upon the Guru's name. Your lives will be fruitful!. You are the Khalsa of the great immortal God. On seeing this letter, repair to the presence, wearing five arms. Observe the rules of conduct laid down for the Khalsa. Do not use Bhang, tobocco, Poppy, wine, or any other intoxicant...Commit no theft or adultery. We have brought Satyug (the golden age) Love one another. This is my wish. He who lives according to the rules of Khalsa shall be saved by the Guru.
Sikhs came out of their mountain haunts to recover their lost territories and once again occupied Sadhaura and Lohgarh. Farukh Siyar, who came to the throne of Delhi in 1713, launched against them the sternest proceedings that political authority stirred with a fanatical religious zeal could devise. They were hounded out of plains of Punjab and their main column, under Banda Singh about 4,000 men was subjected to most stringent siege at the village of Gurdas-Nangal, about six kilometers from Gurdaspur.
Gurdas Nangal was an epic of purest heroism in face of heavy odds. According to Muhammad Qasim, the Muslim author of Ibratnamah, who has given an eyewitness account of this campaign, the "brave and daring deeds (of the Sikhs) were amazing. Twice or thrice a day, some forty or fifty of them would come out of their enclosure to gather grass for their animals, and, when the combined forces of the emperor went to oppose them, they made short work of the Mughals with arrows, muskets and
Punjab History for Patwari Exam small swords, and then disappeared. For eight months the garrison resisted the siege of 100,000 Mughal troops under the gruesome conditions.
Quite apart from the daring exploits of the ordinary Sikh soldier, there were strong rumours in the Mughal camps that Banda Singh had magical powers, and could transform himself into many shapes to escape captivity. Most of the Mughal commanders were afraid of a face to face encounter with Banda, and were conslantly pushing their Qazis and Mullas to the front to offer prayers to counter the spells of the enemy. Abdus Samad Khan openly prayed that Banda escaped from there, so that the whole business could be disposed off on any excuse. Only fresh orders from the Emperor to capture 13anda dead or alive kept him at his task. He was taking new measures everyday to tighten the siege, to starve the delenders to submission. Qamar-ud-Din's forces were holding one half of the circle and his own forces were on the other half. www.BankExamsToday.com
This siege dragged on for eight months. Towards the end, an unfortunate dispute arose between Banda Singh and one of his most trusted advisers Baba Binod Singh. This man along with Baaj Singh and three others made up the war council that Banda was supposed to consult in any difficult situation. Binod Singh advised the evacuation of the fortress, but for some reasons of his own, Banda wished to fight it out there. Binod Singh was senior in age, and when this difference of views flared up into an open quarrel, Banda agreed to let Baba Binod Singh take his men out of the Fortress. Binod Singh and his supporters then charged out of the fortress and escaped.
Towards the end of November 1715, the remaining defenders were running out of ammunition and food. They were trying to exist on boiled leaves and the bark of trees, and were gradually reduced to mere skeletons. Then on 17th December, 1715, Abdus Samad shouted across the separating moat, that he would not allow any killing by his men, if Banda opened the gate to the fortress. When Banda ordered the gate be opened, the Mughals rushed in to spear or stab as many as three hundred of the half-dead and helpless defenders. About 200 were captured alive and handcuff'ed in twos. Banda Singh had chains round his ankles and his wrists, and was then locked in an iron cage. The Mughals were still afraid that he might escape and so they placed a guard on each side of the cage with swords drawn and the cage was placed aloft an elephant, which led the procession, which paraded through Lahore, hefore proceeding towards Delhi. Zakaria Khan, the son of the Lahore Governor, then took charge. and in order to give the Emperor a bigger present, he ordered his men to lop off more heads of Sikhs that they caught on the way, and he loaded them on to the carts that carried the 300 from (Gurdas Nangal). The rest Sikhs around 740 Sikhs along with Banda Singh were taken to Lahore, and thence to Delhi. The cavalcade to the imperial capital was a grisly sight. Besides 740 prisoners in heavy chains, it comprised seven hundred cartloads of the heads of the Sikhs with another 200 stuck upon pikes. On 26th Fehruary, 1716, this procession neared Delhi, and Farukh Siyar ordered his Minister Mohammed Amin Khan to go out to receive them and to prepare them for a suitable display in the town. On the 29th February, the citizens of Dclhi had lined the streets in full force, to get a good sight of the show. E:irst marched 2,000 soldiers each holding a Sikh head impaled on his upright spear (so many extra had been collected on the way). Next followed Banda Singh's elephant. A goldlaced red turban was placed on his head, and to add further mockery to his plight, a bright printed scarlet shirt was slipped on his body. Then carne 740 prisoners (500 had been collected on the way). These men were chained in pairs and thrown across the backs of camels. Their faces were blackened, and pointed sheepskin or paper caps were clapped on their heads. Behind this line came the Mughal Commanders, Mohammed Amin Khan, his son Kamar-ud-Din Khan, and his son-in-law Zakaria Khan. Their army men lined both sides of the streets.
www.BankExamsToday.com Page 46 However humiliating their plight, there were no signs of dejection or remorse on the faces of these Sikhs. In the words of Mohammed Harisi, author of the Ibratnama, who was on the spot that day: "The crowds were pressing forward to get a better view Many were enjoying the sight and taking hillarious jibes at them. But nothing changed the air of calm and resignation on the faces of those Sikhs. There were no signs of bitterness or dejection anywhere. They appeared to be happy with their lot, and were actually joined in groups singing their Guru's hymns. If anyone remarked that they were being punished for their sins, their retort was: 'No, it is all according to God's Will ?"' When we see
Punjab History for Patwari Exam the list of weapons captured from them at Gurdas Nangal we are really amazed at what they could do with so little. This is the list as supplied by Kanwar, the author of the Tazkrah: 1,000 swords, 217 small swords, 114 daggers, 278 shields, 173 bows, and 180 rifles. In spite of this scanty material they could have continued defying the Mughal might a long long time, if only their supplies of food had not run out.
C.R.Wilson, a Bengal civilian, has given in his Early Annals of the English in Bengal the following description of the entry of the Sikh captives into Delhi: www.BankExamsToday.com "Malice did its utmost to cover the vanquished with ridicule and shame. First came the heads of the executed Sikhs, stuffed with straw, and stuck on Bamboo's, their long hair streaming in the wind like a veil, and along with them to show that every living thing in Gurdaspur had perished, a dead cat on a pole. Banda himself, dressed out of mockery in a turban of a red cloth, embroidered with gold, and a heavy robe of brocade flowered with pomegranates, sat in an iron cage, placed on the back of an elephant. Behind him stood a mail-clad officer with a drawn sword. After him came the other 740 prisoners seated two and two upon camels without saddles. Each wore a high foolscap of sheepskin and had one hand pinned to his neck, between two pieces of wood.
At the end of the procession rode the three great nobles, Muhammad Amin Khan, sent by emperor to bring in prisoners, Qamr-ud-Din, his son, and Zakariya Khan, his son-in-law. The road to the palace, for several miles was lined with troops and filled with exultant crowds, who mocked at the teacher (Guru) and laughed at the grotesque appearance of his followers. They wagged their heads and pointed the finger of scorn at the poor wretched a they passed. "HU! HU! infidel dog worshippers your day has come. Truly, retribution follows on transgression, as wheat springs from wheat, and barley from barley!! " Yet the triumph could not have seemed complete. Not all the insults that their enemies had invented could rob the teacher and his followers of his dignity.
Without any sign of dejection or shame, they rode on, calm, cheerful, even anxious to die the death of martyrs. Life was promised to any who would renounce their faith, but they would not prove false to their Guru, and at the place of suffering their constancy was wonderful to look at. 'Me deliverer, kill me first,' was the prayer which constantly rang in the ears of the executioner.
"Khafi Khan illustrates the resolute will and complete devotion to their cause displayed by those Sikhs by telling us about one young prisoner who was about to be called up from the line. This boy had been newly married and had been hauled in by Zakaria Khan's soldiers on the way, only to swell the number of captives for the pleasure of Farukh Siyar. He was the only son of his widowed mother, who had hurried to plead her case before the Emperor. She said that her son had been beguiled into joining the Sikh bands, but was not a Sikh at heart.
On that ground, the Emperor wrote out the order of pardon for the boy, and thc mother had hurried with that note and handed it to the officer-in-charge of the executions. The officer read out the pardon and the youth shouted out, "My mother has lied. I am a Sikh of my Guru in body and soul. Do not separate me from my departed friends. Please hurry so that I can join them now." Saying that he left the guards dumbfounded and rushed away to the front of the queue again. He lowered his head before the executioner and refused to budge until the sword had descended and cut him into two.
"That gory scene was enacted for seven days until all the ordinary captives had been disposed off. According to Mohammed Harisi, their bodies were loaded on wagons and taken out of town to be thrown to the vultures. The heads were hung up on trees or on poles near the market-place to be a lesson to all rebels. Not one from the 700 odd men had asked for pardon. The jailors next turned their attention to the 20 odd sardars, including Baaj Singh, Fateh Singh, Ahli Singh and Gulab Singh (of Lohgarh fame). These men were tortured to the extreme and were asked to divulge the place where they had buried all the treasures that had been looted from Sirhind, Batala and other towns during their better days.
www.BankExamsToday.com
Needless to say all chose death. The Sikh sardars were subjected to tortures before being executed. Their heads were then impaled on spears and arranged in a circle round Banda who was now squatting on the ground. There were hundreds of spectators standing around watching this scene. Here they made him paraded around the tomb of late emperor Bahadur Shah and put him to a barbarous death. "Banda Singh was then given a short sword and ordered to kill his own son Ajai Singh. As he sat unperturbed, the cxecutioner moved forward and plunged his sword into the little child cutting the hody into two. Then pieces of flesh were cut from the body and thrown in Banda's face. His liver was removed and thrust into Banda Singh's mouth.
"Failing to get any clues after three months, they prepared to put an end to their lives on Sunday, 9th June, 1716. Banda's cage was again hoisted on top of an elephant, and he was dressed in mock attire of an emperor, with a colourful red pointed turban on his head. His 4 year old son Ajai Singh was placed in his lap. The twenty odd sardars marched behind the elephant and this special procession then passed through the streets of Delhi, and headed for the Kutub-ud-din mausoleum of Bahadur Shah, near the present Kutab Minar. On reaching that graveyard, the captives were again offered a choice of two alternatives: conversion to Islam or death. www.BankExamsToday.com
The father sat through all this without any signs of emotion. His powers of endurance were to be tested still further. But before that, Mohammed Amin Khan, who was standing near spoke as follows: "From your manner so far you appear to be a man of virtue, who believes in God, and in doing good deeds. You are also very intelligent. Can you tell me why you are having to suffer all this here ?"
"Banda's reply was, "When the tyrants oppress their subjects to the limit, then God sends men like me on this earth to mete out punishment to them. But being human, we sometimes overstep the laws of justice, and for that we are made to pay whilst we are still here. God is not being unjust to me in any way."
"The executioner then stepped forward and thrust thc point of his dagger into Banda's right eye, pulling out thc eyeball. He then pulled out the other eyeball. Banda sat through all this as still as a rock. His face gave no twitch of pain.
"The cruel devil then took his sword and slashed off Banda's left foot, then both his arms. But Banda's features were still calm as if he was at peace with his Creator. Finally they tore off his flesh with redhot pincers, and there being nothing else left in their book of tortures, they cut his body up into a hundred pieces, and were satisfied. (These details of the torture are given in full, by the following writers: Mohammed Harisi, Khafi Khan, Thornton, Elphinstone, Daneshwar and others).
The ambassadors of the East India company, John Surman and Edward Stephenson, who were in Delhi then and had witnessed some of these massacres, wrote to the governor of Fort William: "It is not a little remarkable with what patience Sikhs undergo their fate, and to the last it has not been found that one apostatized from his new formed religion. "
On June 9th , came the turn of Banda Singh. Harshest torments had been reserved for him. His eyes were pulled out and his hands and feet chopped off. His flesh was torn with red hot pincers. The end came, mercifully for him with the executioner's axe falling on his neck. With his end Sikhism did not die on the contrary Sikhism came out strong and the torch of Banda Singh Bahadur was carried with new Warriors like Nawab Kapur Singh Virk, Sardar Budh Singh, Sardar Charat Singh, Baba Deep Singh ji Shaheed, Sardar Jassa Singh ji Ahluwalia, Maharaja Ranjit Singh, Hari singh Bhangi, etc.
Manas ki jaal sabhai ekai pehchaanbo is the Guru Gobind Singh's message. which emphatically states "men may call themselves Hindus, Muslims, Emams and Shaffies, but I see them all belonging to one raisemankind." Guru Gobind Singh had given Banda specific orders to punish those who had persecuted good saints like Pir Budhu Shah. He had not mentioned any revenge on those who had executed his own young boys at Sirhind. Hc had expected Bahadur Shah to fulfil his promise to
www.BankExamsToday.com
Punjab History for Patwari Exam punish those who had committed atrocitics on good men, but had parted company from the Emperor completely disappointed. Banda Singh was then taught to bring to reality the Guru's own dream:
ANGLO-SIKH WAR 1,
1845-46, resulting in partial subjugation of the Sikh kingdom, as the outcome of British expansionism. It was near-anarchical conditions that overtook the Lahore court after the death of Maharaja Ranjit Singh in June 1839. The English, by then firmly installed in Firozpur the Sikh frontier, about 70 km from ahore, the Sikh capital, were watching the happenings across the border with more than neighbour's interest The disorder that revailed there promised them a good oppurtunity for direct intervention. www.BankExamsToday.com
Up to 1838, the British troops on the Sikh frontier had amounted to one regiment at Sabathu in the hills and two at Ludhiana with six pieces of artillery, equalling in all about 2,500 men. The total rose to 8,000 during the time of Lord Auckland (1836 42) who increased the number of troops at Ludhiana and created a new military post at Firozpur, which was actually Past of Sikh kingdom's dominion south of the Sutlej. British preparations for a war with the Sikhs began seriously in 1843 when the new governor-general, Lord Ellenborough (1842-44), discussed with the Home government the possibilities of a military occupation of the Punjab. English and Indian infantry reinforcement began arriving at each of the frontier posts of Firozpur and Ludhiana. Cavalry and artillery regiments moved up to Ambala and Kasauli.
Works were in the process of erection around the magazine at Firozpur, and the fort at Ludhiana began to he fortified. Plans for the construction of bridges over the rivers Markanda and Ghaggar were prepared, and a new road link to join Meerut and Ambala was taken in hand. Exclusive of the newly constructed cantonments of Kasauli and Shimla, Ellenborough had been able to collect a force of 11,639 men and 48 guns at Ambala, Ludhiana and Firozpur. Everywhere," wrote Lord Ellenborough, we are trying to get things in order and especially to strengthen and equip the artillery with which the fight will be."
Seventy boats of thirty-five tons each, with the necessary equipments to bridge the Sutlej at any point, were under construction; fifty-six pontoons were on their way from Bombay for use in Sindh, and two steamers were being constructed to ply on the River Sutlej. in November 1845," he informed the Duke of Wellington, "the army will be equal to any operation. I should be sorry to have it called to the field sooner."
In July 1844, Lord Ellenborough was replaced by Lord Hardinge (1844-48), a Peninsula veteran, as governor-general of India. Hardinge further accelerated the process of strengthening the Sutlej frontier for a war with the Sikhs. The affable Colonel Richmond was replaced by the abrasive and belligerent Major George Broadfoot as the political agent on the Punjab frontier. Lord Cough, the commander-inchief, established his headquarters at Ambala. In October 1844, the British military force on the frontier was 17,000 infantry and 60 guns. Another 10,000 troops were to be ready by the end of November. Firozpur's garrison strength under the command of Sir John Littler was raised to 7,000; by January 1845, the total British force amounted to 20,000 men and 60 guns.
We can collect," Hardinge reported to the Home government, 33,000 infantry, 6,000 cavalry and 100 guns in six weeks." In March additional British and Indian regiments were quietly moved to Flrozpur, Ludhiana and Ambala. Field batteries of 9 pounders with horses or bullocks to draw them, and 24 additional pieces of heavy ordnance were on their way to the frontier. In addition, 600 elephants to draw the battering train of 24-pounder batteries had reached Agra, and 7,000 camels between Kanpur and the Sutlej were to move up in the summer to Firozpur, which was to be the concentration point for a forward offensive movement.
www.BankExamsToday.com
Lord Hardinge, blamed unnecessarily by the Home government for inadequate military preparations for the first Sikh war, had, during the seventeen months between Ellen borough's departure and the commencement of hostilities with the Sikhs, increased the garrison strength at Ferozpur from 4,596 men and 12 guns to 10,472 men and 24 guns; at Ambala from 4,113 men and 24 guns to 12, 972 men and 32 guns; at Ludhiana from 3,030 men and 12 guns to 7,235 men and 12 guns, and at Meerut from 5,573 men and 18 guns to 9,844 men and 24 guns. The relevant strength of the advanced armies, including those at the hill stations of Sabathu and Kasauli, was raised from 24,000 men and 66 guns to 45,500 men and 98 guns. www.BankExamsToday.com
These figures are based on official British papers, particularly Hardinge's private correspondence on Punjab affairs with his predecessor, Lord Ellenborough. Thus Total number of British troops around Punjab were 86,023 men and 116 guns. In addition to the concentration of troops on the border, an elaborate supply depot was set up by the British at Basslan, near Raikot, in Ludhianz district. The Lahore Darbar's vamps or representatives and newswriters in the cis-Sutlej region sent alarming reports of these large-scale British military movements across the border.
The Sikhs were deeply wrought upon by these war preparations, especially by Broadfoot's acts of hostility. The rapid march in November 1845 of the governor-general towards the frontier and a report of Sir Charles Napier's speech in the Delhi Gazette saying that the British were going to war with the Sikhs filled Lahore with rumours of invasion. The Sikh ranks, alerted to the danger of a British offensive, started their own preparations.
Yet the army panches or regimental representatives, who had taken over the affairs of the Lahore forces into their own hands after the death of Wazir Jawahar Singh, were at this time maintaining, according to George Campbell, a British civilian employed in the cis-Sutlej territory, Memoirs of My Indian Career, "Wonderful order at Lahore..and almost puritanical discipline in the military republic."
However, the emergence of the army Panchayats as a new centre of power greatly perturbed the British authority who termed it as "unholy alliance between the republican army and the Darbar." In this process Sikh army had indeed been transformed. It had now assumed the role of the Khalsa. It worked through elected regimental commitees declaring that Guru Gobind Singh's ideal of the Sikh commonwealth had been revived, with the Sarbatt Khalsa or the Sikh as a whole assuming all executive, military and civil authority in the State.
The British decried this as "the dangerous military democracy of the panchayat system," in which soldiers were in a state of success mutiny. " When the British agent made a referenece the Lahore Darbar about military preparations in the Punjab, it replied that there only defensive measures to counter the signs of the British. The Darbar, on other hand, asked for the return of the estimated at over seventeen lakh of the Lahore grandee Suchet Singh had left buried in Firozpur, the restoration of the village of Mauran granted by Maharaja Ranjit Singh to one of his generals Hukam Singh Malvai, but subsequently resumed by the ruler of Nabha with the active connivance of the British, and free passage of Punjabi armed constabulary a right that had been acknowledged by the British on paper but more often than not in practice. The British government rejected the Darbar's claims and severed diplomatic relations with it.
The armies under Hugh Gough and Lord Hardinge began proceeding towards Firozpur. To forestall their joining those at Firozpur, the Sikh army began to cross the Sutlej on 11 December near Harike Pattan into its own territory on the other side of the river. The crossing over the Sutlej by Sikhs was made a pretext by the British for opening hostilities and on 13 December Governor-General Lord Hardinge issued a proclamation announcing war on the Sikhs. The declaration charged the State of Lahore with violation of the treaty of friendship of 1809 and justified British preparations as merely precautionary measures for the protection of the Sutlej frontier. The British simultaneouly declared Sikh possessions on the left bank of the Sutlej forfeit.
www.BankExamsToday.com
Hesitation and indecision marred Sikh military operations. Having crossed the Sutlej with five divisions, each 8,000 - 12,000 strong, an obvious strategy for them would have been to move forward. They did in a bold sweeps ing movement first encircle Firozpur, then held by Sir John Littler with only 7,000 men, but withdrew without driving the advantage home and dispersed their armies in a wide semicircle from Harike to Mudki and thence to Ferozeshah, 16 km southeast of Firozpur.
The abandonment of Firozpur as a firstt target was the result of the treachery of the Sikh prime minister, Lal Singh, who was in treasonable communication with Captain Peter Nicholson, the assistant political agent of the British. He asked the latter's advice and was told not to attack Firozpur. www.BankExamsToday.com
This instruction he followed seducing the Sikhs with an ingenious excuse that, instead of falling upon an easy prey, the Khalsashould exalt their fame by captivity or the death of the Lat Sahib (the governor general) himself A division precipitately moved towards Ludhiana also remained inactive long enough to lose the benefit of the initiative The Khalsa army had crossed the Sutlej borne on a wave of popular enthusiasm, it was equally matched(60000 Sikh soldiers vs. 86,000 British soldiers) if not superior to the British force. Its soldiers had the will and determination to fight or die, but not its commanders. There was no uniq among them, and each of them seemed to act as he thought best. Drift was the policy deliberately adopted by them. On 18 December, the Sikhs came in touch with British army which arrived under Sir Hugh Gough, the commander-in-chief, from Ludhiana. A battle took place at Mudki, 32 km from Flrozpur.
Lal Singh, who headed the Sikh attack, deserted his army and fled the field when the Sikhs stood firm in their order, fighting in a resolute and determined manner. The leaderless Sikhs fought a grim handto-hand battle against the more numerous enemy led by the most experienced commanders in the world. The battle continued with unabated fury till midnight (and came thereafter to be known as "Midnight Mudki"). The Sikhs retired with a loss of 17 guns while the British suffered heavy casualities amounting to 872 killed and wounded, including Quartermaster-General Sir Robert Sale, SirJohn McCaskill and Brigadier Boulton. Reinforcements were sent for from Ambala, Meerut and Delhi. Lord Hardinge, unmindful of his superior position of governor-general, offered to become second-in-command to his commander-in-chief.
The second action was fought three days later, on 21 December at Ferozeshah, 16 km both from Mudki and Firozpur. The governor-general and the commander-in-chief, assisted by reinforcements led by General Littler from Firozpur, made an attack upon the Sikhs who were awaiting them behind strong entrenchments.
The British 16,700 men and 69 gunstried to overrun the Sikhsin one massive cavalry, infantry and artillery onslaught, but the assault was stubbornly resisted. Sikhs' batteries fired with rapidity and precision. There was confusion in the ranks of the English and their position became increasingly critical. The growing darkness of the frosty winter night reduced them to sore straits.
The battle of Ferozeshah is regarded as one of the most fiercely contested battles fought by the British in India. During that "night of horrors," the commander-in-chief acknowledged, "we were in a critical and perilous state." Counsels of retreat and surrender were raised and despair struck the British camp. In the words of Ceneral Sir ISope Grant, Sir Henry Hardinge thought it was all up and gave his sworda present from the Duke of Wellington and which once belonged to Napoleonand his Star of the ISath to his son, with directions to proceed to Firozpur, remarking that "if the day were lost, he must fall . "
Lal Singh and Tej Singh again came to the rescue of the English. The former suddenly deserted the Khalsa army during the night and the latter the next morning (22 December) which enabled the British to turn defeat into victory. The British loss was again heavy, 1,560 killed and 1,721 wounded. The number of casualities among officers was comparatively higller. The Sikhs lost about 2,000 men and 73 pieces of artillery.
www.BankExamsToday.com
A Sikh sardar, Ranjodh Singh Majlthia, crossed the Sutlej in force and was joined by Ajit Singh, of Ladva, from the other side of the river. They marched towards Ludhiana and burnt a portion of the cantonment. Sir Harry Smith (afterwards Governor of Cape Colony), who was sent to relieve Ludhlana, marched eastwards from Firozpur, keeping a few miles away from the Sutlej. Ranjodh Singh Majithia harried Smith's column and, when Smith tried to make a detour at Baddoval, attacked his rear with great vigour and captured his baggage train and stores (21 January). But Harry Smith retrieved his position a week later by inflicting a defeat on Ranjodh Singh Majithia and Ajlt Singh, of Ladva, (28January).
A temporary cessation of hostilities followecl the battle of Ferozeshah. The English were not in a position to assume the offensive and waited for heavy guns and reinforcements to arrive from Delhi. Lal Singh and Tej Singh allowed them the much needed respite in as much as they kept the Sikhs from recrossing the Sutlej. To induce desertions, Lord Hardinge issued a proclamation on the Christmas day inviting all natives of Hindustan to quit the service of the Sikh State on pain of forfeiting their property and to claim protection from the British government. The deserters were also offered liberal rewards and pensions. www.BankExamsToday.com
The last battle of the campaign took place on 10 February. To check the enemy advance on Lahore, a large portion of the Sikh army was entrenched in a horse-shoe curve on the Sutlej near the village of Sabhraon, under the command of Tej Singh while the cavalry battalions and the dreaded ghorcharas under Lal Singh were a little higher up the river. Entrenchments at Sabhraon were on the left bank of the Sutlej with a pontoon bridge connecting them with their base camp. Their big guns were placed behind high embankments and consequently immobilized for offensive action. The infantry was also posted behind earthworks and could not, therefore, be deployed to harass the opponents.
Early in February, the British received ample stores of ammunition from Delhi. Lal Singh had already passed on to the English officers the required clues for an effective assault. Gough and Hardinge now decided to make a frontal attack on Sabhraon and destory the Darbar army at one blow. A heavy mist hung over the battlefield, enveloping both contending armies. As the sun broke through the mist, the Sikhs found themselves encircled between two horse-shoes: facing them were the British and behind them was the Sutlej, now in spate. After a preliminary artillery duel, British cavalry made a feint to check on the exact location of the Sikh guns. The cannonade was resumed, and in two hours British guns put the Darbar artillery out of action.
Then the British charged Sikh entrenchments from three sides. Tej Singh fled across the pontoon bridge as soon as the contest started and had it destroyed making reinforcement or return of Sikh soldiers impossible. Gulab Singh Dogra stopped sending supplies and rations from Lahore. Lal Singh's ghorcharas did not put in their appearance at Sabhraon. In the midst of these treacheries, a Sikh warrior, Sham Singh Attarivala, symbolizing the unflinching will of theKhalsa, vowed to fight unto the last and fall in battle rather than retire in defeat. He rallied the ranks depleted by desertions. His courage inspired the Sikhs to make a determined bid to save the day, but the odds were against them. Sham Singh fell fighting in the foremost ranks along with his dauntless comrades. The British casualties at Sabhraon were 2,403 killed; the Sikhs lost 3,125 men in the action and all their guns were either captured or abandoned in the river. Captain J.D. Cunningham, who was present as an additional aide-de-camp to the governor-general, describes the last scene of the battle vividly in his A History of the Sikhs: "...although assailed on either side by squadrons of horse and battalions of foot, no Sikh offered to submit, and no disciple of Guru Gobind Singhasked for quarter. They everywhere showed a front to the victors, and stalked slowly and sullenly away, while many rushed singly forth to meet assured death by contending with a multitude. The victors looked with stolid wonderment upon the indomitable courage of the vanquished."
www.BankExamsToday.com Page 52 Lord Hugh Gough, the British commander-in-chief, under whose leadership the two Anglo-Sikh wars were fought, described Sabhraon as the Waterloo of India. Paying tribute to the gallantry of the Sikhs, he said: "Policy precluded me publicly recording my sentiments on the splendid gallantry of our fallen foe, or to record the acts of heroism displayed, not only individually, but almost collectively, by the
Sikh sardars and the army; and I declare were it not from a deep conviction that my country's good required the sacrifice, I could have wept to have witnessed the fearful slaughter of so devoted a body of men."
Lord Hardinge, who saw the action, wrote: " Few escaped; none, it may be said, surrendered. The Sikhs met their fate with the resignation which distinguishes their race.
Two days after their victory at Sabhraon, British forces crossed the Sutlej and occupied Kasur. The Lahore Darbar empowered Gulab Singh Dogra, who had earlier come down to Lahore with regiments of hillmen, to negotiate a treaty of peace. Thc wily Gulab Singh first obtained assurances from the army Parishes that they would agree to the terms he made and then tendered the submission of the darbar to Lord Hardinge. The governor-general, realizing that the Sikhs were far from vanquished, forbore from immediate occupation of the country. By the terms imposed by the victorious British through the peace treaty of 9 March, the Lahore Darbar was compelled to give up Jalandhar Doab, pay a war indemnity amounting to a million and a half sterling, reduce its army to 20,000 infantry and 12,000 cavalry, hand over all the guns used in the war and relinquish control of both banks of the Sutlej to the British. www.BankExamsToday.com
A further condition was added two days later on 11 March: the posting of a British unit in Lahore till the end of the year on payment of expenses. The Darbar was unable to pay the full war indemnity and ceded in lieu thereof the hill territories between the Beas and the Indus. Kashmir was sold to Gulab Singh Dogra for 75 lakh rupees. A week later, on 16 March, another treaty was signed at Amritsar recognizing him as Maharaja of Jammu and Kashmir, affirming the suspicion that Gulab Singh Dogra indeed was involved in sedition against Khalsa Sarkar. Although Maharani Jind Kaur continued to act as the regent and Raja Lal Singh as water of the minor Maharaja Duleep Singh, effective power had passed into the hands of the British resident, Colonel Henry Lawrence. And thus end the First Anglo-Sikh war.
ANGLO-SIKH WAR II,
1848-49, which resulted in the abrogation of the Sikh kingdom of the Punjab, was virtually a campaign by the victors of the first Anglo-Sikh war (1945-46) and since then the de facto rulers of the State finally to overcome the resistance of some of the sardars who chafed at the defeat in the earlier war which, they believed, had been lost owing to the treachery on the part of the commanders at the top and not to any lack of fighting strength of the Sikh army. It marked also the fulfillment of the imperialist ambition of the new governor-general, Lord Dalhousie (184856), to carry forward the British flag up to the natural boundary of India on the northwest. According to the peace settlement of March 1846, at the end of Anglo-Sikh war I, the British force in Lahore was to be withdrawn at the end of the year, but a severer treaty was imposed on the Sikhs before the expiry of that date.
Sir Henry Hardinge, the then governor-general, had his Agent, Frederick Currie, persuade the Lahore Darbar to request the British for the continuance of the troops in Lahore. According to the treaty which was consequently signed at Bharoval on 16 December 1846, Henry Lawrence was appointed Resident with "full authority to direct and control all matters in every department of the State." A Council of Regency, consisting of the nominees of the Resident and headed by Tej Singh, was appointed. The power to make changes in its personnel vested in the Resident. Under another clause the British could maintain as many troops in the Punjab as they thought necessary for the preservation of peace and order. This treaty was to remain in operation until the minor Maharaja Duleep Singh attained the age of 16. By a proclamation issued in July 1847, the governor-general further enhanced the powers of the Resident.
On 23 October 1847, Sir Henry Hardinge wrote to Henry Lawrence: "In all our measures taken during the minority we must bear in mind that by the treaty of Lahore, March 1846, the Punjab never was intended to be an independent State. By the clause I added the chief of the State can neither make war or peace, or exchange or sell an acre of territory or admit a European officer, or refuse us a
www.BankExamsToday.com
Punjab History for Patwari Exam thoroughfare through his territories, or, in fact, perform any act without our permission. In fact the native Prince is in fetters, and under our protection and must do our bidding."
In the words of British historian John Clark Marshman, "an officer of the Company's artillery became, in fact, the successor to Ranjit Singh." The Sikhs resented this gradual liquidation of their authority in the Punjab. The new government at Lahore became totally unpopular. The abolition of tigers in the Jalandhar Doab and changes introduced in the system of land revenue and its collection angered the landed classes. Maharani Jind Kaur, who was described by Lord Dalhousie as the only woman it the Punjab with manly understanding and in whom the British Resident foresaw a rallying point for the well-wishers of the Sikh dynasty, was kept under close surveillance. Henry Lawrence laid down that she could not receive in audience more than five or six sardars in a month and that she remain in purdah like the ladies of the royal families of Nepal, Jodhpur and Jaipur. www.BankExamsToday.com
In January 1848, Henry Lawrence took leave of absence and traveled back home with Lord Hardinge, who had completed his term in India. The former was replaced by Frederick Currie and the latter by the Earl of Dalhousie. The new regime confronted a rebellion in the Sikh province of Multan which it utilized as an excuse for the annexation of the Punjab. The British Resident at Lahore increased the levy payable by the Multan governor, Diwan Mul Raj , who, finding himself unable to comply, resigned his office. Frederick Currie appointed General Kahn Singh Man in his place and sent him to Multan along with two British officers P.A. Vans Agnew and William Anderson, to take charge from Mul Raj The party arrived at Multan on 18 April 1848, and the Diwan vacated the Fort and made over the keys to the representatives of the Lahore Darbar But his soldiers rebelled and the British officers were set upon in their camp and killed This was the beginning of the Multan outbreak.
Some soldiers of the Lahore escort deserted their officers and joined Mul Raj's army. Currie received the news at Lahore on 21 April, but delayed action Lord Dalhousie allowed the Multan rebellion to spread for five months. The interval was utilized by the British further to provoke Sikh opinion. The Resident did his best to fan the flames of rebellion. Maharani Jind Kaur, then under detention in the Fort of Sheikupura, was exiled from the Punjab She was taken to Firozpur and thence to Banaras, in the British dominions. Her annual allowance, which according to the treaty of Bharoval had been fixed at one and a half lakh of rupees, was reduced to twelve thousand. Her jewellery worth fifty thousand of rupees was forfeited; so was her cash amounting to a lakh and a half. The humiliating treatment of the Maharani caused deep resentment among the people of the Punjab Even the Muslim ruler of Afghanistan, Amir Dost Muhammad, protested to the British, saying that such treatment is objectionable to all creeds."
Meanwhile, Lieutenant Herbert Edwardes, the Resident's Assistant at Bannu, having heard of the Multan revolt, began raising levies from among the Pathan mercenaries, and after summoning Van Cortlandt, the local Lahore commander, marched on Multan and called upon the rebels to submit. Although the British Resident approved of Edwardes' conduct, Lord Dalhousie was furious at the audacity of a "subaltern of ficer" to invest Multan without any authority and offer terms to Mul Raj. He was severely reprimanded and ordered not to extend his operations any further. However, Edwardes was not discouraged and ignoring these orders, he crossed the Indus on 14 June; four days later, he inflicted a crushing defeat on Mul Raj's forces at Kineri. Edwarde's action turned Sikh national sentiment in favor of Mul Raj and there was restiveness among the troops. British forces began to be moved towards the frontier. The Lahore garrison was reinforced; likewise more regiments reached Ambala and Firozpur. By June 1848, an army had been assembled at the frontier 11,740 men in the Bari Doab, 9,430 in the Jalandhar Doab; in all 21,170 men ready to go into action against Multan to quell what was no more than a local rising. Meanwhile, Captain James Abbott, the Resident's assistant at Hazara, suspecting that Sardar Chatar Singh Atarivala, the governor of the province, had been hatching a conspiracy to lead a general Sikh uprising against the British, charged him with treason and cut off all communication with him and marched against him the Muslim peasantry and tribal mercenaries.
www.BankExamsToday.com
Raja Sher Singh made a passionate appeal to his countrymen warning them of the fate that awaited the Punjab and inviting them to join his standard in a final bid to preserve their freedom. Many old soldiers of the Khalsa army responded to the call and left their homes to rally round Diwan Mul Raj, Raja Sher Singh and Chatar Singh. Lord Dalhousie received the news of Sher Singh's action with unconcealed pleasure because it had brought matters to the crisis that he had for months been awaiting.
Captain Nicholson who conducted an enquiry into Abbott's allegations, exonerated Chatar Singh of the charge of treason, but offered him terms which amounted to his virtual dismissal and the confiscation of his jagirs. Chatar Singh rejected these. Abbott's treatment of Chatar Singh, a chief of eminence and position since Ranjit Singh's time and whose daughter was betrothed to the young Maharaja Duleep Singh, was humiliating. Chatar Singh's son Raja Sher Singh, who had steadfastly fought on the side of Herbert Edwardes against Diwan Mul Raj, was greatly exercised, and he joined hands with the Diwan's force on 14 September 1848. www.BankExamsToday.com
At a public banquet on 5 October 1848 at Barrackpore (Calcutta), he announced: "Unwarned by precedents, uninfluenced by example, the Sikh nation has called for war, and, on my words, Sirs, they shall have it with a vengeance....We are now not on the eve but in the midst of war with the Sikh nation and the kingdom of the Punjab....I have drawn the sword, and have thrown away the scabbard, both in relation to the war immediately before us, and to the stern policy which that war must precede and establish." The Resident at Lahore found this position legally indefensible and practically untenable. He and his staff were there to superintend and aid the administration of the Sikh State and to look after the interests of the ruler, Maharaja Duleep Singh, during the period of his minority. The Lahore Darbar and the Maharaja had supported the Resident in all his efforts to deal with the situation in Multan and Hazara.
Still the British armies were marched without an open declaration of war towards the Punjab. Lord Hugh Gough, the commander-in-chief, left his headquarters at Shimla towards the end of October and a huge army was assembled at Firozpur in the beginning of November. The army consisted of four columns. Lord Gough personally commanded 22 infantry divisions (14,419 men), a cavalry division (3,369 horse) and an artillery division with 66 guns, including ten 18-pounder batteries and six 8-inch howitzers drawn by elephants. In addition, there were 6 troops of horse artillery and 3 light and 2 heavy field batteries. Its total strength amounted to 24,404 men (6,396 Europeans). At Lahore, General Wheeler's Occupation Force of 10,000 men held firmly the capital of the Sikhs. In front of the citadel of Multan was the 1st Infantry Division under Major General Whish. The arrival of the Bombay column under Brigadier-General Henry Dundas had augmented its strength to over 21,000 men of all arms. In addition 5,300 men of the Lahore infantry were under British control at Multan. This brought the total regular force at the disposal of Major General Whish at Multan to 26,300 men. Besides, there were irregular Muslim levies and mercenaries raised by the British to fight the Sikhs.
Taken in all these and other troops at Hazara, Peshawar, Bannu, Gobindgarh, Jalandhar and Hoshiarpur added up to the total of 1,04,666 men 61,366 of regular British army, 5,300 of the Lahore army and 38,000 irregular troops; 13,524 cavalry, 123 field and 22 heavy guns, all deployed at various points in the Punjab. The numerical strength of the Sikhs was comparatively much smaller. Lord Cough's dispatches enumerate the Sikh force at Ramnagar and Chillianvala between 30,000 and 40,000 men and at Gujrat 60,000 men and 60 guns, which figures are highly exaggerated by at least Six times the real Sikh forces. The powerful Khalsa army of Ranjit Singh was broken up after its capitulation at Sabhraon in 1849. Its soldiers had been disbanded by the British, its generals discharged or won over, and its jagirdan force reduced to starvation. A skeleton army of 25 battalions (20,000 men) and 12,000 horse permitted to the State under the treaty of March 1846 was a shadow force under British control and dispersed to far-flung districts for garrison duty- Lahore had a garrison strength of 6,500 men, Peshawar of 3,000 men, Gobindgarh Fort 2,000 men, Hazara 3,000 men, Banner and Tonk 1,300 men, Attock 700 men, and Kohat 500 men. The remaining 3,000 men of the entire force were at numerous small posts throughout the Punjab.
www.BankExamsToday.com
The contingents of the Lahore army which joined the rebels were those of I Sahara Peshawar, Tonk and Bannu, Kohat, and Attock9,400 men, inclusive of the force of Shem Singh at Multan (900 infantry and 3,400 horse) . Allowing that 3,000 men stationed at various isolated places throughout the Punjab could get through and join the rebels in the north, the regular Sikh force could scarcely have exceeded 13,000 men and 9,000 horse. Disbanded Sikh soldiers and the freelance who flocked round the banner did not exceed 10,000 men. The disbanded soldiery merely augmented the numerical strength of the Khalsa; it had few generals and fewer arms and no means of procurement of arms and supplies. www.BankExamsToday.com
The total strength thus could not have been more than 23,000 men and 12,000 horse. Lord Gough crossed the Sutlej on 9 November and reached Lahore on 13 November. Moving rapidly into the Rachna Doab, he arrived at Ramnagar on 22 November. Sher Singh's entire force was on the right bank of the River Chenab. Brigadier-General Campbell with the 3rd Infantry Division (8,171 men) was ordered to move out to disperse the Sikh force in the vicinity of Ramnagar; Brigadier-General Cureton in command of the cavalry accompanied Campbell's force. On arrival at Ramnagar, Campbell found the Sikh force on the opposite side of the river. Cureton had numerous cavalry but no guns; he ordered the horse artillery under Colonel Lane to overtake the withdrawing Sikh troops through the sandy riverbed, but met with disaster.
The Sikh artillery on the opposite bank opened up with disastrous effect, and Lane hastily withdrew the horse artillery leaving behind a heavy gun and two ammunition wagons, which the Sikhs captured. Suddenly, a column of the Sikh cavalry crossed the river under cover of artillery. The commander of the 14th Light Dragoons who led a squardon in support of Lane's horse artillery was shot dead. The charge failed and the British lost 90 officers and men including Brigadier-General Cureton and Lieutenant-Colonel Havelock, and 140 horse. The action at Ramnagar was a victory for the Sikhs. Lord Dalhousie blamed both Campbell and Gough for the Assad affair" from which at here was no objective to be gained." Gough, on the other hand, claimed it as a victory. The enemy," he announced in a General Order, was signally overthrown on every occasion, and only saved from utter annihilation by their flight to the cover of their guns on the opposite bank."
For about a week after the British reverse, the two armies faced each other across the river. Lord Cough waited impatiently for the heavy guns o arrive. On 30 November, he detached a force under Major-General Thackwell across the river to take the Sikh army in the flank; another brigade of infantry under Brigadier Godby was ordered to ford the river 10 km from Ramnagar to support Thackwell's force. Across the river, at the principal ford 3 km from Ramnagar, Sher Singh's entire force, now risen to 12,000 men and 28 guns, lay strongly entrenched. Thackwell's force moved about 30 km up the river to Wazirabad and made the crossing, while Godby's brigade had crossed the river 25 km below. At midday on 3 December Thackwell arrived at Sadullapur barely 6 km from the Sikh encampment. The Sikhs realized the imminent danger to their flanks and rear. The heavy Sikh artillery opened fire at Thackwell's position, while the Sikh cavalry barred the passage of Godby's force which failed to join up with his troops. At dusk, the entire Sikh army crossed over to the left bank of the river. Sher Singh's action nullified the British maneuver; it also made it possible for Chatar Singh's force to join him.
The British General claimed a victory without a battle. He reported a meagre loss of 4 men at Sadullapur, and claimed that the army under his command had upheld the tradition of valor. The Sikhs, he reported, were in full retreat, leaving behind some 60 boats which had been captured. In British military and political circles in England, Lord Gough was severely castigated for lack of drive and initiative. Lord Dalhousie openly charged him with incompetency and blamed him for incomplete actions and enormous losses. Under the shadow of these adverse strictures, Lord Gough fought the battle of Chillianwala on 13 January 1849.
www.BankExamsToday.com Page 56 The Sikh army 12,000 strong was drawn in battle array in the dense jungle in front, their heavy guns bearing upon Chillianwala, on the River Jehlum. British preparations for encampment were rudely interrupted by sharp Sikh artillery fire. Lord Cough hesitated, but instantly drew up the order of the
Punjab History for Patwari Exam battle. In the centre were placed heavy 18-pounders and 8-inch howitzers; Major-General Gilbert's 2nd Infantry Division (5,248 men) was placed on the right, flanked by Brigadier Pope's 2nd Cavalry Brigade and 14th Light Dragoons and horse artillery. To the left was Brigadier-General Campbell's 3rd Infantry Division (8,171 men) flanked by White's 1st Cavalry Brigade and 3 troops of horse artillery.
The British guns started firing upon the Sikh centre. The density of the jungle made it impossible to preserve order and formation and the British brigades and regiments got separated from one another. The ground proved unsuitable for cavalry action, and the artillery failed to provide cover. Sikhs fought with determination and their artillery took a heavy toll. The British infantrymen were mowed down by fire from Sikh musketry, and the successive onslaughts of the Sikh ghorcharas broke the British cavalry line. While Campbell's charge failed to dislodge the Sikhs, the Khalsa horsemen swept the field like lightning raising vociferous Khalsa war cries. www.BankExamsToday.com
In another direction, Brigadier Pennycuick's brigade moving in double time into the jungle, was routed by Sikh artillery. The brigade turned back to flee from the destructive fire of shot and shell leaving behind nearly half a regiment which faced total destruction. The most serious disaster befell Gilbert's division which halted in utter bewilderment when a large body of Sikhs surrounded the 2nd Infantry brigade. Gilbert's brigade had neither the cover of guns nor the support of cavalry. In the hand to hand fight, the brigade was repulsed and driven back with heavy loss. The battle lasted over three hours when Lord Gough ordered the whole army to retreat.
British casualties in the action amounted to 2,446 men and 132 officers killed with four guns lost. The British Commander-in-chief claimed a victory, which claim the governor-general scornfully dubbed as "perhaps poetical." "We have gained a victory," he observed ruefully, "like that of the ancients; it is such a one that 'another such would ruin us.' " There was an outburst of popular indignation in England and Gough was squarely blamed for the defeat of the British. Military experts at home described him as a Superannuated general who could not mount his horse without assistance." It was decided to retire Lord Gough and replace him by Sir Charles Napier. In the meantime, however, Multan fell and Diwan Mul Raj surrendered to Major-General Whish on 22 January 1849. Lord Gough repaired his reputation in the battle of Gujrat fought on 21 February 1849. The Sikh army had regrouped on the banks of the Jehlum. On 15 February, it arrived at Gujrat where Chatar Singh's force and an Afghan contingent of 3,000 horse under Akram Khan encircled the town. On 13 February, Major-General Whish's 1st Division (13,400 men and 30 pieces of heavy artillery joined the British force. The Bombay column (12,100 men and 3,000 cavalry) joined a few days later. Thus assured of an overwhelming superiority of men and heavy artillery, Lord Gough ordered the entire force forward and reaching a few days later Shadival, a village 8 km from Gujrat, he found himself face to face with the Sikhs.
The battle of Gujrat must be reckoned as one of the most notable in the annals of British warfare in India. Never, perhaps, the British had amassed so many guns and men in any single battle. The British army now consisted of 56,636 men four infantry divisions, 11,569 horse, 96 field-guns, and 67 siegeguns including ten 18-pounders and six 8-inch howitzers drawn by elephants. For this obvious reason the battle of Gujrat has often been described as "the battle of guns.
On the morning of 21 February, the whole British army advanced with the precision of a parade movement. The Sikh guns opened fire, thus disclosing their positions and range. The British General brought the three divisions to a sudden halt and ordered the whole line of artillery to fire. The sustained cannonade of 100 guns, the fire of 18-pounders and 8-inch howitzers, which continued for two hours blunted Sikh artillery. When the British guns had spent up their fury, their infantry line advanced rapidly.
www.BankExamsToday.com Page 57 The Sikh infantry positions were Captured, and the Sikhs driven out of cover. The battle was over within a few hours. The advance of the whole British line completely overwhelmed the Sikhs and they fled the field in confusion. Their loss was estimated between 3,000 and 5,000 men and 53 guns the
British casualties were 96 killed and 700 wounded. "The Sikhs," commented Lord Dalhousie, "displayed the skill, courage and activity which belong to their race. " With the decisive British victory at Gujrat the hostilities ended on 11 March 1849. Sher Singh and Chatar Singh formally surrendered their swords to Major-General Gilbert near Rawalpindi. They were followed on the 14th by the whole Sikh army. "Today is Ranjit Singh dead," sighed the soldiers as they kissed their swords and laid them down on the ever-enlarging heap of steel. Lord Dalhousie proclaimed annexation of the Punjab on 29 March 1849. His foreign secretary, Henry Meirs Elliot, arrived at Lahore to obtain the signatures of the members of the Council of Regency and of the minor king, Maharaja Duleep Singh. A darbar was held in the Lahore Fort and, with the British troops lined up on his right and his helpless sardars on his left, the young Duleep Singh affixed his signatures to the document which deprived him of his crown and kingdom. www.BankExamsToday.com | <urn:uuid:47899ddf-d661-4474-8fb8-a2432e280a82> | CC-MAIN-2025-05 | https://ugcportal.com/raman-files/History%20of%20Punjab.pdf | 2025-01-15T03:29:37+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00198.warc.gz | 606,680,174 | 50,775 | eng_Latn | eng_Latn | 0.988754 | eng_Latn | 0.997245 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn... | false | docling | [
121,
697,
4531,
8206,
11901,
15521,
19875,
23953,
27726,
31858,
36146,
40226,
44159,
47374,
50085,
53359,
57179,
61153,
65210,
69746,
73953,
74145,
78533,
82869,
87134,
91668,
96257,
100712,
103705,
106785,
110841,
115430,
119402,
123560,
127905,
... | [
2.765625,
1.4140625
] | 1 | 0 |
The Voice of a Latina Writer: Author Study on Sandra Cisneros
Denver Public Schools
In partnership with Metropolitan State College of Denver
The Voice of a Latina Writer: Author Study on Sandra Cisneros
By Lu Liñan
Grades 9–12
Implementation Time for Unit of Study: 6 weeks
Denver Public Schools
El Alma de la Raza Curriculum and Teacher Training Program
Loyola A. Martinez, Project Director Dan Villescas, Curriculum Development Specialist
The Voice of a Latina Writer: Author Study on Sandra Cisneros
Unit Concepts
* Making connections from literature to personal life
* Developing schema
* Focusing on literary analysis: theme, voice, and tone
* Developing critical thinking skills through reading and analyzing
* Writing expository and descriptive essays
Standards Addressed by This Unit
Reading and Writing
Students read and understand a variety of materials. (RW1)
Students write and speak for a variety of purposes and audiences. (RW2)
Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. (RW3)
Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)
Students read to locate, select, evaluate, and make use of relevant information from a variety of media, reference, and technological sources. (RW5)
Students read and recognize literature as a record of human experience. (RW6)
Students use appropriate technologies to extend comprehension and communication skills in reading, writing, speaking, listening, and viewing. (RW7)
Introduction
The highly acclaimed Latina writer Sandra Cisneros was born in Chicago on December 20, 1954. A graduate of Loyola University with a degree in English, she has worked as a teacher to high school dropouts at Chicago's Latino Youth Alternative High School, a college recruiter, and a counselor. She has also taught writing as a writer-in-residence at several universities. Cisneros has won numerous awards for her writing, and her books have been translated into as many as 10 languages.
Cisneros attended the University of Iowa's Writer's Workshop, and while she was there, she finished the manuscript for My Wicked Wicked Ways, a book of poetry. During her time at the Workshop, she found her true literary voice, that of a Mexican woman. She found that her writing could reflect her distinct and special ethnic and cultural background, and she has written several books that express what others couldn't; these books are The House on Mango Street, Loose Woman, and Woman Hollering Creek and Other Stories.
The House on Mango Street, which won the Before Columbus American Book Award, is probably her most widely read book and has sold more than 500,000 copies. This novel is a series of 44 related vignettes narrated by Esperanza Cordero, a Latina girl growing up in a poor Chicago neighborhood. Together these vignettes draw a memorable portrait of the barrio, its neighbors, its young children, and Esperanza's friends and family. This highly acclaimed novel is studied by students of all ages, from grade schools to universities, throughout the nation and the world.
In her poetry and stories, Cisneros' writing reflects her personal experiences and perspectives as a Chicana. In these writings, she represents her community in an honorable way and shows the diversity of her characters, who are searching for self-identity, independence, and cultural acceptance. Much of her poetry deals with the places she has traveled, and blends Spanish and English to enrich the text.
Cisneros has lectured throughout the United States, Mexico, and Europe, and is still writing. She lives in San Antonio, Texas.
Implementation Guidelines
It is advised that this unit be implemented at grades 9 through 12, in a Hispanic American literature course or in an English Language Acquisition Level 5 or Level 6 language arts class. This unit focuses on the essential literacy skills of reading, writing, speaking, problem-solving, and listening that are necessary for life-long learning. This unit is designed to be implemented in a six-week timeframe.
Instructional Materials and Resources
The following books by Sandra Cisneros will be read in this unit:
The House on Mango Street Woman Hollering Creek My Wicked Wicked Ways
The following resources are also needed to teach this unit:
Latino Biographies by Globe Fearon
Tactics for Thinking: Teacher's Manual by Robert J. Marzano and Daisy E. Arrendondo
Lesson Summary
LESSON 1:
Making Connections from Literature to Personal Life
What will students be learning?
STANDARDS
Students read and understand a variety of materials. (RW1)
Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. (RW3)
Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4) Students read to locate, select, evaluate, and make use of relevant information from a variety of media, reference, and technological sources. (RW5)
Students read and recognize literature as a record of human experience. (RW6)
BENCHMARKS
Students will use comprehension strategies.
Students make connections between prior knowledge and what they need to know about a topic before reading about it.
Students will recognize, understand, and use formal grammar in speaking and writing.
Students will apply formal usage in speaking and writing.
Students will use correct sentence structure in writing.
Students will demonstrate correct punctuation, capitalization, and spelling.
Students will identify the purpose, perspective, and historical and cultural influences of a speaker, author, or director.
Students will paraphrase, summarize, organize, evaluate, and synthesize information.
Students will read literature to investigate common issues and interests in relation to self and others.
OBJECTIVES
Students will develop an awareness of author Sandra Cisneros through a teacher-directed lecture and discussion and through selected readings.
Students will interview a member of their family.
Students will write an essay on their names.
Students will make an oral presentation on their essays and interviews.
Students will write about and paraphrase from vignettes in the literature log.
SPECIFICS
The contemporary period in Mexican-American literature begins in 1960 and encompasses the present. Author Sandra Cisneros has developed stories using descriptive writing that provides readers with a sensory impression about the appearance of an object, a place, or a person. Many of her vignettes in The House on Mango Street describe her experiences growing up in a Mexican-American household. Through her writing she shares her "voice" with the reader and creates a desire for the reader to share similar experiences, thus creating writers.
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Teacher-directed discussion Independent reading Questioning — interview questionnaire Paraphrasing (literature log) Oral presentation Literature log
PRELIMINARY LESSON PREPARATION
Read the introduction to this unit to prepare to introduce the author to the students. Choose several vignettes from The House on Mango Street to assign for independent reading and the literature log. (Plan to have the students read the entire book by the end of Lesson 3.)
ACTIVITIES
The teacher will introduce Sandra Cisneros to the class with a short biographical lecture.
The teacher will read aloud the vignette "My Name" from The House on Mango Street to the class, and begin a discussion of the vignette by starting a dialog on names and namesakes. Continue the discussion by addressing the issue of gender roles in Latino families, in the students' families, at school, at home, in the workplace, and in the community. Students will write an essay, "My Name," about how they got their name: Are they happy with their name? If they are not, what name would they have given themselves? This essay may also include information about the students' surname.
Develop an interview questionnaire that students will use with parents or other family members about their birth and their name. Use the worksheet of suggested questions and topics to help students develop individualized questionnaires. The students will conduct the interview and complete the questionnaire.
Students will give a short oral presentation on their "My Name" essays and the information they found by doing their interviews.
Students will read assigned vignettes from The House on Mango Street and paraphrase them in the literature log (a notebook used by the student to paraphrase readings and to chart ideas, facts, and details for their readings).
VOCABULARY
RESOURCES/MATERIALS
The House on Mango Street Interview questionnaire Literature log
ASSESSMENT
Assess the "My Name" writing assignment for correct grammar, spelling, and mechanics, the interview sheets for completeness and accuracy, and the oral presentations using the scoring sheet. Assess class discussion; a rubric may be developed based on key indicators of a good quality discussion. Assess the literature log with the rubric included at the end of the unit.
Suggested Questions and Topics for Interviews
Help students design a questionnaire that fits their individual situation. This list contains topics and questions that may be pertinent for their interview, depending on their background and personal history. You may want to use some of these topics and add others, as may be appropriate.
```
What year and date was I born? What day of the week was I born? How much did I weigh at birth? What long was I? Did I have much hair? What color was my hair? What color were my eyes? How did you choose my name? Why did you give me that name? What does my name mean? What does my surname mean? Who are my godparents? Why did you choose them as my sponsors? Were there any religious ceremonies or celebrations? Describe them. Did you have a big celebration? Describe it.
```
Some students may have been adopted, they may be living with relatives other than their parents, or they may be from a single-parent household. Help these students tailor their interviews to meet their specific situation.
Assessment for Oral Presentation
Listen as the students give their oral presentations and give them a score of 1 to 10 points for each of the four categories, for a possible total of 40 points.
| Student | Language Usage | Descriptive Recount | Clarity of Facts | Interest | Total Points |
|---|---|---|---|---|---|
| __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ | ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ | ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ | ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ | ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ | ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ |
LESSON 2:
Developing Schemas and Prior Knowledge
What will students be learning?
STANDARDS
Students read and understand a variety of materials. (RW1)
Students write and speak for a variety of purposes and audiences. (RW2)
Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. (RW3)
Students read and recognize literature as a record of human experience. (RW6)
Students use appropriate technologies to extend comprehension and communication skills in reading, writing, speaking, listening, and viewing. (RW7)
BENCHMARKS
Students will use comprehension strategies.
Students will make connections between prior knowledge about a topic before reading about it.
Students will use information from their reading to increase vocabulary and language usage.
Students will write and speak for a variety of purposes.
Students will plan, draft, revise, proofread, edit, and publish written communications.
Students will prepare written and oral presentations using strategies.
Students will recognize, understand, and use formal grammar in speaking and writing.
Students will apply formal usage in speaking and writing.
Students will use correct structure in writing.
Students will demonstrate correct punctuation, capitalization, and spelling.
Students will know and use literary terminology.
Students will read classic and contemporary literature of the United States about the experiences and traditions of diverse ethnic groups.
Students will demonstrate problem-solving skills through the use of appropriate technologies.
OBJECTIVES
Students will select a focused topic and draft, revise, edit and submit a final copy of a descriptive essay.
Students write a descriptive essay using the Writer's Workshop.
Students will read vignettes from The House on Mango Street.
Students will write about and paraphrase vignettes in a literature log.
SPECIFICS
Like Esperanza, the narrator in The House on Mango Street, Sandra Cisneros desperately longed for a house of her own when she was a young girl. Inspired by her own background in the Spanish-speaking neighborhood of Chicago, Cisneros brings to life many of the different experiences she lived as a young girl. In The House on Mango Street, the vignette with the same title lends itself to create descriptive writing using sensory and visual impressions about one's own "dream house."
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Read aloud Summarizing Descriptive writing Writer's Workshop Visualization and verbalization Literature log
PRELIMINARY LESSON PREPARATION
Read the vignette "The House on Mango Street" in preparation for the read aloud. Develop your prior knowledge to help students with the descriptive essay titled "My Dream House." Choose several more vignettes from The House on Mango Street to assign for independent reading and the literature log. Briefly review the writing process specific to the Writer's Workshop if needed.
ACTIVITIES
The teacher will read the vignette "The House on Mango Street" and ask the class questions about the use of description in writing to reveal thoughts and feelings about prior events in our lives. The teacher will lead a discussion on the details and feelings described in the reading and in the life of the author.
Using the Writer's Workshop, students will write a descriptive essay titled "My Dream House." To begin work on this descriptive writing, students (directed by the teacher) will brainstorm about all the things they want to have in their dream house. While students are brainstorming, the teacher will write down all the ideas and thoughts on the board and students will take notes. After this activity, the teacher will web on the board a particular room in the house, perhaps the bedroom. Generating student participation, the teacher will diagram a web and affix all the things located in the bedroom. Students will copy the bedroom web in their literature logs and begin to web other rooms and what they contain. The students will start writing descriptive paragraphs about each room in their dream house.
As writers, students must give descriptions that create a clear picture of their dream house. They must use specific details to describe each room, thereby revealing their thoughts and feelings. Students may use imagery by pretending they are walking through this house. What does the outside of the house look like? What do they envision as they walk through the doorway? What kinds of materials is the house constructed of? Are the floors carpeted, tiled, or made of wood? What are the dimensions of the rooms? What colors are the walls, floors, and doors? Are there any works of art? What kind of furniture is in each room? Describe all of these things, and think of as many additional questions as you can to help make the essay detailed and complete.
As students are writing their first and second drafts, they will confer with the teacher or peers. The teacher should encourage them to be very specific, so that the reader can visualize what is being described more clearly. These techniques should make the students' essays more vivid and interesting.
If possible, students will go to a writing lab or a computer lab to produce the final product. Students will continue to read assigned vignettes independently and write about them and paraphrase them in their literature log.
VOCABULARY
RESOURCES/MATERIALS
The House on Mango Street
Literature log
Writer's Workshop
ASSESSMENT
Evaluate each step of Writer's Workshop and the conferences held with the students during the writing of their first and second drafts. Evaluate the final version of the "My Dream House" essay for spelling, grammar, and mechanics, and the effectiveness of the descriptions. Use the criteria given on the list on the next page. Evaluate of the literature log on grammar, punctuation, capitalization, and spelling, using the rubric provided at the end of this unit.
LESSON EXTENSION
If students have access to a drafting class, have them draw their dream house, or if they have access to the necessary software, they can produce a drawing on a computer.
Criteria for Writer's Workshop
Use the following criteria for assessing the Writer's Workshop.
LESSON 3:
Focusing on Literary Analysis
What will students be learning?
STANDARDS
Students read and understand a variety of materials. (RW1)
Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. (RW3)
Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. (RW5)
BENCHMARKS
Students will use comprehension strategies.
Students will recognize, understand, and use formal grammar in speaking and writing.
Students will apply formal usage in speaking and writing.
Students will use correct sentence structure in writing.
Students will demonstrate correct punctuation, capitalization, and spelling.
Students identify the purpose, perspective, and historical and cultural influences of the author.
Students will paraphrase, summarize, organize, evaluate, and synthesize information.
OBJECTIVES
Students will analyze the author's voice, theme, tone, and style.
Students will write a compare and contrast essay on the author's writing style in a vignette and a short story.
SPECIFICS
Author Sandra Cisneros has been described as a fearless writer who bodly plunges into complex characters and risky situations. In the stories titled "My Tocaya" and "Born Bad," Cisneros writes about harsh realities and harsh beauty using incorrect grammar and a strange attitude toward her subject. In reading these two stories the reader can find examples of Cisnero's stylistic devices and the effect that is created by each device and how it enriches the text.
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Independent reading
Compare and contrast
Paraphrasing
Literature log
Writer's Workshop
Comprehension strategies
PRELIMINARY LESSON PREPARATION
Choose several vignettes from The House on Mango Street and several stories from Woman Hollering Creek to assign for independent reading and the literature log. Students should finish reading The House on Mango Street by the end of this lesson and Woman Hollering Creek by the end of the unit.
ACTIVITIES
Students will independently read the story "My Tocaya" from Woman Hollering Creek and read the vignette "Born Bad" from The House on Mango Street. The class will participate in a teacherled discussion that centers around comparing and contrasting these two readings. Using the Writer's Workshop, the students will then write a compare and contrast essay about the author's voice, theme, tone, and style. The essay must analyze the author's word choice, the elements of the readings, and her attitude in each. If possible, students will go to a writing lab or a computer lab to produce the final product.
Students will read assigned vignettes from The House on Mango Street and stories from Woman Hollering Creek and write about and paraphrase them in the literature log.
VOCABULARY
Style
The author's unique way of communicating ideas through literature.
Theme
The central idea or message in a work of literature.
Tone
The attitude a writer takes toward the subject.
Voice
Writer’s unique way of using language to convey his/her personality through the writing.
RESOURCES/MATERIALS
The House on Mango Street
Woman Hollering Creek
Literature log
Writing or computer lab
ASSESSMENT
Assess the writing assignment on the compare and contrast essay for correct grammar, spelling, and mechanics. Use the criteria from Lesson 2. Assess class discussion using the rubric developed in Lesson 1. Assess the literature log with the rubric included at the end of the unit.
LESSON EXTENSION
Write a character sketch of Patricia Benavidez from "My Tocaya" and one of Aunt Lupe from "Born Bad."
LESSON 4: Developing Critical Thinking Skills
What will students be learning?
STANDARDS
Students read and understand a variety of materials. (RW1)
Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. (RW3)
Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4) Students read to locate, select, evaluate, and make use of relevant information from a variety of media, reference, and technological sources. (RW5)
BENCHMARKS
Students will adjust reading strategies for a variety of purposes.
Students will recognize, understand, and use formal grammar in speaking and writing.
Students apply formal usage in speaking and writing.
Students will use correct sentence structure in writing.
Students will demonstrate correct punctuation, capitalization, and spelling.
Students use reading, writing, speaking, listening, and viewing to gather data, define the problem, and apply problem-solving skills.
Students paraphrase, summarize, organize, evaluate, and synthesize information.
OBJECTIVES
Students will create new information or restructure introduced information through the application of two critical thinking skills, concept attainment and pattern recognition, to selected pieces of Cisneros' literature.
Students will identify the organizational patterns of sequencing, description of a single concept (word or phrase), cause patterns, and similarity, in selected readings.
Students will become independent learners of new concepts by engaging in the concept attainment process.
Students will increase their vocabulary from words taken from the reading selections and identifying general concepts associated with the words.
SPECIFICS
This lesson addresses two critical thinking skills: concept attainment and pattern recognition. Concept attainment is the process of associating experiences with a word commonly used to represent those experiences. Pattern recognition is the process of identifying organizational patterns in information presented in writing or orally.
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Independent reading
Summarizing
Inferencing
Cause and effect
Teacher-guided vocabulary development
Developing schema
Critical thinking skills
Literature log
PRELIMINARY LESSON PREPARATION
Teaching the process of concept attainment and pattern recognition is essential for executing Lessons 4 and 5 of this unit. Consult Tactics for Thinking for background information about concept attainment (Unit 7, page 35) and pattern recognition (Unit 9, page 49). Choose poems from My Wicked Wicked Ways, vignettes from The House on Mango Street, and stories from Woman Hollering Creek for students to use in applying these two critical thinking skills.
Also choose stories from Woman Hollering Creek for students to continue their paraphrasing activities in their literature logs. Students should have read all of The House on Mango Street at the end of the previous lesson and should finish Woman Hollering Creek by the end of the unit.
Review or (reteach) the critical thinking processes before teaching this lesson.
ACTIVITIES
Concept attainment process. Students will read independently from The House on Mango Street, stories from Woman Hollering Creek, and poetry from My Wicked Wicked Ways. The students will select words from these readings to practice the concept attainment process. Students will develop a flowchart illustrating the concept attainment process.
The flowchart will be based on the following schematic:
* As you are reading, list selected keywords taken from the text.
* For each word, write about the images that the word evokes.
* List any experiences, sensations, or emotions that you associate with the word.
* Recite the word out loud and visualize how the word looks in print.
Using this schematic, students will record all the visual images and sensations associated with selected words in their literature logs. Students will also write about both direct and indirect personal experiences based on the concepts and words identified from the readings in the literature log, and they will identify new concepts that may emerge from the specific experiences described in the reading selections.
Pattern recognition. In their literature logs, students will make a list of examples of different types of patterns found in the readings.
Students will continue the paraphrasing activities of the stories from Woman Hollering Creek in their literature logs.
RESOURCES/MATERIALS
The House on Mango Street Woman Hollering Creek My Wicked Wicked Ways Literature log
ASSESSMENT
Concept attainment process. Assess the flowchart based on the schematic. Check for correct sequencing of the process.
Process recognition. Assess the categorization of patterns; there should be at least two or three categories identified in the readings.
Assess the literature log with the rubric included at the end of this unit.
17
LESSON 5:
Developing Writing with Cultural Understanding
What will students be learning?
STANDARDS
Students read and understand a variety of materials. (RW1)
Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. (RW3)
Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4) Students read and recognize literature as a record of human experience. (RW6)
BENCHMARKS
Students will use comprehension strategies.
Students will use information from their reading to increase vocabulary and language usage. Students demonstrate correct punctuation, capitalization, and spelling.
Students develop and support a thesis about the significance in particular works of literature written by an ethnic author.
OBJECTIVES
Students will outline key turning points in Cisneros' life that led to her success as a writer. Students will read Cisneros' poems and derive the main concepts and describe patterns of sequence and similarity.
Students will compose their own poems using common themes found in Cisneros' poetry. Students will read or perform (mime) various poems, enabling them to experience and express rhythm, structure, and cadence of poetry.
SPECIFICS
The components of poetry that will be highlighted in this unit are the following:
Rhythm: The sense of movement attributable to the pattern of stressed and unstressed syllables in a line of poetry or prose or the length of sounds in qualitative verse.
Cadence: The natural rhythm of language determined by its inherent alteration of stressed and unstressed syllables.
Structure: The phonetic pattern, the sequence of images, the meaning suggested by connotations of the words or other elements.
What will be done to help students learn this?
INSTRUCTIONAL STRATEGIES
Independent reading
Read aloud
Cooperative learning groups
Critical thinking skills (concept attainment, pattern recognition)
Literature log
PRELIMINARY LESSON PREPARATION
Read the biography, "Sandra Cisneros — Mexican American Novelist and Poet," from the book Latino Biographies.
Review (or reteach) the components of poetry before beginning this lesson.
Chose stories from Woman Hollering Creek for students to continue paraphrasing and writing about in their literature logs. Students should have read the entire book by the end of this lesson.
ACTIVITIES
Teacher and students will read Sandra Cisneros' biography. After reading, students will do the activities on pages 22–24 and gather information relevant to the writer and the process she uses in her writings. Students will outline the key turning points in Cisneros' life that led to her success as a writer. Students will develop a life map of the events and experiences in Cisneros' life that contributed to her success as a writer.
Students will read and analyze several vignettes from her writings and create their own vignette using the guide titled "Writing Workshop" on pages 56–59, from the book Latino Biographies.
Students will read the poems in Part 1 of My Wicked Wicked Ways and derive the main concepts of each poem and describe patterns of sequence and similarities. Students will then compose their own poems
VOCABULARY
RESOURCES/MATERIALS
Latino Biographies The House on Mango Street My Wicked Wicked Ways Writer's Workshop Literature log
ASSESSMENT
Students will be assessed on the following:
* Completion of two poems reflective of any of the four sections of My Wicked Wicked Ways.
* Completion of a life map of Cisneros with the key events that led to her success as a writer.
* Short quiz on vocabulary words.
* Brief writing conference with students for joint determination of final grade based on the following:
— understanding of characterization, setting, and main topics;
— use of conventions and mechanics of writing (spelling, punctuation, drafts and revisions, editing, and other evidence of self-appraisal);
— ability to labeling genre;
— oral recitation of poems with special attention to the intonation, phrasing, and rhythm; and
— adherence to Writer's Workshop components.
UNIT ASSESSMENT
How will students demonstrate proficiency?
PERFORMANCE TASK
Write a book report on The House on Mango Street which will include the following criteria:
1. Book title
2. Name of author
3. Copyright date
4. Protagonist(s) — include name and description of character(s)
5. Setting
6. Summary of book
Type and submit report at the end of the unit
Rubric for Literature Log
Students should have read and logged daily paraphrasing from literature that was required for independent reading and reading in the classroom setting.
Rubric Points Description
4 ....................... All the required material is written in the log. The paraphrasing is accurate and complete, and the writing is grammatically correct.
3 ....................... All the required material is written in the log. The paraphrasing is generally complete, but the writing has grammatical errors.
2 ....................... Most of the required material is written in the log, but the paraphrasing is not complete, and there are several grammatical or mechanical errors.
1 ....................... Very little of the required information is written in the log. The writing is not sequential, and there are numerous grammatical or mechanical errors.
Rubric for Descriptive Writing
Successful descriptive writing should contain the following criteria:
Points
Element
Possible
Essay has a clear focus and sense of purpose. ..................... 25
Essay has a good use of sensory details and precise words to create a vivid image, establish a mood,
or express emotion ................................................................... 25
Essay presents details in a logical order ............................... 25
Essay uses transitions to help the reader understand the order of impressions that are being described .............. 25
Teacher
Assessment __________
__________ __________ __________
TOTAL POINTS .................................................................. 100
__________
Rubric for Compare and Contrast Writing
Successful compare and contrast writing should contain the following criteria:
Bibliography
Cisneros, Sandra. The House on Mango Street. New York: Vintage Contemporaries, 1991. An eloquent collection of 44 vignettes that tell the story of Esperanza Cordero, a young Latina growing up in a poor barrio of Chicago.
Cisneros, Sandra. My Wicked Wicked Ways. Berkeley: Third Woman Press. 1988. A book of poetry written by a grown woman whose international travels have left her feeling unsettled and who is seeking to come to terms with the pain and confusion of her childhood.
Cisneros, Sandra. Woman Hollering Creek and Other Stories. New York: Vintage Contemporaries, 1991. A book of short stories about Latina women searching for independence, love, and balance. Recommended for a more mature student.
Day, Frances Ann. Latina and Latino Voices in Literature. New Hampshire: Heinemann, 1997. A collection of biographies containing the work of 23 Latino and Latina authors. This book enables educators, librarians, and parents in finding books that speak and touch the lives of all readers, especially young Latinos.
English Profiles Handbook. Victoria, Australia - Brewster, NY: TASA, 1991. Excellent material for assessment techniques, especially for students who are acquiring the English language.
Fletcher, Ralph. What a Writer Needs. Portsmouth, NH: Heinemann, 1993. A book about writing that includes examples of students writing, sharing, revising, and publishing their work. This text speaks to the task of extending students' writing. It also focuses on literacy techniques through writing.
Globe Fearon. Latino Biographies. New Jersey: Globe Fearon Educational Publisher, 1995. A collection of biographies divided into four sections that include Latinos in Literature, Latinos in Fine Arts and Performance, Latinos in the Sciences and Mathematics, and Latinos in Public Service and Business. Recommended for curriculum that focuses on Latino culture.
Marzano, Robert J., and Daisy E. Arredondo. Tactics for Thinking: Teacher's Manual. Aurora, CO: Mid-continent Regional Educational Laboratory, 1986.
A training manual for teaching critical thinking skills.
About the Author
Lu Liñan is a Colorado native, born and raised in the San Luis Valley. She attended school in Conejos County, graduating from Antonito High School before moving to Denver. In 1969 she founded the dance company The Ballet Folklorico de Denver, which she directed for 25 years. During these years, the dance troupe performed throughout the Southwest and was a special guest of the Mexican government in 1976 in Mexico City.
In 1984, she realized she was not reaching enough of the student population through cultural performances; therefore, increasingly aware of the high dropout rate of Latino students, she enrolled at Metropolitan State College and obtained her B.A. in secondary education in 1990. She began her career as a certified teacher at Denver's largest inner-city school, West High School. She also taught one year at a middle school and two years at an alternative high school, and is currently teaching at West High School in the ELA Department. She obtained a master's degree in May 1997 in curriculum and instruction from the University of Colorado. She currently chairs the ELA Department and is the teacher sponsor for the Unidad LatinoAmericana Club (a group of senior students). She also directs the West High Folkloric Dancers and is involved in several committees within the school.
Lu brings into the classroom the rich cultural heritage of the Southwest together with the folklore and feeling of the Mexican traditions that she has gained throughout the years in the study of music and dance from Mexico. In addition, Lu has raised four children, two boys and two girls, and also has been an entrepreneur of a Mexican restaurant and an entertainment company. She also participates as an actress for El Centro Su Teatro, where she has been cast in several plays. She has written two other units for the Alma de la Raza Curriculum Project and was instrumental in piloting several of these instructional units at West High School during the spring of 1999. | <urn:uuid:d76b5959-fac4-4b85-9268-55fb51f574e6> | CC-MAIN-2019-26 | https://etls.dpsk12.org/documents/Alma/units/VoiceLatinaWriterSandraCisneros.pdf | 2019-06-25T05:23:58Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00062.warc.gz | 423,504,602 | 7,294 | eng_Latn | eng_Latn | 0.971827 | eng_Latn | 0.997805 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn... | false | docling | [
142,
450,
1560,
4478,
4494,
6844,
8744,
9214,
10253,
12014,
14432,
17450,
18212,
18309,
20201,
22140,
24239,
26706,
27163,
28927,
30411,
31288,
31653,
33405,
35496,
37495
] | [
4.9375,
4.9375
] | 1 | 0 |
Fun Fact Sheet – Cayman's Reefs Over Time: Responses and Actions
1. Coral Reefs are important because they protect our coastlines from storm damage, provide habitat for many commercially important fishes, and are estimated to generate $375 billion in economic and environmental services worldwide annually (Costanza et al. 1997).
2. Coral Reefs only make up less than 1% of the ocean floor, but are home to 25% of all marine species (Worm et al. 2006).
3. Today's coral reefs are between 5,000 and 10,000yrs old, but ancestors of these reefs formed almost 250 million years ago (Knowlton and Jackson 2008).
4. Coral Reefs are the largest living organism in the world, the largest being the Great Barrier Reef in Australia, which is just over 4,000 kilometres long and can be seen from outer space (Belfield 2002).
5. Corals are an animal, a plant, and a rock all in one (Nothdurft 2009).
6. Coral Reefs act as the world's carbonic sink, trapping carbon. Excessive CO2 is being emitted into our atmosphere, and as the atmosphere becomes supersaturated excess carbon is forced into our oceans resulting in ocean acidification. However, coral reefs are taking up this excess carbon in their nutrient cycle and helping to clean our oceans (Anthony et al. 2011).
7. It is estimated that over 1 billion people world-wide rely on coral reefs for food, income, and eco-tourism opportunities (WWF 2017).
8. Parrotfishes are a well-known group of herbivores and have a beak-like mouth (which is how they got their name) that they use to scrape algae from the reef structure (Streelman et al. 2002).
9. Herbivorous fishes such as parrotfishes, damselfishes, rabbitfishes, and surgeonfishes help keep macro- and turf-algae populations low so that coral larvae have a better chance to settle and survive on the reef (Monterey Bay Aquarium 2004).
10. Sea urchins, crabs, and some species of sea snails are examples of important herbivores besides fishes which also keep macro-algae densities low (Paine 1995).
11. 95% of nutrients that corals need to survive is obtained from the zooxanthellae living inside the coral polyps, undergoing photosynthesis. The other 5% comes from the coral polyps using their tentacles to reach out and grab food that floats by in the water column (Cheal et al. 2010).
12. Coral Reefs are important to the development of new medicines linked to the treatment of cancer, Alzeheimer's, bacterial infections, and other diseases (Reaka-Kudla 1997).
13. It is estimated that we have lost approximately half of the world's coral reefs over the last 30 years, and could potentially lose more than 90% by the year 2050 if we don't take drastic measures (Gates 2016).
14. Coral Reefs are the connecting ecosystem between nursery grounds (such as seagrass beds or mangrove forests) and the open sea. This is where most developing fishes spend a portion to the majority of their lives reaching sexual maturity before some apex predators move to open ocean (NOAA 2015).
15. A keystone species is an organism that other organisms in that ecosystem depend on and in its absence would cause a significant change in that ecosystem. Long-spined sea urchins play a critical role in keeping reefs healthy through herbivory (Precht 2015). | <urn:uuid:66f8db40-90a5-49d8-82ac-e2efd96b156c> | CC-MAIN-2019-26 | https://reefresearch.org/wp-content/uploads/2019/05/Fun-Facts-Caymans-Reefs-Over-Time-Responses-and-Actions.pdf | 2019-06-25T06:48:57Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00064.warc.gz | 580,577,123 | 772 | eng_Latn | eng_Latn | 0.995963 | eng_Latn | 0.995963 | [
"eng_Latn"
] | false | docling | [
3235
] | [
3.171875
] | 1 | 3 |
Applied Learning (Senior Secondary Level)
2016-18 Cohort
Learning and Teaching
Subject Title ： Film and Video
Area of Studies ： Media and Communication
Course Provider ： Vocational Training Council
In Film and Video, student-centred learning and teaching activities are designed to enable students to understand fundamental theories and concepts, develop their generic skills, and address their career aspirations in the film and video industry.
Different modes of activities are employed to provide students with a systematic understanding about the context (e.g. lectures on the overview of the film and video industry in Hong Kong) and eye-opening opportunities to experience the complexity of the context (e.g. industry visits to film shooting locations, TV stations, news TV channels, post-production companies, etc., and experience-sharing by industry professionals to widen exposure and to develop appreciation of the film and video industry).
Students acquire an understanding of the requirements, fundamental knowledge and skills essential for further learning within the area through learning-by-practising opportunities in an authentic or near-authentic environment (e.g. film appreciation and critique on given video clips to discuss and analyse the narrative format and the application of knowledge and skills in film language and storytelling, and hands-on activities in shooting and editing to build up students' fundamental knowledge and skills in moving images).
Students are also encouraged to develop and apply conceptual, practical and reflective skills to demonstrate innovation and entrepreneurship (e.g. film appreciation and critique activities to evaluate the relationship between film, culture and society, and cultivate students' values and attitudes through emphasising the importance of media ethics to facilitate the creation and production of a short film in the film and video production project). Students are given opportunities to integrate the knowledge and skills acquired and consolidate their learning (e.g. in the film and video production project, students integrate and apply the knowledge and skills of film-making process, such as scriptwriting to express interesting ideas; project organisation to develop management and communication skills; and shooting and editing to produce a short film with appreciation value, as well as to demonstrate analytical and critical thinking skills in self and peer evaluation; and exhibit and learn from peers on learning experiences, creativity and achievements of this subject, Film and Video, in the annual screening).
Applied Learning (Senior Secondary Level)
2016-18 Cohort
Curriculum Pillars of Applied Learning in Context – Film and Video
Upon completion of the subject, students should be able to:
- demonstrate a basic understanding of the film and video industry and professional ethics required of a practitioner;
- apply basic theories and skills in film language including cinematography, editing, sound and scene design;
- express the visual literacy ideas through storyboarding and scriptwriting;
- recognise the film production workflow at different stages and demonstrate project management skills in a short film production project;
- demonstrate a basic understanding of different cultural characteristics and styles of moving images as well as develop critical thinking skills through film appreciation;
- integrate teamwork and problem-solving skills in the production projects; and
- develop self-understanding for further studies and career development in the related fields.
Through the specific contexts related to the subject, students have different learning opportunities, for example:
1. Career-related Competencies
- understand the ethical issues in the film and video industries;
- demonstrate a basic understanding of the development and culture of global and local film and video industries and the impact on society;
- demonstrate the ability to use both film languages and techniques to communicate a creative idea;
- apply video production techniques and communication skills to produce short films in a team after taking professional ethics into consideration;
- convey a message in moving images with positive values and attitudes; and
- explore the aptitudes and abilities required in the related career clusters in the film and video industries, and develop a personal learning profile for further study and career development.
2. Foundation Skills
- demonstrate communication skills in verbal, audio and visual forms during group discussion, written and verbal presentation, film critique, production of the film and video project; and
- apply information technology skills related to the course (e.g. video editing software, motion graphic software).
3. Thinking Skills
- apply problem-solving skills, decision-making skills, creative thinking skills in a short film production project (including planning, creating, choosing, illustrating and producing); and
- upon appreciating and criticising films of different genres, develop an understanding of cultural differences, interdependency and relationships among different societies and civilisations; analyse the impact of social, economic and technological changes from regional and global perspectives.
4. People Skills
- illustrate self-reflection skills after receiving feedback from tutors and classmates to improve the performance during various learning activities, such as group discussion, short film production, presentation and film critique;
- demonstrate self-management skills in project presentation, pre-production planning and assessment tasks; and
- apply interpersonal, collaborative and team building skills through active interaction with tutors and classmates during lectures, brainstorming, group discussion, presentation and project work in a production team.
5. Values & Attitudes
- recognise the need for honesty and integrity, as well as respect for others, society and law by considering the importance of originality, copyright and intellectual property rights issues especially in the planning, design and production of the project work;
- nurture the necessary work attitude in becoming a media personnel after participating in individual and group assignments and experiencing every step of the film production process, including idea generation, pre-production planning (e.g. scriptwriting, storyboarding, scheduling, location survey) as well as shooting and editing; and
- demonstrate positive attitudes (e.g. enthusiasm and willingness to learn) through experiencing the evolvement from ideas to finished work of the film project in the hands-on applications and various learning activities. | <urn:uuid:ab220876-e761-4055-9806-61d114f8458d> | CC-MAIN-2019-26 | https://www.edb.gov.hk/attachment/en/curriculum-development/cross-kla-studies/applied-learning/course-information/2016-2018/4a_Film%20&%20Video_LT(16-18)_e.pdf | 2019-06-25T06:31:57Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00062.warc.gz | 708,525,990 | 1,150 | eng_Latn | eng_Latn | 0.993457 | eng_Latn | 0.993986 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2611,
4466,
6728
] | [
2.65625
] | 1 | 0 |
BILINGUAL AND ENGLISH AS A SECOND LANGUAGE PROGRAM
Academic Language
Language used in the learning of academic subject matter in formal schooling context; aspects of language strongly associated with literacy and academic achievement, including specific academic terms or technical language and speech registers related to each field of study (TESOL, 1997).
Adequate Yearly Progress (AYP)
Under the accountability provisions in the No Child Left Behind (NCLB) Act, all public school campuses, school districts, and the state are evaluated for Adequate Yearly Progress (AYP). Districts, campuses, and the state are required to meet AYP criteria on three measures: Reading/Language Arts, Mathematics, and either Graduation Rate (for high schools and districts) or Attendance Rate (for elementary and middle/junior high schools).
If a campus, district, or state that is receiving Title I, Part A funds fails to meet AYP for two consecutive years, that campus, district, or state is subject to certain requirements such as offering supplemental education services, offering school choice, and/or taking corrective actions.
Admission, Review, and Dismissal Committee (ARD)
Admission, review, and dismissal (ARD) committee members make decisions about placement in the Texas Student Assessment Program for students receiving special education services.
Affective Learning Environment
An affective learning environment consists of two major components. The first is the physical appearance of the classroom, which promotes an arrangement that provides students opportunities to interact with one another and highlights each student's culture. The second component revolves around making a safe, welcoming, supportive environment for ELL students.
Annual Measurable Achievement Objectives (AMAOs)
Annual measurable achievement objectives are used in holding Title III-funded local education agencies accountable for their English language learners' development and attainment of English proficiency while meeting state academic content and achievement standards.
Basic Interpersonal Communication Skills (BICS)
BICS are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people. English language learners employ BIC skills when they are on the playground, in the lunch room,on the school bus, at parties, playing sports and talking on the telephone. Social interactions are usually context embedded. They occur in a meaningful social context.
Bilingual Education Program
A bilingual education program established by a school district shall be a full-time program of dual language instruction that provides for learning basic skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills.
Bilingual Education Program Exceptions
A district that is unable to provide a bilingual education program shall request from the commissioner of education an exception to the bilingual education program and the approval of an alternative program. The approval of an exception to the bilingual education program shall be valid only during the school year for which it is granted.
Bilingual Target Language Proficiency Test (BTLPT)
EC-6 Bilingual Program candidates will take the Bilingual Target Language Proficiency Test (BTLPT). This exam evaluates reading, listening, speaking, and writing skills in the target language.
Biliteracy
Capability to read, write, listen, and speak with native-like skills and comprehension in two languages.
Cognitive Academic Language Proficiency (CALP)
CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas.
Cognitive Learning Environment
The cognitive learning environment focuses on instructional practices the teacher uses to help students develop critical thinking skills needed to achieve academic success
College and Career Readiness Standards (CCRS)
The CCR standards in the areas of English/language arts, mathematics, science, and social studies specify what students must know and be able to do to succeed in entry-level courses at post-secondary institutions in Texas.
Content Objectives
Explain what students will be learning during the lesson. Clear objectives are written in measurable student-friendly terms.
Culture
A sum total of the ways of life of a people; includes norms, learned behavior patterns, attitudes and artifacts; also involves traditions, habits or customs; how people behave, feel and interact; the means by which they order and interpret the world; ways of perceiving, relating and interpreting events based on established social norms; a system of standards for perceiving, believing, evaluating and acting (TESOL, 1997).
Dual Language Immersion Bilingual Education Program/One Way
A biliteracy instruction program that serves only students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than six or later than seven years after the student enrolls in school.
BILINGUAL AND ENGLISH AS A SECOND LANGUAGE PROGRAM
Dual Language Immersion Bilingual Education Program/Two Way
A biliteracy instruction program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish and transfers a student identified as a student of limited English proficiency to English only instruction not earlier than six or later than seven years after the student enrolls in school.
English as a Second Language (ESL) Program
The goal of ESL programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a second language program shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school.
English as a Second Language Program/Content Based
An English program that serves students identified as students of limited English proficiency in English only by providing a full-time teacher certified under Section 29.061(c) to provide supplementary instruction for all content area instruction.
English as a Second Language Program/Pull-out
An English program that serves students identified as students of limited English proficiency in English only by providing a part-time teacher certified under Section 29.061 (c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.
English as a Second Language Program Waivers
A district that is unable to provide an English as a second language program because of an insufficient number of certified teachers shall request from the commissioner of education a waiver of the certified requirements for each teacher who will provide instruction in English as a second language for limited English proficient students. The approval of a waiver of certification requirements shall be valid only during the school year for which it was granted.
English Language Proficiency Standards (ELPS)
The ELPS outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.
BILINGUAL AND ENGLISH AS A SECOND LANGUAGE PROGRAM
English Speakers of Other Languages (ESOL)
English speakers who also speak/are acquiring other languages.
Home Language
Language(s) spoken in the home by significant others (e.g., family members, caregivers) who reside in the child's home; sometimes used as a synonym for the first language, primary language or native language.
Home Language Survey
The home language survey shall be used to establish the student's language classification for determining whether the district is required to provide a bilingual education or English as a second language program. If the response on the home language survey indicates that a language other than English is used, the student shall be tested in accordance with §89.1225, relating to Testing and Classification of Students.
Language Objectives
The lesson's language objective explain how the student will demonstrate knowledge of the academic content using language skills of listening, speaking, reading and or writing.
Languages Other Than English (LOTE)
Languages Other Than English; division of the Texas Education Agency that coordinates the development of the TEKS and all instructional activities in foreign language programs.
Language Proficiency Assessment Committee (LPAC)
The LPAC is charged with reviewing all pertinent information on all identified limited English proficient (LEP) students upon their initial enrollment and at the end of each school year. Districts are required to have on file policy and procedures for the selection, appointment, and training of members of the LPAC.
Limited English proficiency student
A student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary classwork in English. The term LEP and English language learners (ELLs) are used interchangeably.
Linguistically Accommodated Testing (LAT)
The LAT process was designed for LEP-exempt recent immigrant English language learners (ELLs) in response to federal assessment and Adequate Yearly Progress (AYP) accountability requirements. LAT procedures have been implemented gradually for tests in federally required grades and subjects.
Linguistic Learning Environment
The linguistic learning environment focuses on instructional techniques and linguistic accommodations that help students develop social and academic language.
BILINGUAL AND ENGLISH AS A SECOND LANGUAGE PROGRAM
Local Educational Agencies (LEAs)
A public school district, open enrollment charter school, or regional education service center.
Multilingualism
The ability to speak more than two languages; proficiency in many languages (TESOL, 1997).
Performance Based Monitoring Analysis System (PBMAS)
The PBMAS is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas (bilingual education/English as a second language, career and technical education, special education, and certain Title programs under the No Child Left Behind Act).
Project Share
Project Share is a portal through which teachers and students can communicate, collaborate, and access 21st century digital content. Project Share leverages several technology platforms to provide multiple levels of access and flexibility for educators and students across the state.
Public Education Information Management System (PEIMS)
The PEIMS encompasses all data requested and received by TEA about public education, including student demographic and academic performance, personnel, financial, and organizational information.
Response to Intervention (RtI)
RtI is the practice of meeting the academic and behavioral needs of all students through high quality instruction and scientific research-based tiered interventions, frequent monitoring of student progress, and application of student response data.
Scaffold
Providing instructional support/guidance in such a way that students transition from a state of dependence on the teacher to independence.
Sheltered English Instruction
An approach in which students develop knowledge in specific subject areas through the medium of English, their second language; teachers adjust the language demands of the lesson in many ways, such as modifying speech rate and tone, using context clues and models extensively, relating instruction to student experience, adapting the language of texts or tasks and using certain methods familiar to language teachers (e.g., demonstrations, visuals, graphic organizers or cooperative work) to make academic instruction more accessible to students of different English proficiency levels (TESOL, 1997).
Structured English immersion
All students in the program are English-language learners, usually, though not always, from different language backgrounds; they receive instruction in English, with an attempt to adjust the level of English so subject matter is comprehensible; typically, there is no native language support (August and Hakuta, 1998).
Texas Administrative Code (TAC)
The TAC is a compilation of all state agency rules in Texas. These rules are collected and published by the Office of the Secretary of State. There are 16 titles in the TAC. Each title represents a subject category, and related agencies are assigned to the appropriate title. State Board of Education and commissioner of education rules are codified in the TAC under Title 19, Education, Part 2, Texas Education Agency. State Board for Educator Certification rules are codified in the TAC under Title 19, Education, Part 7, State Board for Educator Certification.
Texas Education Code (TEC)
The TEC is a set of the state statutes (laws) governing public education in Texas. It applies to all educational institutions supported in whole or in part by state tax funds, unless specifically excluded by the code. The TEC directs the goals and framework of public education in Texas. It is established by the Texas Legislature.
Texas English Language Proficiency Assessment System (TELPAS)
TELPAS assesses the English language proficiency of K–12 ELLs in four language domains— listening, speaking, reading, and writing. English language proficiency assessments in grades K–12 are federally required to evaluate the progress that ELLs make in becoming proficient in the use of academic English. The assessment components for grades K–1 and 2–12 differ in the following ways:
Grades K–1: TELPAS includes holistically rated listening, speaking, reading, and writing assessments based on ongoing classroom observations and student interactions.
Grades 2–12: TELPAS includes multdiple-choice reading tests, holistically rated student writing collections, and holistically rated listening and speaking assessments. The listening and speaking assessments are based on ongoing classroom observations and student interactions.
Texas Essential Knowledge and Skills (TEKS)
The TEKS are the state standards for what students should know and be able to do from prekindergarten through high school.
Transitional Bilingual Program/Early Exit
A bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than two or later than five years after the student enrolls in school.
Transitional Bilingual Program/Late Exit
A bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English only instruction not earlier than six or later than seven years after the student enrolls in school.
Exit/Reclassification/Transfer
These words are used interchangeably when referring to the exiting of a student's "LEP Status". | <urn:uuid:c4645bbe-f7b8-4951-b90b-9a907c38d2d8> | CC-MAIN-2019-26 | http://www.elltx.org/docs/glossary.pdf | 2019-06-25T05:48:14Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00062.warc.gz | 231,305,301 | 2,863 | eng_Latn | eng_Latn | 0.992023 | eng_Latn | 0.992647 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2844,
5320,
8018,
10443,
13069,
15825
] | [
2.09375
] | 1 | 0 |
Jones Dairy Elementary
Cruising Cars Courier
In Second Grade We Are Learning!
I can't believe that we are in the final quarter of this school year! This year has blown by so quickly, but we still have lots to accomplish before the end of the year.
In math, we are continuing with the linear measurement unit that we began before tracking out. Students have been estimating and using traditional and metric measurements (MD.1, MD.2, MD.3). It is important for your child to know that there are 12 inches in a foot, three feet in a yard, 36 inches in a yard, and 100 centimeters in a meter. We will begin to work on solving measurement word problems (MD.5) before completing an assessment the week of April 15th. Our next unit will be on data and solving two-step word problems (OA.1, MD.10). Yesterday, the students completed a timed subtraction fluency test (NBT.5) and I was so pleased to see that nearly every child showed growth! I know you have been working hard with your child at home on this fact fluency and the evidence is in the results! Thank you so much for your support and please keep working, as I will be dropping the time allotted on the test.
In reading, we are working with non-fiction texts at the beginning of this quarter. We will be working to explain how details in the text help to support the author's main points (RI2.8). We will also be working to describe the connections between a series of historical events, scientific ideas, or steps in a technical text (RI2.3). This corresponds very well with our current science unit on life cycles (2.L.1).
As I am sure you have heard by now, our painted lady caterpillars arrived a week early on Monday! The children were so excited to prepare a habitat for their caterpillars in the classroom. We will be learning all about the life cycle of the painted lady butterfly and getting to watch it in action!
In writing, we are working on opinion writing through writing persuasive reviews (W2.1). The children will be reading various reviews of restaurants, movies, books, and even local attractions. They will also spend time writing their own reviews.
Cruising Cars Schedule
| 7/9-7/26 10/1-10/19 1/2-1/25 4/1-4/19 | Music | Media | PE | Art |
|---|---|---|---|---|
| 7/27-8/17 10/22-11/9 1/28-2/15 4/22-5/19 | Media | Art | PE | Music |
| 8/20-9/7 11/12-12/5 2/18-3/8 5/10-6/4 | Art | Music | PE | Media |
April 8, 2019 Track 1, Second Grade
Single Subject Acceleration (SSA)
Please note that the nomination window for track 1 parents to nominate their child for Single Subject Acceleration is April 15thApril 29th. The testing window for track 1 students who have been nominated will be from May 7th-13th. No late nominations can be accepted. If you have any additional questions about SSA, please refer to the FAQ page on the following website:
HTTPS:// WWW.WCPSS.NET/ PAGE/3799
Important Information & Dates:
- All Economics Store projects are due tomorrow, Friday, April 5th. Please note that no late projects will be accepted.
- Report cards will be sent home with your child tomorrow (4/5/19). Please sign and return the envelope only.
- Your child's realistic fiction writing piece from third quarter will be sent home in your child's homework folder today. Please sign the writing rubric, and return both the rubric and the writing itself.
- Please note that JDE Family Night will be at Milton's on Monday, April 8th from 5:00-10:00
- Third Graders will be having a Change War on Tuesday, April 30th. The money will be donated to help Ms. Munsey's Rotary Club provide clean drinking water in Nacaragua.
- This year's Field Day for track 1 will be on Tuesday, April 30th beginning at 9:30.
-
Yearbooks are on sale NOW at Yearbookforever.com! Order now! $29 til 5/4. If you need assis-
tance, contact email@example.com. | <urn:uuid:1521f827-8f9f-400e-992f-5ea006d54fc0> | CC-MAIN-2019-26 | http://cruisingcars.weebly.com/uploads/3/8/8/9/38890531/4-10-19.pdf | 2019-06-25T06:50:20Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00064.warc.gz | 41,455,164 | 994 | eng_Latn | eng_Latn | 0.999359 | eng_Latn | 0.999359 | [
"eng_Latn"
] | false | docling | [
3833
] | [
2.3125
] | 1 | 0 |
Notes for Parents
Addition
Addition vocabulary: Add, plus, together, total, sum, increase, more, altogether.
To add successfully, children need to be able to:
- recall all addition pairs to 9 + 9 and complements in 10;
- add multiples of 10 (such as 60 + 70) or of 100 (such as 600 + 700) using the related addition fact, 6 + 7, and their knowledge of place value;
- add mentally a series of one-digit numbers, such as 5 + 8 + 4;
- partition two-digit and three-digit numbers into multiples of 100, 10 and 1 in different ways.
Written Methods for Addition of Whole Numbers
Stage One: The Empty Number Line
Method
The mental methods that lead to column addition generally involve partitioning, e.g. adding the tens and ones separately, often starting with the tens. Children need to be able to partition numbers in ways other than into tens and ones to help them make multiples of ten by adding in steps.
Example
Steps in addition can be recorded on a number line. The steps often bridge through a multiple of 10. Example :
The empty number line helps to record the steps on the way to calculating the total.
Stage Two: Partitioning
The next stage is to record mental methods using partitioning. Add the tens and then the ones to form partial sums and then add these partial sums.
Record steps in addition using partitioning:
Partitioning both numbers into tens and ones mirrors the column method where ones are placed under ones and tens under tens. This also links to mental methods.
Partitioned numbers are then written under one another:
www.groveparkprimary.co.uk
Method
Stage Three: The Column Method
Example
In this method, recording is reduced further. Carried digits are recorded below the line, using the words 'carry ten' or 'carry one hundred', not 'carry one'. Later, extend to adding three two-digit numbers, two three- digit numbers, numbers with different numbers of digits and decimal numbers.
Column addition remains efficient when used with larger whole numbers and decimals. Once learned, the method is quick and reliable.
Revision Sites
The following websites can be used to revise the four operations.
http://uk.ixl.com/
http://www.woodlands-junior.kent.sch.uk/maths/ http://www.bbc.co.uk/schools/ks2bitesize/maths/
http://www.crickweb.co.uk/ks2numeracy.html http://www.compare4kids.co.uk/maths.php | <urn:uuid:20531307-9e78-42dd-b8ce-1950dde9b641> | CC-MAIN-2019-26 | https://www.groveparkprimary.co.uk/docs/Methods_for_Addition.pdf | 2019-06-25T06:43:12Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00062.warc.gz | 743,026,214 | 536 | eng_Latn | eng_Latn | 0.997229 | eng_Latn | 0.99738 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1584,
2346
] | [
3.984375
] | 1 | 1 |
UOW College Hong Kong / Community College of City University Student English Enhancement Unit (SEE U)
Daily English Practice
Week 6
#27 From hangry to mansplain: spend a little 'me time' with the latest OED update
Skills/ Objectives: Reading and Writing
PART 1: Before you read…
Preparatory questions
1. Have you heard of the word 'hangry'? What is the meaning of it? Where did you learn this word? Do you feel hangry? When?
2. Do you want to have some 'me time'? In what situations? Why?
Vocabulary
1. Needlessly (adverb): unnecessarily
2. Overbearingly (adverb): too confident to tell other people what to do; bossy
3. Patronizing (adjective): speaking or behaving in a way that shows you are more important or smarter than someone
4. Chauvinistic (adjective): Men who believe that men are more important than women
5. Colloquially (adverb): Used in informal conversations
6. Connotation (noun): an additional idea or feeling that a word suggests to you, although it may not be a part of the word's meaning
PART 2: Article
The Oxford English dictionary has added new word entries such as mansplain, hangry, and me time.
From hangry to mansplain: spend a little 'me time' with the latest OED update (click the link read the article)
https://blog.oxforddictionaries.com/2018/01/30/oed-new-words-mansplain-hangry-snowflake/
(Source: Oxford dictionaries)
PART 3: Let's discuss!
1. Were you surprised that there are new words added to dictionaries?
2. From the article, what have you learnt about the creation of new words?
3. What is your favourite word from the article? Why?
4. Have you learnt any new words on social media? What are they? What are the meanings of the words?
PART 4: Writing
Try to write some sentences with the new words that you learnt in this article (mansplain, hangry, me time, selfy)
PART 5: Learn further
1. Top 5 dictionary apps for English learners
This article suggests five English dictionary apps for learners. https://yp.scmp.com/go-to-gurus/advice/article/110269/top-5-dictionary-apps-englishlearners
2. Covfefe? Hea? Splungerler? What word would you add to the English language? Readers of the Young Post share a word that they would like to add to the English language. What is your favourite one? Which word would you like to add to the language? https://yp.scmp.com/junior-reporters/top-10/article/106445/covfefe-hea-splungerler-whatword-would-you-add-english
Prepared by Dr. Cherry Chan | <urn:uuid:2208927f-9a08-4efb-b909-b44a13371199> | CC-MAIN-2019-26 | https://www.uowchk.edu.hk/seeu_main/seeu_main_daily_english_practice_027.pdf | 2019-06-25T06:22:28Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00066.warc.gz | 941,275,125 | 613 | eng_Latn | eng_Latn | 0.991099 | eng_Latn | 0.995317 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1691,
2445
] | [
3.5625
] | 1 | 1 |
Anti-Racism Activity: 'The Sneetches'
Grade Level K-2, 3-5
Objectives
- Students will experience discrimination and develop a sense of fairness and equity.
- Students will apply literature to real life experiences.
- Students will become empowered to take responsibility for their environment.
Materials
- The Sneetches by Dr. Suess (Random House, ISBN# 9780394800899, $14.95)
- Green construction paper, sticky dots, or washable marker
- Safety pins
Time: Varied, with more time allowed for older students
Perspective
Before conducting this activity, educators may want to discuss historical information about racism and diversity issues. In the story The Sneetches, written by Dr. Seuss, yellow bird-like creatures take students on an adventure where green stars become the symbol of discrimination and privilege. After reading the story aloud, let students participate in the following activities that can be adapted with or without the story.
A special note on the simulation activity: The simulation exercise included here can help children understand the emotional impact of unfair practices. The follow-up activity on discrimination helps ensure that students understand that the goal is to change those practices, not the characteristics that make us different from one another.
Suggested Procedures
Read The Sneetches aloud as a whole class or in small groups.
Make a class list of class privileges, i.e. lining up first, extra points for tasks, homework passes, extra center time.
Divide the class into two groups by assigning students odd/even numbers .Half the class wears a green star or dot, using paper or a washable marker.
The group with green stars/dots is granted the privileges on the class list.
Allow an extended time for all students to have time in each group; those privileged with stars and those without stars or privileges.
Students discuss The Sneetches and students' experiences in small groups:
- How do the Star-Belly Sneetches look? How do the Plain-Belly Sneetches look?
- How is the language different for plain and Star-Belly Sneetches?
- When you were without a star, how did you feel about classmates with stars?
- What kinds of things do we use as "stars" that make people feel special?
- What makes you feel like a Plain-Belly Sneetch, a Star-Belly Sneetch?
- What feelings did you have during the class activity?
- What lessons did you learn?
- List three actions you will take to help everyone feel like they belong.
Small groups share reflections and action ideas with the whole class.
Building on the action ideas from small group discussions, the class should brainstorm and make a list of suggestions for ending discrimination in the class or school, e.g. stop teasing. Discrimination can be defined as "unfair treatment of a person or a group."
Challenge the class to put their class list into practice and work to end discrimination.
Assist students in pairing with a classmate that is outside their usual circle of friends.
The pairs become "Fairness Teams" for several days and keep a journal of ways that they -- or others they observe -- help end discrimination.
Allow a brief time each day for teammates to share their experiences and discuss journal entries.
After several days, the whole class meets and discusses the journal entries. Each Fairness Team reflects on what they learned about putting an end to discrimination.
Encourage students to set goals for extending the activity to their homes and communities.
Team reflections and assessments can be an ongoing activity.
https://www.tolerance.org/classroom-resources/tolerance-lessons/antiracism-activity-the-sneetches | <urn:uuid:c91bb79f-dfbc-4820-93f4-e6bc53caf61c> | CC-MAIN-2019-26 | https://ecatholic-sites.s3.amazonaws.com/15206/documents/2017/9/Grade%20Level%20K-2-5.pdf | 2019-06-25T05:28:34Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00066.warc.gz | 414,871,118 | 742 | eng_Latn | eng_Latn | 0.99729 | eng_Latn | 0.997459 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1652,
3655
] | [
4.9375
] | 1 | 1 |
Inclusion of Children with Special Needs in Early Childhood Services
December 2012
Foreword
The Education Review Office (ERO) is an independent government department that reviews the performance of New Zealand's schools and early childhood services, and reports publicly on what it finds.
The whakataukī of ERO demonstrates the importance we place on the educational achievement of our children and young people:
Ko te Tamaiti te Pūtake o te Kaupapa The Child – the Heart of the Matter
In our daily work we have the privilege of going into early childhood services and schools, giving us a current picture of what is happening throughout the country. We collate and analyse this information so that it can be used to benefit the education sector and, therefore, the children in our education system. ERO's reports contribute sound information for work undertaken to support the Government's policies.
All children should have the opportunity to participate in early childhood education, including children with special needs. Not only do these children have the right to take part in early childhood education, the education and care they receive should be inclusive. ERO recently evaluated how well early childhood services included children with special needs. This report presents the findings from that evaluation. It also discusses what it means to be inclusive, some of the challenges facing services and areas for improvement.
Successful delivery in education relies on many people and organisations across the community working together for the benefit of children and young people. We trust the information in ERO's evaluations will help them in their work.
Dr Graham Stoop Chief Review Officer Education Review Office
December 2012
1
Contents
Overview
A Government priority is that every child has the opportunity to participate in early childhood education (ECE). This Education Review Office evaluation of how well early childhood services include children with moderate to severe special needs supports this priority.
ERO undertook this evaluation in 268 early childhood services (ECS) reviewed in Terms 3 and 4, 2011. Just over a third of services (104) had children with moderate to severe special needs 1 enrolled. The evaluation focused on the following questions:
- How well do transitions ensure the continuing wellbeing, learning, and development of children with moderate to severe special needs?
- To what extent are children with moderate to severe special needs supported to be confident and capable learners?
- How inclusive is the service of children with moderate to severe special needs?
Nearly all of the 104 services were very inclusive (44 percent) or mostly inclusive (49 percent) of children with special needs. The main characteristics of very inclusive services included:
- believing that children with special needs were capable and confident learners
- having and practising very inclusive processes and practices
- accessing and providing additional support as appropriate
- working collaboratively with parents and key professionals from other agencies.
Carefully managed transitions into, within, and from almost all services (97 percent) ensured the continuing wellbeing, learning and development of children with special needs. Similarly, ERO found children with special needs were well supported to be confident and capable learners at 91 percent of services. In these services, educators knew the child and their strengths and interests. They had also developed positive relationships with the child and their whānau. Appropriate programmes had been developed collaboratively that allowed children with special needs to equitably take part in all activities and access resources. Specialists and educators worked together to share information and strategies to work with children with special needs. Assessment showed children with special needs as confident and capable learners.
In the few services found to be less inclusive, (seven percent) it was not a lack of the right attitude that limited quality. Rather it was a lack of shared understanding, knowledge of strategies, and pedagogy to adapt programmes, as well as limiting physical environments. ERO found that in these services the overall quality of teaching for all children was poor.
Regardless of the service's inclusiveness, ERO found little self review related to the progress of children with special needs in most services. Only a few services
1 Referred to as 'children with special needs' for the remainder of the report.
undertook self review that focused on outcomes for children with special needs. In most cases self review was informal and spontaneous.
In the 164 services that did not currently have children with moderate to severe special needs enrolled, ERO evaluated how well placed the services were to enrol this group of children. If services had enrolled children with special needs in the past, ERO discussed successes and challenges. ERO found that most of these services were well placed to enrol children with special needs.
ERO also found that regardless of the level of inclusiveness, services faced challenges in transitioning and supporting children with special needs. These included working collaboratively with parents who may be reluctant to acknowledge their child had a special need or were previously unaware of it. Difficulties with making referrals and accessing funding and support were also highlighted. Some services were better placed than others to successfully address these challenges.
It is pleasing to see that leaders and educators in the majority of services have the positive attitudes and practices needed to fully support children with special needs during transitions and in their learning and development. However, it is now time for services to extend their self review to better understand and plan for practices and programmes that result in positive outcomes for children with special needs.
Next steps
ERO recommends that the Ministry of Education reviews:
- how it works with all services to facilitate processes for services making referrals and seeking funding
- the provision of education support workers.
ERO recommends that managers and educators of early childhood improve their:
- shared understanding of inclusion
- knowledge of appropriate strategies for including children with special needs
- shared understanding of pedagogy so adaptations to programmes are appropriate.
ERO recommends that managers also undertake self review of outcomes of programmes for children with special needs and, in particular, focus on:
- recording processes, including those for individual education or development plans
- reviewing individual education or development plan outcomes
- expanding educators' understanding of inclusion through professional development and learning.
Introduction
This report presents the findings of ERO's evaluation of how well early childhood services included children with special needs. It presents information about services with these children enrolled, as well as about services that do not currently have children with special needs enrolled.
Success for All in early childhood
A Government priority is that every child has the opportunity to participate in early childhood education (ECE). The goal is to increase the participation, and the quality of participation, in early childhood education for groups with traditionally low participation rates, including children with special education needs. The Ministry of Education (the Ministry) describes a child with special educational needs as a child who needs extra support because of "a physical disability, a sensory impairment, a learning or communication delay, a social, emotional or behavioural difficulty, or a combination of these." 2
The Ministry of Education's Success for All policy actively promotes inclusion for all children in both schooling and early education settings. In its Statement of Intent 2010-2015, 3 the Ministry of Education stated:
Children with special education needs have difficulty actively participating in regular ECE settings without appropriate support. Many of these children will start school at a disadvantage to their peers. We need to increase participation rates for these groups while maintaining high quality ECE provision for all. (p11)
As part of this focus, the Ministry will:
…work with ECE providers, families, whānau and communities [and health agencies]… to ensure we identify and respond early to children with special education needs. We will work with those communities to ensure that our Early Intervention services for children with special education needs are promoted and delivered appropriately. (p14)
The Ministry expects early childhood services to provide inclusive education and care for children with special needs. It describes inclusion in an early childhood service as every child being valued as a unique individual and supported to be fully involved in all aspects of the curriculum. Including Everyone, Te Reo Tātahi, Meeting Special Education Needs in Early Childhood 4 describes inclusion as:
- an ongoing process rather than a result
2 Retrieved 27 April 2011.
http://www.minedu.govt.nz/Parents/YourChild/SupportForYourChild/ExtraSupport/EarlyInterventionS ervicesAndSupport.aspx
4 Ministry of Education (2000) Including Everyone, Te Reo Tātaki, Meeting Special Education Needs in Early Childhood. Wellington: Ministry of Education: p10.
3 Ministry of Education (May 2010) Statement of Intent 2012-2015. Wellington: Crown.
- a journey towards responsive, reciprocal relationships
- encompassing attitudes, resources, participation and curriculum.
The Ministry of Education, Special Education (Special Education) provides services to children who have been identified in their early years as having special education needs. These services are specific to the individual child's needs, with the overall aim of enabling them to participate in ECE and preparing them to transition into school.
New Zealand's early childhood curriculum, Te Whāriki, 5 states that the curriculum assumes the care and education of children with special needs will be encompassed within the principles, strands and goals set out for all children in early childhood settings. It is expected that an Individual Programme (IP) will be developed for children with special needs.
The Human Rights Act 1993 prevents discrimination in enrolment, stating that it is unlawful for an educational establishment to discriminate on the grounds of disability, unless they cannot reasonably provide special services or facilities. 6 Once services have a child with special needs enrolled, they must meet their obligations under the licensing regulations and obligations that apply to them. In particular, the Education (Early Childhood Services) Regulations 2008 require every licensed service provider to:
- plan, implement, and evaluate a curriculum that is designed to enhance children's learning and development through the provision of learning experiences and that is consistent with the curriculum framework prescribed by the Minister
- make all reasonable efforts to collaborate with the parents, and where appropriate, the family or whānau of the enrolled children in relation to the learning and development of, and decisions making about, those children
- obtain information and guidance from agencies with expertise in early childhood learning and development to support the learning and development of enrolled children, and work effectively with parents, and where appropriate the family or whānau. 7
Inclusive education in early childhood education
Recent New Zealand research about including children with special needs in early childhood education highlights current thinking about inclusive practices as well as identifying barriers to inclusiveness.
What is inclusion?
Inclusion begins with recognising that all children and their families have the right to access high quality early childhood education. This right is not affected by disability. Inclusive practices are intended to identify and remove barriers to full acceptance, participation and learning for all children. Inclusion recognises that many challenges
5 Ministry of Education, (1996). Te Whāriki, He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Wellington: Ministry of Education: p11.
7 Source: Regulation 43, Education (Early Childhood Services) Regulations 2008.
6 Source: s21, s57-60 Human Rights Act 1993.
associated with disability are embedded in socio-cultural attitudes and practices. Inclusive practices aim to alter policy, organisation, structure and pedagogy so children with special needs can take their rightful place as full and valued members of their education communities. Inclusion does not entail a one-size-fits-all "mainstream" approach, 8 but seeks to recognise and respond to diversity, without isolating children with special needs and removing them from everyday activities at the service. Inclusive practices allow educators to "support individual needs within the regular context." 9 Inclusive educators think about the child as a learner. 10
What does inclusion look like?
In ECE, inclusion involves educators taking steps towards actively identifying barriers to learning and participation, and adapting aspects of their practice to resolve these. 11 This might involve altering the physical environment to facilitate inclusion, or using teaching approaches not typically found in education settings, for example, sign language. The aim is to not only help children with special needs take part in the regular activities, but also challenge negative attitudes toward disability.
Recent research about ECE providers in New Zealand has characterised successful services as ones where staff "were not simply tolerating or accommodating [children with special needs and their whānau] but communicating an ethos of equality, fairness and providing a service underpinned by the principles of inclusion and provision of a quality education for all." 12 Rather than viewing disability as the defining feature of the child's experience and identity, high quality inclusive education involves seeing all children as children first and foremost. An educator interviewed in a research project exemplifies this attitude: "You don't think of them as special needs. They're just part of the group." 13 To think this way, educators need more than an acceptance of an inclusive philosophy. They also need knowledge of inclusive practices. 14
An important part of this process of creating an inclusive environment is to develop collaborative relationships within a community of practice, made up of educators,
8 Higgins, N., MacArthur, J., & Morton, M. (2008) Winding back the clock: the retreat of New Zealand inclusive education policy. New Zealand Annual Review of Education 17, 145-166. p146.
10 Dunn, L. (2008) Perceptions of inclusive early intervention. Parents, early childhood teachers, speech-language therapists, early intervention teachers and education support workers describe their understandings and experience of their shared task. New Zealand Research In Early Childhood Education Journal, 17, 19-32.
9 Corbett, J. (2001) Supporting inclusive education: A connective pedagogy. London: Routledge Falmer. Cited in Stark, R., Gordon-Burns, D., Purdue, K., Rarere-Briggs, B., & Turnock, K. (2011) Other parents' perceptions of disability and inclusion in early childhood education: implications for the teachers' role in creating inclusive communities. He Kupu The Word, 2, 4, 4-18. p5.
11 Purdue, K. (2006) Children and disability in early childhood education: "special" or inclusive education? Early Childhood Folio 10, 12-15.
13
12 Gordon-Burns, D., Purdue, K, Rarere-Briggs, B., Stark, R., & Turnock, K. (2010) Quality inclusive early childhood education for children with disabilities and their families. International Journal of Equity and Innovation in Early Childhood, 8,1, 53-68. p56.
Purdue, K. (2009) Barriers to and facilitators of inclusion for children with disabilities in early childhood education. Contemporary Issues in Early Childhood 10, 2, 133-143. p136. 14 Cullen, J. (2000) Early intervention: an inclusive approach. In D. Fraser, R. Moltsen, & K. Ryba (Eds) Learners with Special Needs in Aotearoa New Zealand (2 nd Ed). Palmerston North: Dunmore, 211-236.
specialists, and parents and whānau that support one another in promoting inclusion. 15 In particular, "it is important that parents of children with special needs are viewed as experts [about] their children, and are thus treated as equal and valued members of the 'teaching' team." 16 Parents of other children at the service also have an important role, as their acceptance and valuing of children with special needs is vital to the full sense of community and inclusive participation.
What barriers are there to inclusion?
Despite the principles of inclusion underlying legislation and policy and its inherent presence in Te Whāriki, research suggests that inclusion in actual practice varies widely from service to service. 17 Children with special needs are often seen as requiring special education separate to the mainstream. This limits their attendance and full participation in the regular life of the service. Separation gives rise to a number of barriers to inclusion, including hostility from other children's parents, resourcing issues, and a lack of knowledge about how to include children with special needs.
Research indicates that some parents of children who attend services where there are children with special needs enrolled held the view that "if children with disabilities were deemed to be too different, too difficult or too disabled to teach, or their participation in centres was seen as interfering with the learning of other children, and as taking up time, money or attention from the deserving 'normal' children, then their enrolment, attendance and participation in early childhood education should be questioned." 18 Such attitudes can present a very significant deterrent to children with special needs and their families' sense of belonging and acceptance.
Some services in research studies considered themselves insufficiently resourced to provide the kinds of intervention necessary for effective inclusion. In this case, the attendance of children with special needs was seen as a resourcing issue rather than a human rights issue. Researchers have suggested that some services use resourcing as an excuse to exclude children with special needs who they would prefer not to teach. 19 However, there is also acknowledgement of external constraints by researchers who state that evidence "highlights the facts that inadequate resourcing, especially funding... is one of the main barriers to inclusion." 20
15 Purdue, K. (2009) Barriers to and facilitators of inclusion for children with disabilities in early childhood education. Contemporary Issues in Early Childhood 10, 2, 133-143.
17 Purdue, K. (2009) Barriers to and facilitators of inclusion for children with disabilities in early childhood education. Contemporary Issues in Early Childhood 10, 2, 133-143. p133.
16 Gordon-Burns, D., Purdue, K, Rarer-Brigs, B., Stark, R., & Turnock, K. (2010) Quality inclusive early childhood education for children with disabilities and their families. International Journal of Equity and Innovation in Early Childhood, 8,1, 53-68. p 61.
18 Purdue, K. (2009) Barriers to and facilitators of inclusion for children with disabilities in early childhood education. Contemporary Issues in Early Childhood 10, 2, 133-143. p135. See also Fourie, A. (2010) Who will look after my child? The complexities of working with families of children with special needs. Early Education, 48 Spring/Summer, 14-17.
Purdue, K. (2009) Barriers to and facilitators of inclusion for children with disabilities in early childhood education. Contemporary Issues in Early Childhood 10, 2, 133-143. p139. 20 Gordon-Burns, D., Purdue, K., Rarere-Briggs, B., Stark, R. & Turnock, K. (2012) Key factors in
19
creating inclusive early childhood settings for children with disabilities and their families. Gordon-Burns, D., Gunn, A., Purdue, K. & Surtees, N. (Eds) Te Aotūroa Tātaki Inclusive early
7
Even when these tangible barriers were not present, researchers say educators sometimes lacked an understanding of how to effectively adapt their environment and pedagogy to be inclusive. This can lead, for example, to 'velcroing', 21 whereby education support workers (ESW) attach themselves to children with special needs, which works against inclusive measures and can isolate these children. Educators may also abdicate their responsibilities to ESWs, and fail to interact effectively with children with special needs. 22
Research about inclusiveness in New Zealand early childhood services highlights the need for educators to go beyond an inclusive philosophy to inclusive action that ensures all educators have appropriate knowledge and strategies to be inclusive of children with special needs and their whānau.
Education support workers
The Ministry funds the employment of education support workers (ESW) through either their Special Education or a small number of providers. 23 ESWs work alongside educators to support the inclusion of children with the highest needs. ESWs work under the guidance of an early intervention specialist, and as part of a team of parents, whānau, specialist education practitioners, educators, and health professionals. This team works together to develop an IP to support the inclusion of the child in the service.
Ministry-funded ESW time is additional to other adult support available from an early childhood service, and any specialist staff involved. The maximum funded hours are 15 per week. ESWs are not funded during the school holidays. They are not intended to replace the role of the educator, nor provide fulltime one-to-one support for children. The level of support needed for the child to be included in the service is negotiated between the Ministry, the service, the parents, whānau and aiga. The Ministry is currently developing national criteria for this decision-making process. 24
childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand Wellington: NZCER, 155-174: p168.
.
21 Gordon-Burns, D., Purdue, K, Rarer-Brigs, B., Stark, R., & Turnock, K. (2010) Quality inclusive early childhood education for children with disabilities and their families. International Journal of Equity and Innovation in Early Childhood, 8,1, 53-68. p 58.
23 CCS Disability Action, Champion Centre, Conductive Education, McKenzie Centre, Ohomairangi Trust, and Wellington Early Intervention Trust. Occasionally, ESWs may also be employed directly by an early childhood service.
22 Macartney, B. (2008) "If you don't know her, she can't talk": noticing the tensions between deficit discourses and inclusive early childhood education. Early Childhood Folio, 12, 31-35. And Purdue, K. (2009) Barriers to and facilitators of inclusion for children with disabilities in early childhood education. Contemporary Issues in Early Childhood 10, 2, 133-143.
24 Information for this section comes from the Ministry of Education's draft National ESW Guidelines (2012) and from discussions with Ministry personnel.
Methodology
ERO's framework for evaluation
ERO gathered information during regular education reviews in services during Terms 3 and 4, 2011. Where children with moderate to severe special needs were currently enrolled, reviewers collected information in response to the following key questions:
- How well do transitions ensure the continuing wellbeing, learning, and development of children with moderate to severe special needs?
- To what extent are children with moderate to severe special needs supported to be confident and capable learners?
- How inclusive is the service of children with moderate to severe special needs?
Appendix One includes investigative prompts used in the evaluation, which may be used for services' own self review.
In services where no children with moderate to severe special needs were currently enrolled, ERO asked whether these services had previously enrolled children with special needs, or been asked to do so but had not. When services had previously enrolled or been asked to enrol children with moderate to severe special needs, ERO asked managers and educators about their successes and/or challenges. Where they had not been asked to enrol children with special needs previously, ERO talked with managers and educators to determine how well placed the service was to be inclusive if asked to do so in the future.
ERO also asked Special Education staff and advocates from disability action groups to comment on anecdotal evidence they had received from parents about their children's inclusion in services. They were asked to comment on the following:
- information about services saying they cannot enrol a child with special needs
- limits placed on attendance by children with special needs
- parents' involvement in planning for their child's learning at the service
- the inclusion of children with special needs by other parents and children and the development of positive relationships.
Data collection
During each service's review, ERO collected information from a variety of sources including:
- discussions with managers and educators at the service
- informal discussions with parents, whānau and aiga of children with moderate to severe special needs
- observations of interactions between parents, whānau and aiga of children with moderate to severe special needs and educators
- documentation related to the operation of the service and to the learning of children with moderate to severe special needs.
Data for this evaluation was gathered from 268 services reviewed in Terms 3 and 4, 2011. More information about the sample is in Appendix Two. All data was collected by ERO review officers in the normal course of their review activities. ERO's Approach to Reviews in Early Childhood Services (Draft) 2012 sets out the process for education reviews. 25
The term 'educator' as used in this report includes teachers (qualified and registered) and parent educators. ERO's evaluation focused on children with moderate to severe special needs and this group of children are mostly, referred to as children with special needs in this report.
Findings
Including children with special needs
What did ERO ask?
How inclusive is the service of children with moderate to severe special needs?
What did ERO find out?
ERO made an overall judgement about each service's inclusiveness. Figure 1 shows that 44 percent of services were very inclusive of children with special needs, with a further 49 percent mostly inclusive. Seven percent of services were somewhat inclusive, and no services were not inclusive in any way. Kindergartens were over-represented in the group of services that had children with moderate to severe special needs enrolled when compared to the national sample. However, there were no statistically significant differences between service types and their inclusiveness. 26
Figure 1: Services' inclusiveness of children with special needs
25
26 Differences in ratings between the types of services were checked for statistical significance using a Kruskal-Wallis H test. The level of statistical significance for all statistical tests in this report was p<0.05.
See http://www.ero.govt.nz/Review-Process/For-Early-Childhood-Services-and-Nga-Kohanga-Reo/ERO-R eviews-of-Early-Childhood-Services/ERO-s-Approach-to-Reviews-in-Early-Childhood-Services-DRA FT-2012
Very inclusive services
The main characteristics of services that were very inclusive of children with special needs included:
- believing that children with special needs were capable and confident learners
- having and practising very inclusive processes and practices
- accessing and providing additional support as appropriate
-
working collaboratively with parents and key professionals from other agencies.
Mostly inclusive services
The main characteristics of services that were mostly inclusive were similar to the very inclusive group. However, some variability of practice often meant that inclusion was not as good including:
- a lack of documentation to help ensure a shared understanding across the service and sustainability of good practice
- limitations in the physical environment
- educators unable to fully meet the child's needs without ESW support due to adult:child ratios or lack of pedagogical knowledge
- poor adaptation of the curriculum.
Somewhat inclusive services
Services that were seen as only somewhat inclusive often had the right attitude to inclusion, but lacked the skills and knowledge to put this into practice. These services were characterised by a lack of procedures for identifying and celebrating children with special needs' strengths and interests. Overall, they could not show how well their programme supported children's learning and development and they needed to improve the quality of planning and assessment for all children rather than just for children with special needs.
Transitions
What did ERO ask?
How well do transitions ensure the continuing wellbeing, learning, and development of children with moderate to severe special needs?
ERO's focus was on transitions into and within the service, and transitions from the service to another service or school. ERO based its evaluative judgements around four sets of indicators: 27
- knowing the child's strengths and needs
- relationships with the child
- the physical environment
- self review that focused on the effectiveness of transitions.
What did ERO find?
As shown in Figure 2, transitions at almost all services ensured the continuing wellbeing, learning and development of children with special needs. Forty-eight percent transitioned children with special needs very well, and a further 49 percent transitioned them mostly well. Three percent of services were rated as transitioning children with special needs only somewhat well. There were no statistically significant differences between service types. 28
Knowing the child's strengths and needs
Forty-eight percent of services were judged as ensuring children's continuing wellbeing, learning and development very well during transitions. Adults at these services knew the child and their parents, whānau and aiga well. By listening and responding to parents' wishes and concerns, leaders in these services ensured that transitions were planned and responsive to individual needs, including flexibility in timing and the length of transition processes, with the child dictating the pace. They
27 See Appendix One for the individual indicators in each set.
28 Differences in ratings between the types of services were checked for statistical significance using a Kruskal-Wallis H test.
stated it was important to have continuous conversations with parents, whānau and aiga to be non-judgemental and supportive.
The child had come to the service after the parent had been asked to remove him from another service. The manager worked to ensure that the child was transitioned into the service in a sensitive and supportive manner. Staff made sure the child had a number of settling visits prior to commencing. They made contact with the agencies that had started to be involved in the child's life. The manager and head teacher made sure that the staff at the service were aware that they were enrolling a child that would need ongoing support.
When children with already identified special needs were transitioning into this group of services, a number of factors were identified as good practice. These included:
- leaders talking with whānau and aiga, and support agencies to gather information before the child started attending
- leaders and whānau and aiga talking about expectations and routines to ensure consistency between the service and the child's home
- the child and whānau/aiga visiting the service to build familiarity and relationships
- educators visiting the child's home to establish relationships
- educators adapting routines to help settle the child
- educators encouraging parents to stay with their child until the child felt settled
- services having a key educator responsible for leading the transition
- leaders sharing information about the child with other educators sensitively
- where appropriate, leaders liaising with other services that the child was either concurrently or previously enrolled
- in home-based services, managers undertaking an extensive matching process between child and whānau/aiga and educator to meet the child's needs.
Transition would not have been as successful for the continuing wellbeing, learning and development of the child without external support from appropriate ESW funding. Special Education has been very supportive during the transition with weekly phone calls and ongoing learning support. The services appreciated the speed at which access to funding and an education support worker was gained.
In cases where the child's special needs had not already been identified, services said good transition practices were important for parents to feel confident about sharing concerns about their child's development. Sharing of information meant leaders and educators could advocate on behalf of parents with agencies, such as Special Education, 29 to apply for funding and timely support.
29 Special Education has a national, regional and district role focused on strengthening the Ministry of Education's overall special education direction and providing special education services to children and young people with high and very high educational, social, behavioural, and communication needs.
Many of these good practices were also apparent in transitions within and out of services. Written transition plans, developed with parents, set out strategies for transitions between groups within the service/sessions, or to another service or to school. In particular, this group of services were proactive when children were transitioning to school, often helping with ORS 30 funding applications, contacting schools, planning meetings, preparing information, and accompanying the child and their whānau and aiga on school visits. In some cases, school teachers were invited to attend IP meetings to learn about the child's needs and to discuss strategies for working with the child.
The service has strong professional relationships with the school and has effective ways of communicating face to face through reciprocal visits, planned meetings, telephone calls, and sharing documentation. Staff from the school are invited to attend and participate in individual planning meetings at the service prior to the child's transition.
Many of the factors mentioned above were present in the 49 percent of services where transitions mostly ensured children's continuing wellbeing, learning and development. Educators were welcoming. Most services had appropriate processes and policies to ensure good transitions including talking sensitively with parents new to the service; collaborating with parents, whānau and aiga about transitions, and liaising effectively with schools. Many also had good relationships with other professionals and agencies working with the child.
However, ERO found variable practice in particular areas. Mostly this was in transitions where generic processes were apparent, especially transitions to school. Some of these services, while inclusive, did not document shared understandings of inclusive practices for educators and parents to use. In a few services, parent involvement in decision-making was variable. In one service, educators believed that management did not adequately access external funding and support to help them provide appropriate programmes and resources for children with special needs.
The continued wellbeing, learning and development of children with special needs during transitions was not ensured in three percent of services. These services were welcoming, but had no specific transition practices. Parents were informed about decisions made, but not included in conversations. Special Education help for providing appropriate resources and support was not adequately accessed. This lack of collaborative relationships places parents outside the teaching team, rather than as an equal and valued member. Involving parents, whānau and aiga in this way is essential to inclusive practice.
Relationships with the child
Good relationships between children with special needs and adults and other children in the service were seen as critical to ensuring successful transitions for children with special needs.
30 The Ongoing Resourcing Scheme (ORS) provides support for children with the highest level of need to help them join in and learn alongside other children at school.
In the services with very good transitions, educators strived to know the child and their strengths and needs, were aware of other professionals working with the child, and fostered good relationships between the child and other children and their parents.
In these services educators worked hard to maintain a positive and inclusive tone. All educators were involved in supporting the child and understanding their needs and strengths. To enable this collective responsibility, educators were involved in developing and using IPs to support the child, as well as, in some cases, undertaking professional learning and development (PLD) to implement strategies outlined in the IP. Educators also responded to parents' need to receive positive support and be listened to.
Educators modelled positive interactions with all children, and encouraged them to be inclusive. In these services, children with special needs had close relationships with the educators and other children. In some, assessment was used as a way to help other children understand the strengths and interests of children with special needs, as shown in the second extract below.
The educators talked with other children about this child's needs, which have heightened the children's level of understanding and tolerance.
The educators create photo books that star the child and that are shared with other children. These are positive ways of recognising their strengths and interests.
Educators were proactive in facilitating the ongoing success of children with special needs. They fostered manākitanga, and other children were accepting of children with special needs.
The head teacher related one occasion of physical bullying which was dealt with carefully but firmly. She spoke with the group of children responsible in a non-threatening way, praising them for telling her about the incident, then explaining why they should not harm someone. She also talked to the parents of this group so they knew what had happened and how the head teacher had dealt with it in a no-blame way. She had to tell the parents of the boy, which she found extremely difficult. She also used mat time to talk to the whole group about caring for others. This was handled sensitively and effectively.
Educators modelled appropriate and effective strategies to help other children engage with children with special needs and acknowledged them as competent learners who had strengths to build on.
Parents at many services with very good transitions acknowledged the educators' teamwork that ensured they knew and understood their child, and the work they did to advocate for them when working with key agencies. Most of these services had strong links with Special Education and the other professionals that worked with the child. They shared information and collaborated on strategies for working with the child.
Relationship development between service staff is a key to success, especially the relationship between the supervisor, parents, the child, the education support worker, and outside agencies (speech-, occupational- and physio-therapists). Educators acknowledge that if relationships and communication are not open, honest and regular this could prove a challenge for the service to ensure the continuing wellbeing, learning and development of the child.
There is a lot of ongoing face-to-face communication between the families and the teaching team. Information about the child, health needs, support services and development is shared in partnership. Families show a deep sense of trust in the educators and are confident to share information with them, and to seek support and advice. The educators are advocates for the child and the family in enquiring about and securing support services. Educators are experienced and have strong knowledge and connections in the local area to enlist specialist help.
In the services with mostly good transitions, collaborative planning with parents and agencies for IPs and learning about strategies and approaches helped the child in their learning and development. Most of these services also had good relationships with agencies and parents, with both formal and informal communication as appropriate. However, practices to help other children and their parents get to know and understand children with special needs were more variable. Less evident was the modelling of appropriate strategies to facilitate these relationships and to celebrate the child's strengths and interests so they and other children could develop positive relationships.
In the very few services with poor transitions, there was limited understanding of the need to use different strategies and approaches to help educators, parents, children and other professionals to develop positive relationships to ensure transitions were successful.
Physical environment
Transitions are eased when the environment is welcoming, respectful and inclusive. Services are also required to provide a physical environment that is appropriate to the abilities of the children attending. 31 In the services with good or very good transitions, educators were patient and understanding. A purposeful, supportive and nurturing tone was apparent. The layout of the physical environments in these services was appropriate, with ready access to resources. Services had installed equipment that was needed to facilitate inclusion such as ramps, handrails and the placement of furniture and resources.
31 Licensing Criteria for Early Childhood Education and Care Centres 2008 and Early Childhood Education Curriculum Framework, PF1.
Self review
Most services did not undertake self review of the impact of their transition practices on the inclusion of children with special needs and the outcomes for these children. In the small number of services that undertook self review focused on transitions for children with special needs this mainly centred on transitions to school. In half of these services, self review was informal and spontaneous as issues arose. Teachers were reflective about their practices, but had little or no documentation to refer to in the future. In the remaining few services, self review was ongoing and planned, as well as spontaneous. Educators, parents and specialists were involved in this self review through surveys and meetings. This overall lack of self review focusing on transitions for children with special needs hampers services' ability to provide a highly inclusive environment that successfully creates a community of practice for each child with special needs.
Challenges
This evaluation identified some challenges for services in effectively transitioning children with special needs to ensure their continued wellbeing, learning and development. The vast majority of challenges were identified by leaders at services, and clustered around the service provided by Special Education. Leaders commented on:
- funding delays after referral to, and assessment by, Special Education
- children who they viewed as requiring an education support worker (ESW) but not meeting Special Education funding criteria
- the deficit-based model for funding
- reductions in government funding that were then covered by the service
- funding for ESWs not provided for all the hours that the child attends
- ESWs not funded for school holidays, which for some children, limited their attendance due to a subsequent lack of support for their high needs
- lack of Special Education support during transition to school.
Other challenges identified included the availability of ESWs, and some parents' unwillingness to recognise their child's special needs. The comments below exemplify some of these challenges.
The biggest challenge relating to the transition of the child with cerebral palsy is that Special Education, education support workers are not employed during the school holidays. This means that the child is unable to attend the service for six weeks during the school holidays.
A child identified as having developmental delay was referred to Special Education once they were enrolled. It took a long time to receive funding, and be allocated funded support hours and an education support worker. This was difficult and disappointing for the child's parent.
As this child is in the process of transitioning to school, one of the challenges identified is the gap in access to support for the child once they move from the service to the school. Educators saw this as having a negative impact on the child and family settling and transitioning well.
While identifying these challenges, leaders and educators in the highly inclusive services, and many of the mostly inclusive, did not limit attendance to ESW-funded hours. The Ministry has an expectation that a child with special needs will attend for the hours agreed to by the Ministry, parents, whānau and aiga, and the service, but that hours of attendance may not match the ESW-funded hours for a child.
Confident and capable learners
What did ERO ask?
To what extent are children with moderate to severe special needs supported to be confident and capable learners?
Review officers based their evaluative judgements around six sets of indicators:
32
- access to the programme
- the Individual Programme (IP)
- developing the programme
- implementing the programme
- relationships with the child
- self review focused on outcomes of the programme.
What did ERO find?
Figure 3 shows that children with special needs were very well supported to be confident and capable learners at 51 percent of services, and mostly well supported at 40 percent of services. At nine percent of services, children with special needs were only somewhat supported. There were no statistically significant differences between service types. 33
Access to the programme
In the 51 percent of services where children with special needs were very well supported as confident and competent learners, children had equitable access to
32 See Appendix One for the individual indicators in each set.
33 Differences in ratings between the types of services were checked for statistical significance using a Kruskal-Wallis H test.
experiences and opportunities available at their service. Children's attendance at the service was mostly decided together by the educators and the parents, with input from other key professionals, and with the child's health and wellbeing given priority. Many of these services had modified their physical environment to allow independence for children with physical disabilities. Accessibility to resources was ensured and specific resources were purchased to help children participate in all aspects of the programme. These services included and supported children with special needs in all activities, including participating in excursions.
Educators support the child to be fully involved in all aspects of the programme. For example, he is sometimes physically assisted by staff as his main needs relate to mobility and gross motor skills. They allow him to take risks; for example, climbing, participating in obstacle courses, dancing. While aspects of the environment make movement from some areas challenging, staff recognise these and support him to overcome any barriers to his participation.
In the 40 percent of services where children with special needs were mostly supported to be confident and competent learners, attendance at the service was conditional. While attendance was seen as being flexible to meet the needs of the child and their whānau, and was negotiated with parents and other key professionals, these children were less likely to attend without their education support worker. Some services identified a lack of sufficient funded ESW hours as a barrier to equitable access, with some services saying their adult to child ratio limited children with special needs' access to the curriculum if they did not attend with a dedicated education support worker. Some services also identified the provision of appropriate resources and access to the outdoor environment as challenges.
However, most of these services expected that children with special needs would participate fully in the programme. The programme and resourcing were adapted to engage and stimulate the children, who were included in excursions with invitations extended to parents to accompany them if they wished.
In the remaining nine percent of services, where children were only somewhat supported, educators' poor professional understanding of the image of children with special needs as confident and competent learners limited practice.
The Individual Programme
Te Whāriki has an expectation that children with special needs attending an early childhood service will have an Individual Programme (IP) developed collaboratively between educators, parents and other key professionals. In very supportive services, these IPs were developed collaboratively; strategies were shared with all educators as well as parents; and educators worked together to implement and review the IP. Where practice was particularly effective, the IP linked to Te Whāriki, and assessment was focused on the desired outcomes identified in the IP.
Staff work closely with the multidisciplinary team which includes the early intervention teacher, speech therapist, physiotherapist and occupational therapist, and the Ministry. An IP is in place for the child and all staff are responsible for implementing and considering the IP
when planning and delivering programmes. Communication between the service, parents and support workers is open and the IP is written collaboratively. The child's parents describe this as a consultative and negotiated process.
IPs are developed and discussed collaboratively with all key stakeholders and goals are clearly set and monitored. Laminated copies of strategies to encourage language development are present around the service and it is not left just to the ESW. All staff were observed affirming what he was saying and modelling correct language patterns.
Many of the services where children with special needs were 'mostly supported' had developed IPs for the children. Parents and other key professionals worked collaboratively with educators to develop the IP. Similarly, IPs were discussed in team meetings so all educators knew and could implement the strategies in the IP. Only a few services carried out assessment or reporting against the IP goals. Without this review, educators and other professionals are unable to appropriately assess how goals were met, and to revisit and develop new ones.
In the remaining nine percent of services, half did not have IPs for children with special needs. In the other half, while IPs had been developed collaboratively with parents and key professionals, not all educators were effectively implementing the strategies identified in the IP effectively.
Developing the programme
Services that supported children with special needs very well had frequent and ongoing communication with, and support from, Special Education and other specialists. This enabled educators to be responsive to children's special needs, and to seek PLD and information from specialists. Information from parents of children with special needs was sought, considered and shared when programmes were developed. In many of these services, educators and education support workers collaboratively develop and share strategies.
Family, educators and support services meet together to develop the programme for each child with special needs. All the educators meet to discuss the child's learning, development and wellbeing at the end of each day, and then to formally plan to meet their needs at the end of each week. They have shared responsibility for supporting all children.
In services that were mostly effective in supporting children with special needs, parent partnerships were important to developing an inclusive programme. In these services, ERO found positive, trusting and reciprocal relationships, where parents' aspirations were supported and information about children was shared. Educators were sensitive to parents' needs and concerns, and considered all contributions to the programme's development valid and valuable.
Educators and the education support workers know the children and their families well. This knowledge and strong relationships over time help them to understand the needs of the child, why they may behave in a certain manner, and to appreciate small changes over time.
As in the very supportive services, professionals from agencies such as Special Education often helped educators to identify experiences, strategies and activities to support learning and development. However, in some services, educators were not using developmental information effectively to determine programmes. Programme planning was not always clearly linked with parent aspirations, and planning was less specific for children with special needs than for other children.
In the remaining services, practices for developing programmes were variable. Half of these services accessed support from key agencies, shared strategies with parents, or asked for parent contributions. In the other services, educators did not ask parents about their aspirations for their child. This meant they were not able to adequately meet children's special needs or support them as confident and capable learners.
Implementing the programme
Effective implementation of a collaboratively developed IP is crucial to the wellbeing, learning and development of children with special needs. In very supportive services, specialists worked with the children, parents and educators, enhancing and adapting the programme, and providing valuable resources and intervention strategies. Assessment involved parents, education support workers and educators. Children with special needs were viewed as confident and capable learners. Links to Te Whāriki were made, learning and relationships were highlighted, and next steps were identified that responded to children's interests and achievements.
Children's successes were celebrated through verbal affirmation, portfolios that showed progress with skills and dispositions, photobooks of children showing their learning and enjoyment in their relationships with others, and in some cases, graduation ceremonies. In these services, children with special needs had positive warm relationships with other children. Educators encouraged friendships, and education support workers involved other children in specific programmes to help children develop skills to establish and maintain successful social interactions.
Socialisation skills and a sense of inclusiveness are an important part of the programme, valued by the parents, and are strongly fostered by the staff. Children are aware that there are other ways of being and doing things that are just as right as others.
The ways in which the programme was implemented in mostly supportive services were similar to very supportive services. However, overall practices in this group of services were variable, and educators did not implement the programme as effectively. Reasons for this included:
- assessment information that was either poor quality or was not used to inform planning
- children with special needs being held responsible for an unsettled tone in the service at times
- the ESW not understanding their role and the practices agreed to in the IP
- educators finding it difficult to support children with special needs when their ESW was absent.
In the remaining services, the quality of teaching was poor for all children. While interactions were affirming and respectful in some of these services, in others they were variable. Educators in only a very few of these services understood and implemented strategies to support children with special needs' wellbeing, learning and development.
Educators had minimal engagement with children during the session, despite their good knowledge about them and high levels of appreciation by parents. The education support worker did not use appropriate strategies. Portfolios did not celebrate the success or progress towards IP goals or reflect parent aspirations. Staff meeting minutes showed educators held a deficit view of children with special needs.
Relationships with the child
Children with special needs in very supportive services had a strong sense of belonging that their parents and educators supported and nurtured. ERO observed happy and engaged children, and parents spoken to said they saw the service as an extension of their family. Educators took the time to know the child and were sensitive to behavioural signs that signalled the need to increase support so the child could participate fully in the programme. This support often included one-to-one educator time.
Educators encouraged a sense of empathy and understanding among children at the service which, along with certain strategies, helped children with special needs feel a sense of belonging and connection with others. Effective strategies included educators:
- authentically role modelling positive interactions
- encouraging tuakana-teina relationships
- encouraging children to be accepting of differences
- collaborating to ensure group play and friendships
- explaining to children about all children's differences
- teaching children different strategies for difficult situations.
A review of the programme led to a focus on social competencies and a theme of 'Playing as a Good Friend', which is now evident in the harmonious and settled tone of the service. There is a sense of support and affirmation at all levels: adult to child, adult to adult, and child to child. The aim is for all children to become more resilient and identify themselves as competent and confident. Children are 'armed' with strategies for dealing with difficult situations – what to say or do. These are evident in wall displays and prompts, photobooks, dramatic play, authentic conversations, educators' modelling and children's play.
Only a few of services acknowledged and celebrated the cultural identity of children with special needs. They were more likely to do so if the child was Māori. Few
services considered what they needed to know about children's cultural background, and values and beliefs from their parents and whānau.
In mostly supportive services, relationships with children were more variable. In many, children with special needs had a strong sense of belonging and good relationships with their peers, but this was not always the case. The recognition and affirmation of children's cultural background was also less likely.
In services where ERO saw poor relationships, educators did little to foster positive interactions, cultural backgrounds were not recognised in planning or assessment, and the overall poor quality of teaching limited social interactions.
Self review of the programme
Overall, services' self review of the impact of the programme on outcomes for children with special needs as confident and competent learners was poor. When self review of programmes relating to outcomes for children with special needs was undertaken it was mostly informal and spontaneous. In many services, self review was poorly understood and not outcomes-focused. When effective self review was undertaken it focused on outcomes and processes affecting outcomes such as:
- children's progress and development, including against IP goals
- the impacts of inclusive practices
- educators' awareness of inclusion
- implementation of, and modifications made to, programme planning
- PLD identified and undertaken
- adaptations to the physical environment.
The service's focus for self review in 2010-2011 was provision for children with special needs. The review identified ways in which staff could continue to improve their practice by extending their implementation strategies for teaching children with special needs. Educators have undertaken PLD to develop strategies such as Makaton sign language, physical exercises, behaviour management strategies, and building trust between children and adults.
ERO is concerned that most services are not undertaking self review of how their programme influences outcomes for children with special needs. Attitudes, practices and barriers that can hinder children with special needs' full inclusion into the life of the service can be identified, challenged or highlighted as factors influencing outcomes for children with special needs.
Challenges
Challenges were identified for services in effectively supporting children with special needs to be confident and competent learners. In services where practice was not very supportive, these challenges were mostly about working collaboratively with education support workers, especially educators' capability to support children with special needs when the education support worker was absent. In some services this was related to expertise, and in others to adult-to-child ratios.
A challenge for educators was when the education support worker was not present. This was particularly noticeable with the two children with moderate to high autism who at times needed more support than educators were able to provide given their need to supervise and support all children with the 2 educators to 30 children ratio.
In very supportive services, the challenges identified were mostly related to Special Education funding delays and provision. Home-based services identified a need for Special Education to work more closely with them, and other services said they had become 'magnet' 34 services. In some services, there was limited ESW support for the high number of children with special needs enrolled. One service had 17 children with special needs on their roll. ERO found that this was placing strain on their capacity to effectively include children with special needs.
How well placed were other services?
What ERO asked?
In services where no children with moderate to severe special needs were currently enrolled, ERO asked questions relating to one of three scenarios:
- In services where staff had not been asked to enrol children with moderate to severe special needs, ERO asked questions to determine how well placed the service would be to include them.
- In services where children with moderate to severe special needs had been previously enrolled, ERO asked questions about the successes, issues and challenges staff had experienced.
- In services where staff had been asked to enrol children with moderate to severe special needs, but were not able to meet the child's needs, ERO asked questions about why the service was unable to enrol these children, in particular focusing on issues surrounding enrolment.
Figure 4 shows that of the 164 services that did not currently have children with moderate to severe special needs enrolled, 51 percent had never been asked to enrol children with special needs. Forty-nine percent of services had previously enrolled children with special needs, while no services said they had been asked but were unable to meet particular needs.
34 This term draws on the notion of magnet schools in the USA. These schools offer a specialised curriculum or particular philosophy that attracts certain students across a wide geographical area. In this context, the term is used to signify services that have a reputation beyond their immediate community for a particularly philosophy, in this case, inclusiveness of children with special needs.
Services that had never been asked to enrol children with moderate to severe special needs
Just over half of services that did not currently have a child with moderate to severe special needs enrolled, had never been asked to do so. 35 ERO made a judgement about how well placed a service in this group was to enrol these children if asked to do so. ERO found that:
- 19 percent (16 services) were not well placed to enrol children with special needs
- Six percent (five services) were possibly well placed to enrol children dependent on the nature of their special needs
- 75 percent (62 services) were well placed to enrol children with special needs.
Not well placed
Of the 19 percent of services that were not well placed, ERO considered that if not for the physical environment, which could not be adapted, four services would have been well placed. In three services, teaching was generally of poor quality, and educators had limited pedagogical knowledge to work, or experience of working, with children with special needs. These services also lacked relationships with external agencies, such as Special Education. Seven services had an inclusive culture and support from their umbrella association, but educator-turnover or the absence of a fully registered ECE educator meant the teaching practice was variable. Educators' ability to seek information from parents in a sensitive way and to provide an individualised programme was questionable. Educators in the remaining two services, although operating in an environment that was physically inclusive, expressed surprise that they would be asked to enrol children with special needs as this was not appropriate in their culture.
Possibly well placed
Five services were possibly well placed depending on the nature of the child's special needs. These services had limitations because of the physical environment that would
35 From the total sample of 268 services, this category accounts for just under a third of all services.
make it difficult for children in wheelchairs or older children with limited mobility to access essential parts of the service, such as toileting facilities.
Well placed
Three-quarters of the services in this group were well placed to enrol children with moderate to severe special needs if asked to do so. Managers and educators displayed an understanding of inclusion and the environment was welcoming and warm. ERO observed inclusive practices such as flexible transition practices, good quality relationships and interactions among educators and children, responsive programmes, and meaningful partnerships with parents and whānau. Educators in some of these services had previously undertaken appropriate PLD, and had support networks, both through umbrella associations and externally, to help them develop strategies for supporting children with special needs. Some services were part of a multi-site organisation, where children with special needs were enrolled in adjacent services, and managers and educators were very aware of inclusive practices in their sister service.
Services that have previously enrolled children with moderate to severe special needs
Forty-nine percent of services that did not have children with moderate to severe special needs currently enrolled had previously done so. 36 Many of these services had an inherently inclusive philosophy that provided for equitable opportunities for learning that celebrated differences, was nurturing, and fostered a sense of belonging and wellbeing.
Most of these services were able to provide both anecdotal and self-review information about successful experiences for children with moderate to severe special needs. These included:
- children with special needs developing confidence as learners
- supporting, involving, working and communicating with parents
- working with, and learning from, specialists
- positive transitions into, within, and from the service, including to school
- children accepting differences and understanding others.
Almost all these services also identified challenges they had met when enrolling children with moderate to severe special needs. The most commonly identified challenge was working with Special Education, in particular slow response times for assessment and subsequent funding, inadequate funding, low ESW hours, and limited accessibility to and availability of specialist help. Services also identified financial challenges, such as purchasing resources, and providing additional staffing to ensure the safety and wellbeing of all children at the service. Some services also indicated they had had to work with parents to help them accept their child needed additional support, and to communicate about support, interventions and specialist help.
36 From the total sample of 268 services, this category accounts for just under a third of all services.
Other challenges included the appropriateness of the physical environment, accessing and affording PLD for educators, and handling behavioural challenges and others' perceptions of that behaviour. Some services felt there was a limit to how many children with moderate to severe special needs they could enrol at one time due to perceived negative impacts on staffing, resources and children already enrolled at the service. This was often attributed to decreases in funding and an inability to afford additional staffing, rather than a capacity of educators to cope, or a lack of desire to be inclusive.
Special Education and disability action groups
Information received from the Ministry of Education Special Education offices and providers around New Zealand, and from disability action groups showed that many services were inclusive and made great efforts to fully include children with moderate to severe special needs. They qualified this by stating that attitudes towards inclusiveness were very dependent on the head teacher or manager and their ability to model good practice.
Special Education and disability action group representatives reported that very few children were turned away from services. Where this did occur, services had said they would not enrol the child without full ESW hours, where the physical environment was not suitable, where the service had existing children with special needs enrolled, or where the adult-to-child ratio meant educators could not ensure their and other children's safety. One disability action group representative stated that ratios in kindergartens, for example, were higher than in education and care services, and it was becoming more common for kindergartens to decline or discourage enrolment. One provider contracted to Special Education stated that a few services had a 'verbal policy' of only one child with special needs at a time. Other services had extra forms and requirements to even consider whether the service might enrol the child.
It was common for children with moderate to severe special needs to attend on a limited basis. This was sometimes related to toileting issues, but usually to ESW hours, in particular, children's attendance being deferred when the ESW was sick, or during school holidays when ESWs were not funded by Special Education. Special Education staff reported that at times, this limitation on attendance was justified due to the nature of the special need, but at other times, it was not.
Respondents felt that parent involvement in their child's learning and IP meetings was mostly good, and many services welcomed parent involvement. However, some parents reported feeling isolated, and that they felt they would be putting their child at risk if they were to challenge practices such as limited attendance. Parents of other children enrolled at the service were generally accepting of children with special needs until aggressive behaviour affected their child. Some Special Education providers advised that educators needed to do more to educate other parents. One provider commented that adults usually had more problems being inclusive than children.
Most respondents commented on educators' capability to support children with special needs. They felt that some services were not well placed to support children with special needs. Comments were generally about the following:
- educators not valuing IPs or following through with IP strategies consistently
- parents feeling forgotten between IP meetings
- a lack of collaboration by educators when problem solving about behaviour
- educators' lack of ability to model positive social interactions for children
- educators' lack of ability to cope with children with special needs
- educators not engaging with a child when their ESW was at the service, exemplified in assessment, and as shown in the quote below:
"The education support worker is often viewed as being attached to the child and the staff take a hands off approach when the support person is there."
Commentary
Legislation, Ministry of Education expectations, and the early childhood curriculum, Te Whāriki, all send clear and strong messages to early childhood services about inclusion of children with special needs. ERO's evaluation of services' inclusion of children with moderate to severe special needs indicates that many services are doing a good job, but that leaders and educators also face challenges in doing so.
New Zealand research on inclusion in early childhood services, and anecdotal evidence from the Ministry of Education Special Education and advocates from disability action groups, highlight some of these challenges. The challenges, identified in this evaluation, generally stem from a lack of knowledge and strategies about including children with special needs, rather than a lack of an inclusive philosophy.
Overall, over two-fifths of services were very inclusive, and just under half were mostly inclusive. Most services that did not currently have children with moderate to severe special needs enrolled were well placed to include these children. For the remaining seven percent of services (with special needs children enrolled) that were only somewhat inclusive, the main reasons for this lack of inclusion were a lack of shared understanding, knowledge of strategies, and pedagogy to adapt programmes, and limiting physical environments, rather than a lack of the right attitude. In these services, ERO found the quality of teaching for all children was often poor.
ERO's main concern, identified across all services, regardless of inclusiveness, was a lack of self review about the impact of practices and programmes on outcomes for children with special needs. Self review with an outcomes focus for children with special needs was only undertaken in a few services, and it was mostly informal.
Challenges were also identified across services, from the very inclusive to the somewhat inclusive. Service leaders and educators identified challenges in working collaboratively with parents who were either previously unaware, or did not want to acknowledge, that their child had a special need. Many other challenges centred on working with Special Education about referrals, funding, and the provision of education support workers (ESWs). Children with special needs who attended services for more than 15 hours per week, were not funded for ESW hours over and above those 15 hours, or during school holidays. These challenges were magnified in some services where adult-to-child ratios were low, or where the service had a reputation of including children with special needs and this 'magnet' attraction was overwhelming their capacity to meet each child's individual needs.
This evaluation has identified four ingredients for a very inclusive service:
- believing that children with special needs are confident and capable learners
- having and practising inclusive processes and practices
- accessing and providing additional support
- working collaboratively with parents and specialists.
Next steps
ERO recommends that the Ministry of Education reviews:
- how it works with all services to facilitate processes for services making referrals and seeking funding
- the provision of education support workers (ESWs).
ERO recommends that managers and educators of early childhood improve their:
- shared understanding of inclusion
- knowledge of appropriate strategies for including children with special needs
- shared understanding of pedagogy so adaptations to programmes are appropriate.
ERO recommends that managers also undertake self review of outcomes of programmes for children with special needs, and in particular focus on:
- recording processes, including those for individual education or development plans
- reviewing individual education or development plan outcomes
- expanding educators' understanding of inclusion through professional development and learning.
Appendix 1: Investigative prompts
How well do transitions ensure the continuing wellbeing, learning, and development of children with moderate to severe special needs?
Knowing the child's strengths and needs
- What does the service do to let parents/whānau know that children with special needs are welcome?
- What foundation information is available to parents/whānau about how the service includes children with special needs?
- How did the service find out about the child's special needs? Eg parents/whānau; other professionals; notice, recognise, and respond
- How does the service work with parents, other agencies and educational institutions at key transition points?
- How is support sought and is it available? Knowledge, funding, Special Education, specialist help
- In what ways are parents involved in transitions? In, within, and out.
- In what ways are key professionals involved in and consulted about transitions?
- How are whānau of Māori children involved in transitions, how are cultural protocols observed?
- How are schools and other educational institutions involved in transitions? Who is involved?
Relationships with the child
- What does the service know about the other agencies that are involved with the child and their whānau?
- In what ways do educators, and other parents and children at the service get to know and understand the child?
Environment
-
- Is the social environment inclusive and welcoming? In what ways?
Is the physical environment inclusive and welcoming? In what ways?
Self review
- Does self review of transitions investigate outcomes for the child and their whānau? Who is involved?
Access to programme
- How is attendance decided? Days, hours, support?
- In what ways is there equitable access to experiences and opportunities? What does the service do to ensure this?
- How does the physical environment support the child's learning?
- In what ways are excursions and other events inclusive of the child?
Individual Programme
- Are Individual Programmes in place, of good quality, and include assessment and outcomes? Do they link to Te Whāriki?
- In what ways are Individual Programmes developed? Collaboratively? Is the service involved?
To what extent are children with moderate to severe special needs supported as confident and competent learners?
- Do ALL educators have a good understanding of the Individual Programme?
- In what ways is the team implementing the Individual Programme?
Developing the programme
- How has the service accessed external support?
- In what ways are parent partnerships well-developed and appropriate?
- What support has the service received from other agencies to meet the needs of the child?
- How are aspirations of parents, whānau and aiga for their child supported? As Māori, Pacific etc?
- In what ways is liaison with key professionals appropriate?
Implementing the programme
- Do educators have a good understanding of teaching strategies for the child? And how are these implemented in practice?
- In what ways does the service maximise the child's access to the programme AND adapted the programme to support the child's learning and participation?
- How is assessment credit-based and focused on what the child can do? How are next steps identified?
- How is external support used? What happens when the ESW and /or other key professionals are/aren't at the service?
- Who is involved in assessment? In what ways are the child and their whānau involved?
- In what ways are parents/whānau involved in the programme?
- In what ways is the child's successes celebrated?
- In what ways are interactions with other children healthy and appropriate?
- How is the child's sense of cultural identify affirmed?
Relationships with the child
- Does the child appear to have good relationships with their peers? How are these supported?
- Does the child appear to have a sense of belonging? How is this supported?
- In what ways is the child's cultural background recognised and affirmed?
Self review
- Does self review of support investigate outcomes for the child and their whānau? Who is involved in self review?
Appendix 2: Sample
Data for this evaluation was gathered from 268 services reviewed in Terms 3 and 4 2011. Table 1 shows the types of services in the overall sample.
Table 1: Service types for overall sample
| Service type | Number | Percentage | National |
|---|---|---|---|
| | | of sample | percentage37 |
| Education and care | 159 | 59 | 62 |
| Kindergarten | 53 | 20 | 17 |
| Playcentre | 37 | 14 | 12 |
| Home-based Network | 18 | 7 | 9 |
| Casual Education and Care | 1 | <1 | <1 |
| Total | 268 | 100 | 100 |
The types of services in this sample were representative of national figures.
The data in this evaluation is analysed in two groups – services that had children with moderate to severe special needs currently enrolled, and those services that did not. Tables 2 and 3 show the types of services in these two groups.
Table 2: Service types for sample of services with children with moderate to severe special needs enrolled
| Service type | Number | Percentage | National |
|---|---|---|---|
| | | of sample | percentage |
| Education and care | 57 | 55 | 62 |
| Kindergarten | 35 | 33 | 17 |
| Playcentre | 3 | 3 | 12 |
| Home-based Network | 9 | 9 | 9 |
| Casual Education and Care | 0 | 0 | <1 |
| Total | 104 | 100 | 100 |
The sample of services with children with moderate to severe special needs currently enrolled is not representative of national figures. 38 Education and care services and Playcentres are under-represented, and kindergartens are over-represented.
37 The national percentage of each service type is based on the total population of services as at July 2011. For this study, it includes education and care, kindergarten, Playcentre, home-based networks, and casual education and care.
38 The differences between observed and expected values were tested using a Chi square test.
Table 3: Service types for sample of services without children with moderate to severe special needs enrolled
| Service type | Number | Percentage | National |
|---|---|---|---|
| | | of sample | percentage |
| Education and care | 102 | 62 | 62 |
| Kindergarten | 18 | 11 | 17 |
| Playcentre | 34 | 21 | 12 |
| Home-based Network | 9 | 5 | 9 |
| Casual Education and Care | 1 | 1 | <1 |
| Total | 164 | 100 | 100 |
The sample of services who do not currently have children with moderate to severe special needs enrolled is not representative of national figures. Kindergartens and home-based networks are under-represented, and Playcentres are over-represented. | <urn:uuid:6a624078-0fef-4a9a-82fa-12e8f872b304> | CC-MAIN-2019-26 | https://www.ero.govt.nz/assets/Uploads/Inclusion-of-Children-with-Special-Needs-in-Early-Childhood-Services.pdf | 2019-06-25T06:32:25Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00066.warc.gz | 739,642,621 | 15,898 | eng_Latn | eng_Latn | 0.99071 | eng_Latn | 0.996871 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn... | false | docling | [
83,
1755,
1765,
4570,
6890,
9623,
12575,
16491,
20408,
23514,
25990,
27877,
29582,
31160,
34053,
37206,
40091,
42832,
45514,
46217,
47424,
50746,
53806,
56864,
59551,
62363,
64884,
66886,
69773,
72948,
73820,
76865,
77759,
80083,
81890,
83726,
... | [
2.015625,
1.46875
] | 2 | 0 |
Curriculum Information
Year One – Summer Term 2019
Dear Parents/Carers,
Welcome back! We hope you all had a lovely Easter break. Our topic for this half term is 'The Seaside'.
Below we have outlined what we will be covering throughout the half term.
English
To link with our seaside theme, our book for this half term is 'The Rainbow Fish' by Marcus Pfister. It is a lovely book about a fish who finds happiness through learning to share. We will be acting out the story and describing the main events. Later in the term we will be comparing the settings of 'The Rainbow Fish' to the book 'Where the Wild Things Are'. We will then work on our very own setting description.
Spellings will continue to be given out each week on a Monday and checked the following Tuesday. They will be a variety of topic related words, tricky words and words relating to our phonics sessions. Please encourage children to use their phonic knowledge to sound out these words when learning to spell them. With the 'Phonics Screening Check' fast approaching any extra work outside of school is a great support.
Maths
In Numeracy this half term we will be covering division. We will be using concrete objects to practice sharing equally to help us solve division problems. We will also be returning to addition and subtraction later in the term.
Numeracy will continue each week as part of your child's homework. These will be set on a Monday and checked the following Tuesday. In such a short space of time we have seen a real improvement in the children's understanding of number, in particular, number bonds and they are becoming a lot quicker at recalling these facts. Thank you for your hard work and support with this.
Science
Our science topic for the summer term is 'Plants'. We will be identifying and comparing different plants, learning the parts of a plant and investigating what a plant needs to grow. We will planting lots of exciting things throughout the term.
Humanities
In Humanities we will be learning about the Victorian Seaside. We will be comparing our holidays to those in the past. If you have any holiday photographs or memories these would be great to bring in for show and tell during this term.
Computing
In Computing we will be using the iPads to create and record our own 'talking book'. We will be using the microphone and sound effects.
Art
Our art topic this term is 'Collage'. We will be experimenting with different types of collage on a range of scales. This will also be linked to our topic.
PE
PE will be taught by Mr Rick and until half term, we will be having some tennis coaching sessions! Please make sure children have the correct kit in school on these days to ensure they do not miss out on a great PE session! Normally at least one PE session is outside, therefore please make sure your child has the appropriate kit for inside or outside.
Music
Music is taught weekly by Mr Nind.
PSHE
Our topic in PSHE is 'Relationships' and 'Changing Me'. We will be talking about families and friendships. We will also be discussing how we have changed since being a baby and learning scientific names for male and female body parts.
Homework
The general standard of homework last term was amazing! Thank you so much for your support. Homework will still be given out on a Friday and collected in on the following Tuesday. The homework will be linked to the work we are doing in class, differentiated where necessary and fun! Please remind your child to put their book in the homework box on a Tuesday so that it can be marked and ready for Friday. It should take approximately 20 minutes to complete.
Weekly Updates
We will continue to send out the 'Year 1 Weekly News' with information on what we will be covering in that week and any dates for the diary.
Diary Dates
Friday 3 rd May – Holly Class Assembly
Monday 6 th May – Bank Holiday
Thursday 23
rd
May – Polling Day (school closed)
Wednesday 12 th June – Class photos
Monday 24 th June – Year One Trip to London Aquarium
If you have any questions or concerns, please do not hesitate to contact us or make a longer appointment to meet with us. We are looking forward to another fun and exciting term ahead!
Miss Alderson and Miss Fane Year One Teachers. | <urn:uuid:f3acb032-e3a1-42db-8071-e6e0b7ce850c> | CC-MAIN-2019-26 | https://www.groveparkprimary.co.uk/docs/Curriculum_Information_Summer_1.pdf | 2019-06-25T06:45:48Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00065.warc.gz | 775,400,667 | 894 | eng_Latn | eng_Latn | 0.999306 | eng_Latn | 0.999419 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3638,
4258
] | [
2.421875
] | 1 | 1 |
PHYSICAL AND PSYCHOSOCIAL DEVELOPMENT RESOURCES FOR ADOLESCENTS AND YOUNG ADULTS
Youth Providers
GENERAL DEVELOPMENT ONLINE RESOURCES FOR ADOLESCENTS AND YOUNG ADULTS
* Advocates for Youth: Developmental guidelines and descriptions are provided on physical, cognitive, emotional, and sexual development in adolescents. http://www.advocatesforyouth.org/topicsissues/growth-and-development
* Bright Futures: Part of the American Academy of Pediatrics, Bright Futures provides patient handouts and resources on various stages of development and important information for well-visits. https://brightfutures.aap.org/families/Pages/Resources-for-Families.aspx
* ACT for Youth: This easy-to-read resource shares basic information about adolescent development including emotional, social, and sexual development. http://www.actforyouth.net/adolescence/
PUBERTY AND PHYSICAL DEVELOPMENT
* Breast Cancer Care: Using questions from teens, this website provides information about normal breast development for females and concerns regarding breast cancer. http://bit.ly/1QpANGW
* Center for Young Women's Health and Young Men's Health: These websites provide health information targeted at adolescents, including guides on puberty for both women and men. http://youngwomenshealth.org/2010/04/21/puberty/ & http://youngmenshealthsite.org/guides/puberty/
* Girls Health.Gov: The "Body" section of this website offers guidance for teenage girls and their changing bodies during puberty. http://www.girlshealth.gov/body/index.html
* Teens Health: This website offers information for teenagers about puberty, delayed puberty, and general development concerns. http://kidshealth.org/en/teens/sexual-health/
* Planned Parenthood: Providing tools and information for teenagers about what to expect during puberty, Planned Parenthood is a great resource for adolescents to go and learn more about their changing bodies. www.plannedparenthood.org/teens/my-body
BRAIN/COGNITIVE DEVELOPMENT
* PBS Frontline: This series of videos chronicles how scientists help explain the mysteries of the teen years. http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
* National Institute of Mental Health: This easy-to-read brochure provides information regarding the development of the teenage brain including the spectrum of change and how it affects teenage behavior. http://www.nimh.nih.gov/health/publications/the-teen-brain-still-under-construction
* New Scientist: Using an interactive diagram, this website provides teenagers a closer look at the teenage brain and the changes that occur during development. www.newscientist.com/movie/teenagers-interactive
RESOURCES FOR TRANSGENDER YOUTH
* Reach Out: This fact sheet helps to better understand what it means to be trans, some of the challenges trans people face, and some helpful resources to learn more about gender and to get support. http://us.reachout.com/facts/factsheet/exploring-gender-identity
* Human Rights Campaign: This organization and website provide resources for transgender children and families, including concerns around puberty. http://www.hrc.org/explore/topic/transgender-children-youth
* NBC News: Through interviews with children and their families, these videos provide information and resources on raising a transgender child. http://www.nbcnews.com/storyline/transgender-kids
* PBS Frontline: This video interviews teenagers and families in an intimate and eye-opening journey inside the struggles and choices facing transgender kids and their familes. www.pbs.org/wgbh/frontline/film/growing-up-trans/
* Youth Resource: In partnership with Advocates for Youth, this website is created by and for LGBTQ young people and provides information and support through education and advocacy. www.youthresource.com/
SOCIETY FOR ADOLESCENT
HEALTH AND MEDICINE | <urn:uuid:0f02f764-4eaf-4044-8a51-fd206c2c84eb> | CC-MAIN-2019-26 | https://www.adolescenthealth.org/SAHM_Main/media/Clinical-Care-Resources/PPD-One-pager-for-Adolescents-MCF.pdf | 2019-06-25T06:57:55Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00069.warc.gz | 649,276,991 | 805 | eng_Latn | eng_Latn | 0.983125 | eng_Latn | 0.983029 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2639,
3814
] | [
2.296875
] | 1 | 3 |
English 11 Herron Summer Reading 2019
If you have any questions, please contact Kristin Chapman, English Department Chair email@example.com or Amanda Fagan, English 11 teacher, firstname.lastname@example.org
1. Read, analyze, and annotate the novella, Passing, by Nella Larsen. Please ensure you have a physical copy you can write in and bring to class.
Read actively: make margin notes and annotate in your copy of the novel when something challenges, entertains, or interests you. While annotating in a particular style is not required, think about your English 10 annotation strategy to understand what types of things you should be annotating.
2. After reading, annotating, and processing the novel, complete the reading response assignment attached.
BEWARE! Your reading responses will be compared against Sparknotes, Cliff's Notes, Shmoop, LitCharts, and every other website that offers information about Passing .
Questions to ponder before entering English 11:
English 11 Essential Question: How and to what extent can we form a true and authentic identity for ourselves?
* Quarter 1 Essential Question: What shapes and defines our identities?
* Quarter 2 Essential Question: To what extent can we change our identities?
* Quarter 3 Essential Question: To what extent are our identities tied to our families?
* Quarter 4 Essential Question: What is poetry and how does it speak directly to you and your particular identity?
1
Reading Response Assignment
Assignment: You must respond to a minimum of THREE of the following prompts. For each one, you should write a thoughtful, analytical, and academic response. Each response should be approximately three paragraphs each (maybe a bit shorter for typed responses).
Really explain yourself. Don't ramble from one general response to another without referring to particular passages or chapters. Instead, stick with a topic for long enough that you discover more about what you're thinking. Tie your responses to sentences or passages in the novel and directly quote from it. Don't replace your own voice, though, with long quoted passages. You are using the quotes to support you –not the other way around.
1. Passing is the act of performing a racial identity other than one's own or disguising elements of one's presumed "natural" or "essential" racial identity, simultaneously perpetuating and destabilizing fixed, essentialist notions of race. Passing signifies the defiance of racial categorization. Passing underscores the understanding of race as a social construction or performance. Passing (1929) features two main characters, one who actively passes and another who chooses not to. How specifically does Irene's view of race differ from Clare's? Cite instances from the text that demonstrate your points.
2. Objectification
To objectify someone is to degrade a person's status or body to that of a mere object. It is a way of stripping someone of their personhood, humanity, and value. How is the idea of objectification represented in Passing? What are moments in the text where womanhood or black identity is objectified? How is this act of objectifying still displayed in current popular culture? In what ways have we continued to make subjects into objects?
3. Intersectionality
Intersectionality is a term coined by Black feminist Kimberle Crenshaw to help explain how the experiences of women of color are a product of intersecting experiences of racism and sexism –not just one. Race, Crenshaw would argue, must be examined with sex, gender, and sexuality. Remember, sex is male, female, or intersex –it is the sex assigned at birth based on body parts. Gender, however, is how a person self-identifies, typically on a masculine-feminine scale, regardless of their body parts. Identify key moments from Passing where you see links among race and gender, sexuality, or sex. What do these moments communicate about the particular expectations of or oppressions on Black women found in the text?
4. Theme & Motif
Beyond the universal idea of "passing," what is another universal idea (an abstract idea related to the novella's subject, e.g. love or betrayal) that you perceive operating in the narrative, what theme (message being communicated about that idea) is presented, and what motifs (any repeating concrete object in a literary work, e.g. bird imagery, darkness, blood, water) are being used to communicate that theme?
5. Final Scene
The final sentence of Part Two in Passing describes an emotional moment for Clare: "But Clare Kendry had begun to cry, audibly, with no effort at restraint, and for no reason that Irene could discover" (210). Why do you think she is intensely crying? How do you think she feels in this moment? What actions or choices has she made that has led her to this point? In what way do you see Clare as a sympathetic character in this moment? Do your feelings for her change by the end of the novella? Your answers must directly quote moments from the text to support your analysis.
2 | <urn:uuid:9cbbcd2f-1b4f-4008-9ba8-b07bc8fbbeb9> | CC-MAIN-2019-26 | http://www.herronhighschool.org/wp-content/uploads/2019/06/e11-summer-reading-2019.pdf | 2019-06-25T06:30:07Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00073.warc.gz | 252,353,277 | 1,035 | eng_Latn | eng_Latn | 0.995154 | eng_Latn | 0.997888 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1451,
5022
] | [
2.390625
] | 1 | 1 |
Project: Safe Children Happy Parents
Owner:PlayTime.Seychelles
Project:Manager Gunilla Holmberg
Time: 2015-
- Background
Injuries are one of the biggest threats against children's health and life today.
Every day children are hurt when interacting with products in their daily environments. The most common accidents among small children are injuries caused by falling, poisoning, suffocation, cuts and burns.
Injuries contribute to a big load on the health care system and not least the humanitarian costs for the family and the child. The home is known as a safe place, but it is here the most accidents happen especially with small children.
- Target groups Child Minders, Day Cares and parents.
Safe Children Happy Parents is a project about how to make small children's play environments safe at home, at the Child Minder and in Day Cares. Children explore their surroundings with great curiosity unaware of all the risks that exist around them. For this reason we as adults need to keep a step ahead to prevent accidents. Small children will always hurt themselves, it is a part of growing up, but as adults we can prevent and minimize the accidents, especially the dangerous ones with catastrophic aftermaths.
- Why do children have accidents?
Because children are often absorbed in their own immediate interests they can be oblivious to their surroundings. They only have a limited perception of the environment because of their lack of experience or development. They are not aware of the consequences of the many new situations that they encounter daily.
Curiosity and a spirit of adventure may lead a child into danger.
A child's interpretation of a situation may be inaccurate and adults looking after small children should be aware not to expect too much of them.
Children need constant supervision.
Most of the serious accidents can be prevented by be aware of them and know what to do about them.
- Purpose
Make small children's play environments safe. Both human suffering and the costs for the society in form of hospital care; disabilities etc. can be reduced by introducing children safety products, education, increase awareness and improvements in the home environments.
- Goals
- Activity Goals
- Inform and meet with Ministers of concerned Departments.
- Collaboration with IECD.
- Collaboration with Red Cross Seychelles.( established)
- Provide all registered Child Minders and Day Cares with safety products.
- Offer free workshops to Child Minders and Day Cares. How to create safe play environments and how to install and use the safety products to prevent accidents.
- Provide Child Minders, Day Cares and parents with the publication Safe Children Happy Parents. (already published at Seychelles National Library ISBN 978-99931-943-0- 9)
- Provide all Child Minders and Day Cares with the test cylinder of small parts donated by the Swedish Government towards Konsumentverket Sweden to Playtime.Seychelles.
- Provide economic week families with safe packages in collaboration with the Social Affairs and also provide information and installation of the products to their homes.
- Advocate for safer daily living for the children in Seychelles.
- Information towards exhibitions, information material, media and free workshops to parents.
- Provide public places, Social Affair Offices and Health Care Maternal and Child Health
Centers with the poster Safe Children Happy Parents.( published ISBN 978-99931-9435-4)
- Contact importers and retailer companies to import home safety products.
- Influence shops to sell home safety products.
- Provide the Maternity Ward at Seychelles Hospital with package to give to women that just became mothers.
- Project Goal
- Provide all registered Child Minders and Day Cares with safety products and that home safety products shall be available to all parents in Seychelles to affordable prices.
- To implement the use of home safety products as a habit in Seychelles.
- Make small children's environments safer at Child Minders, Day Cares and in the homes by introducing home safety products, increase awareness and improvements in the home environments.
Small Part Cylinder
Content of the package to Maternity Ward.
- The publication "Safe Children Happy Parents."
- Small part cylinder with the instruction brochure.
- The Picture Book "The Curious Baby." in Kreol.
- Playtimes Seychelles brochure.
- Contacts to Playtime Seychelles.
Safety Package to economic vulnerable families, Daycare and Child Minders.
- Safety chain for windows and balcony doors and window safety lock.
- Drawer and cabinet safety lock.
- Stove safety guard electric and gas stoves.
- Door safety guard.
- Cabinet safety locks.
- Pressure fit safety gates.
- Small part cylinder.
- First aid kit. (only Daycares and Child Minders).
- Publication "Safe Children Happy Parents".
- Poster "Safe Children Happy Parents". (only Daycares)
- The Picture Book the Picture Book "The Curious Baby." in Kreol.
- Provided installation of the safety products.
. | <urn:uuid:e1b1230f-8815-472b-bfd0-2553572010e5> | CC-MAIN-2019-26 | http://ipa-playtime-seychelles.org/sites/default/files/2016-02/safe%20children%20project%201_0.pdf | 2019-06-25T06:42:32Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00072.warc.gz | 84,303,162 | 1,003 | eng_Latn | eng_Latn | 0.984424 | eng_Latn | 0.996248 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
1827,
3375,
4167,
5020,
5023
] | [
3.25
] | 1 | 0 |
ST. JOHN THE BAPTIST CATHOLIC PRIMARY SCHOOL, NORMANTON
HOMEWORK POLICY
MISSION STATEMENT
St. John the Baptist Catholic Primary School is rooted in the local Catholic community with which it shares beliefs and values.
Christ is the way, the truth and the life.
where all are inspired and empowered to achieve their true potential as unique and valued
Our school is a welcoming Christ-centred community, committed to the development of faith and worship. Our mission is to provide a loving and stimulating environment, individuals.
Our children will be encouraged to develop an awareness and respect of others as well as themselves, as we all journey through life with Christ.
Homework Policy and Guidelines
At St. John the Baptist Catholic Primary School we want homework to be a valued activity which gives our children and parents an opportunity to reinforce and enhance the children's learning. Homework will include a variety of tasks to encourage and develop children's skills and which will prepare them for the development of later independent study skills. Parents will be informed of the following policy which will be available to view on the school website. Information and advice on homework will be provided in the class half termly newsletter and from staff if required.
Obviously some homework tasks e.g. reading, require more parental involvement than others, but whatever the task St. John the Baptist Catholic Primary School hopes that parents will find at least some time to work through their child's homework with them. Homework is something that should be treated as an opportunity to deepen learning and not a time that becomes a chore. It shouldn't be carried out in a situation that is going to lead to stress or confrontation. A quiet, calm area is the best place for homework to be done. While work should be done in a relaxed atmosphere, it should still be of a high quality. Indeed it should be completed to the same standard as is expected at school. Should parents find that homework is causing frustration due to either too much or too little challenge, then the school welcomes them to contact the class teacher to discuss the work. The project based tasks on the rear of the class newsletter provide an opportunity to challenge those children who require more homework than the weekly tasks set. However Children are not expected to complete work if it is causing them anxiety, and contact with the class teacher should be made if such a situation arises.
All children will be given homework tasks at an age appropriate level. These will be differentiated as appropriate to their needs. Homework will be given by Class Teachers for one of the following reasons:
- to enhance work already done in class.
- to give extra practice in the basic literacy and numeracy skills.
- to discover/research new facts.
- to prepare children for skills/revision required of them in a test situation.
As a general guide the following will be applied throughout the school, although teachers will decide individually when homework is sent out and collected in. The time spent on homework each night will be at an age appropriate level and timings are an example.
Homework will be explained in class in advance and will be marked or discussed in class after completion. It is expected that homework will be done, and this is reinforced by the Home-School agreement. If homework isn't completed a child is not in the same position as the rest of the class. As such work may be sent home again, or they may be asked to do the work required during Catch-Up at a lunchtime in age appropriate groups.
Mrs Lesley Warters Acting Headteacher Reviewed January 2017 | <urn:uuid:c26d4a78-eaae-4f9a-b995-347219ccc0d2> | CC-MAIN-2019-26 | https://s3.eu-west-1.amazonaws.com/jotter2.files/7009003?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dhomework_policy_january-2017.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190625%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190625T055808Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=74170191be97c69e3ed76f48c97e0e85bccc3502d08eee108af3cac83221cd29 | 2019-06-25T05:58:09Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00073.warc.gz | 591,292,765 | 718 | eng_Latn | eng_Latn | 0.997475 | eng_Latn | 0.998894 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
682,
3199,
3696
] | [
2.65625
] | 2 | 0 |
Move Right for Sirens and Lights
Tacoma Fire Prevention Bureau 3471 S. 35th St. Tacoma WA, 98409
Move Right for Sirens and Lights
We all share the responsibility of knowing and practicing proper driving behaviors. One of the most important "rules of the road" deals with yielding the right of way to emergency vehicles as detailed in the Revised Codes of Washington (RCW) 46.61.210. Each day, emergency vehicles respond to urgent requests from the public. The call may be for a person that has stopped breathing, a fire alarm, or a car accident. It is the concern of all Emergency Services Providers that response time for services be minimized. Precious minutes lost while en-route to an emergency could be the difference between life and death. All drivers must know their responsibilities when approached by an emergency vehicle with its red lights flashing or siren sounding.
What Drivers Should Do:
* Remain calm.
Emergency Vehicles Leaving Their Stations
* Don't panic!
* Pull to the right and come to a stop.
* When on a high-speed road or when there is no room to stop, slow down as much as possible.
* When in the left lane, pull over into the right lane as the traffic in the lane to your right moves over.
* If you cannot move to the right because of an obstacle such as a car to your right, simply stop.
* Your prompt action will let the driver of the emergency vehicle know what you are doing; it will allow the driver to anticipate where to drive.
* When an emergency vehicle approaches you from behind while you are stationary at an intersection stop sign or red light, do not move unless you can pull to the right.
What Drivers Should NOT Do:
* Don't stop in the middle lane when there is room to pull to the right.
* Don't pull to the left in the center lane or left turn lane.
* Don't drive through a red light or stop sign when an emergency vehicle approaches from behind.
* Don't turn quickly to the left into a driveway or street.
* Don't race ahead to get through a green light or turn before the emergency vehicle gets there.
* Don't disregard the presence of the emergency vehicle by continuing to drive.
Special Situations
Heavy Rush Hour Traffic In heavy traffic, motorists in the right hand lane must pull as close to the curb as possible with motorists in the left hand lane pulling as close as possible to them. The law states that traffic in both directions must pull to the right and stop. When they do, there is room for the emergency vehicle to pass safely.
Turning Left In Front Of Emergency
Vehicles
Motorists are obligated by law to check what is happening behind them before making a left turn. Left turns must always be aborted if an emergency vehicle is approaching from behind. The motorist should usually proceed straight through the intersection, then pull to the right and stop. The motorist must abort the left turn, by pulling to the right and stopping - being sure not to block the intersection.
The law requires you to pull to the right and yield to an emergency vehicle, even before it gets on the road. Be alert. When you see that a fire engine or medic unit is coming out of its station, pull to the right and stop. Blocking An Intersection When motorists see an emergency vehicle approaching, they pull to the right and stop before they get to the intersection. They do not turn or go until they are sure all emergency vehicles have passed. Traffic in both directions must yield to an emergency vehicle. This is critical at intersections. Motorists should pull to the right and stop before they get to the intersection--and must always yield to an oncoming emergency vehicle making a left turn.
For More Information Contact: Tacoma Fire Department Public Education Office 253.591.5740
www.tacomafiredepartment.org | <urn:uuid:73790fcf-0853-4b49-b950-fde9a186eebf> | CC-MAIN-2019-26 | https://cms.cityoftacoma.org/fire/Website%202013/Prevention%20Division/Fire%20and%20Injury%20Safety/Fire%20and%20Life%20safety%20Info/Seasonal%20Safety%20Tips/seasonal%20safety%20april.pdf | 2019-06-25T06:28:09Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00073.warc.gz | 395,624,398 | 860 | eng_Latn | eng_Latn | 0.998201 | eng_Latn | 0.998201 | [
"eng_Latn"
] | false | docling | [
3815
] | [
2.5625
] | 1 | 1 |
Hold the Mayo!
Arterioclerosis and the Fourth-Power Relationship in the Hagen-Poiseuille Equation
After a worksheet by Todd Cooke, Professor of Biology, University of Maryland
Biological Motivation: From the website of the National Heart, Lung, and Blood Institute at the National Institute for Health: http://www.nhlbi.nih.gov/health/dci/Diseases/Cad/CAD_ All.html: "Coronary artery disease (CAD) is a condition in which plaque builds up inside the coronary arteries that supply heart muscle with oxygen-rich blood. Plaque is made up of fat, cholesterol, calcium, and other substances found in the blood. When plaque builds up in the arteries, the condition is called atherosclerosis. Plaque narrows the arteries and reduces blood flow to your heart muscle. It also makes it more likely that blood clots will form and partially or completely block blood flow. When coronary arteries are narrowed or blocked, oxygen-rich blood can't reach the heart muscle. This can cause angina or a heart attack. Angina is chest pain or discomfort that occurs when not enough blood flows to an area of heart muscle. A heart attack occurs when blood flow to an area of heart muscle is completely blocked. This prevents oxygen-rich blood from reaching that area of heart muscle and causes it to die. Without quick treatment, a heart attack can lead to serious problems and even death. Over time, CAD can weaken heart muscle and lead to heart failure and arrhythmias. Heart failure is a condition in which your heart can't pump enough blood throughout your body. Arrhythmias are problems with the speed or rhythm of your heartbeat. CAD is the most common type of heart disease. It's the leading cause of death in the United States for both men and women. Lifestyle changes, medicines, and/or medical procedures can effectively prevent or treat CAD in most people."
Mathematical Motivation: Consequences of Nonlinearity. The relationship between the flow F (say, in cubic centimeters per second) of a liquid through a cylindrical tube of radius r and length L is given by the Hagen-Poiseuille equation
where η is the viscocity of the fluid and ∆P is the pressure difference in the tube. What are the consequences of this nonlinear relationship between flow and radius?
Putting it Together: Consider the flow of blood with viscocity η through an artery, which we model as a cylindrical tube of radius r, length L and a pressure difference ∆P produced by the beating heart. Writing k = ∆ P ηL , the Hagen-Poiseuille equation becomes
1. The radius of a typical open artery is 1.5 mm. In the "mild" case of CAD, plaque may line the walls so that it reduces the radius of the open lumen of this occluded artery to 0.75 mm. Assuming that the other variables affecting blood flow remain the same (that is, k in equation (2) remains the same), use equation (2) to determine the ratio of blood flow in the 50%-occluded artery vs. the open artery. Show your calculations.
2. Death by Nonlinearity. Our body attempts to compensate with reduced blood flow (that is, volume/time) in part by increasing the blood pressure. Normal blood pressure varies between 120 mm Hg maximum (systolic) just after pumping of the left ventricle and 80 mm Hg just before the left ventricle pumps again. If your systolic pressure gets above 140 mm Hg, you will be diagnosed with incipient high blood pressure. Higher pressures can mean significant damage to the body's organs.
How much would the systolic blood pressure have to increase in order to restore the flow in the 50% occluded artery so that it matches the flow in an open artery with a systolic pressure of 120 mm Hg? Show your calculations using equation (1). (Note: the flow in an open artery at the systolic pressure of 120 mm Hg is found using ∆P = 120 and r = 1.5 in equation (1); you need to find the value of ∆P to equal the flow in an open artery if r = 0.75. That is, you need to solve
for ∆P . )
3. An interpretation of your calculations in problems 1 and 2 is that, due to the fourth-power relationship between flow and radius in the Hagen-Poiseuille equation, even small changes in vessel radius have profound effects on the flow. Use differentiation of equation (1) to find formulas for the change in flow with respect to the variables i) radius r, ii) pressure difference ∆P , and iii) viscocity η.
4. So few for so much! A large tree adds a new growth ring of xylem cells for conducting water every year. The so-called diffuse-porous woods, such as maples and magnolias, develop many xylem vessels of intermediate radius, or 45 µm. On the other hand, oaks, elms, and other ring-porous woods develop fewer xylem vessels of greater radius, or 90 µm. Let us assume that all features of the conducting vessels are identical in these trees, except for the different radii of their vessels.
(a) In a new growth ring, a maple tree can develop 10,000 new vessels with a radius of 45 µm. How many vessels of radius 90 µm would have to develop in a new growth ring of an oak tree to have an equal rate of total xylem flow as in the maple? Show your calculations using equation (2).
(b) Clearly, it is advantageous to have such large vessels for the purpose of maximal water conduction, but can you think of a plausible reason why the tallest and longest-living trees have many narrow water-conducting cells rather than fewer wide ones? | <urn:uuid:41b57209-20e8-48c9-afff-de52ca3aceb8> | CC-MAIN-2019-26 | https://www.math.colostate.edu/~shipman/math155/homework/Math155Homework5sp2011.pdf | 2019-06-25T06:48:13Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00073.warc.gz | 827,489,995 | 1,310 | eng_Latn | eng_Latn | 0.995715 | eng_Latn | 0.996932 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1844,
3904,
5333
] | [
3.171875
] | 1 | 0 |
Targeted skills: This activity will address academic skills, specifically literacy. This activity is suitable for children ages three to five and are developing matching skills or letter identification. The child will develop uppercase and lowercase letter recognition as well has hand-eye coordination and fine motor skills (grasping a cup). The student will have to match the letter on the cup to the corresponding letter on the paper. (This activity may be modified to develop mathematical skills (e.g counting and numeral recognition).) The ability to recognize letters of the alphabet is crucial to reading and writing skills.
Materials required (include price, quantity required, and links to follow to order materials)
* 9 to 26 paper cups (any size) - $3.94 for a pack of 100 5 ounce cups
* 1 Permanent markers (any color) - $3.39 for a pack of 2 black Sharpies
* 1 sheet of paper (any color, 8.5" x 11" copy paper or any size you have around your home) - $2.84 for a pack of 50 Pastel colors
*
Total: $10.17
https://www.walmart.com/ip/Dixie-5oz-Multi-Purpose-Paper-Cups-100ct/21942572
https://www.walmart.com/ip/Tru-Ray-Construction-Paper-76lb-9-x-12-Assorted-Pastel-Colors-50-Pack/178708639
https://www.walmart.com/ip/Fine-Tip-Permanent-Marker-Black-2-Pack/22478127
Instructions:
1. Take out 9 paper cups from the package and set it on the flat surface.
2. Take out 1 marker and set it on the flat surface.
3. Take out 1 sheet of paper and set it on the flat surface.
4. Put one cup upside down on the paper.
5. Trace 9 circles on the paper using the opening end of the cup.
6. Set the cup to the side of the paper.
7. Write the letters A-I in lowercase in the circles you've drawn in any order.
8. Write the letters a-i in uppercase on the bottoms of the cups.
9. Take out more cups from the box.
10. Repeat steps 5 to 8 using other letters of the alphabet on different sheets of paper.
11. Mix up the cups.
12. Give the cups and sheet of paper to a child between the ages of 3 to 5.
13. Have the child match the cups to the sheet of paper.
14. The game may be played daily or weekly to develop letter recognition skills.
Modifications that may need to be made based on child's needs (list at least 2-3)
1. Ask the child what sounds the letter makes.
a. Once the child has become more proficient with matching the letters, the adult may begin introducing letter sounds. This will help the child to develop skills necessary to read and write.
2. Ask the child what words begin with that letter.
a. This will help the child to develop cognitive skills. This modification can also lead to vocabulary growth.
3. Have the child trace the letters with his or her finger.
a. This modification can help the child develop hand strength and hand-eye coordination. The child can also practice spatial awareness while learning about where to start writing letters.
4. The game may be played using numerals and dots in order to develop math skills.
a. Once the child has mastered this literacy game, he or she can move on to numeral recognition and counting. The game can also be played in conjunction.
Notes - what existing skills are required to complete activity? What skills would follow?
In order to complete this activity, an adult must first set up the game with circles on a sheet of paper and fill out the circles with various letters. The adult must also help the child write the matching letters on the bottom of the cup. In order to develop literacy skills, the child may have to play this game a few times in order to be proficient with letter recognition. It is recommended that the adult guide the child depending on how independent or proficient he or she is with letter recognition. The game can also be modified for math skills (e.g. counting dots and numeral recognition).
Include a photo of materials, completed activity, game, etc.
Images from Walmart.com
*I honestly thought of this game! Then I searched "cups literacy game" and this image popped up. I thought that the families should use things that are accessible in any supermarket.
Source: planningplaytime.com
Exceptional Education / SUNY, Buffalo State Kathy R. Doody, Ph.D. Checklist
Targeted skill
☐Identify one or two targeted skills
☐Justification – explain why this skill important for young children
Materials required include price, quantity required, and links to follow to order materials
☐Price for each required item
☐Quantities required
☐Links to ordering information
Instructions
☐Step-by- step
☐Specific and detailed
Modifications
☐Identify at least 2-3 modifications
☐Justify and explain why modifications were selected
Notes
☐Lists prior skill(s) necessary for completion of activity
☐List skill(s) to follow
Photo
☐Photo(s) included
Comments/feedback: | <urn:uuid:12483ece-7ea5-438b-9fce-f4cad4f0a775> | CC-MAIN-2024-46 | http://www.buffalostateschoolawayfromschool.com/uploads/2/8/7/2/28726775/cups_matching_game.pdf | 2024-11-02T02:12:31+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00115.warc.gz | 39,693,199 | 1,120 | eng_Latn | eng_Latn | 0.988768 | eng_Latn | 0.998477 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3119,
4119,
4799
] | [
4.21875
] | 1 | 1 |
rticles Social Networking Approach (SNA) for Learning Language and Culture: Connecting Classrooms and the World
Sachie Banks1
This study outlined differences between traditional language-teaching methods and the Social Networking Approach (SNA) (Tohsaku, 2013). SNA is a teaching framework of language and culture. It encourages students to form connections with people and society, through which they improve communication skills and cultural awareness in real-life situations. SNA also suggests that students should engage in collaborative tasks that stimulate their problem-solving skills, autonomy, and life-long learning. The study argued that shifting the goals, styles, and places of language teaching would be necessary in order to raise learners who can actively participate in a globalized society. SNA will play a pivotal role in such a transition of language teaching and contribute to the formation of ties between people and society.
Despite drastic changes in the long history of foreign / second language education, its ultimate objective had remained the same: Students became functional in another language. The classroom was a place to teach and practice language in order to achieve this goal. One of the most popular teaching methods before and during the 1970s was the grammartranslation method. Understanding grammar and making perfect translations were the main focus, while oral proficiency received little attention (Omaggio Hadley 2001). The teaching style was often teachercentered where teachers explained the grammar and students listened to the lectures.
A Abstract
1. Introduction
Another popular method was the audiolingual method. The goal was to prepare students to be able to communicate like native speakers. The main practices were
1 Department of Media and Communications Bunkyo University
memorization, repetition and pattern drills (Omaggio Hadley 2001). It was also a teacher-centered style of teaching, in which teachers demonstrated the correct form of using the language and students imitated them. Pronunciations and intonations were monitored and corrected by teachers and there was little flexibility about what or how students spoke. The audio-lingual method was influenced by the times that expected human beings to produce the same outcomes according to rules (Tohsaku 2017).
There are three major characteristics of communicative language teaching. First, s t u d e n t s s h o u l d p a r t i c i p a t e i n communicative activities that reinforce understanding of the language. Students learn the new language system best by struggling to figure out how to express themselves and negotiating meanings through interactions with others (Omaggio Hadley 2001). Second, students work toward authentic tasks (Omaggio Hadley
With the influence of globalization, the importance of cultural awareness and communicative competence were recognized in the field of language education. Translating, memorizing and repeating were not enough for learners to be ready to function successfully in another culture. The grammar translation method and audio-lingual method were criticized for their inflexibility and ineffectiveness in real-life. Learners were supposed to be able to communicate according to culturally specific context and achieve tasks using the language. The communicative approach became widely popular with the surge of such recognition.
2001). Tasks are designed based on students' levels of fluency and interests. An easy one can be asking a price in the context of shopping, while an advanced task may be solving an issue that occurred between a student and a professor when submitting an assignment. Third, students have to engage with meaningful and authentic language use (Omaggio Hadley 2001). Simple repetitions and oral drills that did not contain meaning and authenticity were discouraged in the communicative teaching. The form of teaching shifted from teachercentered to student-centered. According to Cameron (2000), the importance of talking in the process of understanding the subjects was first recognized in UK higher education and quickly became the standard of many approaches around the world. Students' voice, identity and self-expressions also became core topics to consider in the field of foreign language teaching.
The important aspect of communicative teaching is setting up a context where communication takes place. Teachers are responsible for creating an authentic, meaningful situation in which students have to communicate in another language in order to complete a task or meet their needs (Lee & VanPatten 2003, Omaggio Hadley 2001). Instead of letting students in pairs say "Ikura desuka (How much is it?)" "Nihyaku en desu (It's 200 yen)," as a drill teachers can create a situation. Students might be at a flea market in Japan to look for the Mother's Day gift, where prices are not clearly presented. They need to ask a price in Japanese in order to complete a task of shopping. In so doing, students are
able to use Japanese with a purpose in an authentic context, where they can learn cultural milleu and how to behave in particular situations.
Communicative teaching was influenced by an era that sought people who could function according to social and cultural systems (Tohsaku 2017). Fluency built upon patterned practice and role playing, however, will not be enough to live, work and collaborate with others in the complexly globalized society of the 21st century (Tohsaku 2013). Being functional in another language is not sufficient for the current
While the communicative approach seemed ideal for improving oral fluency, Tohsaku (2013) pointed out that imagined context in classroom is never the same as real life. For example, role playing is often employed for communicative practice. In a shopping context a student plays a role as a customer and asks a price, while another student plays the role of a shop owner and gives an answer. If they play their own roles properly, they can complete their task without any problems. In real life situations, however, every single act does not always occur so smoothly. The owner may have a strong accent, which students are not familiar with. He may say "How much do you want?" "If it were 1,000 yen, would you buy it?" or "I recommend this, too. If you buy both of these, I will give you a discount." Even though students are engaged in a lot of communicative practices in class, the design of the communication is patterned and modified to some extent, which is fundamentally different from communication in real-life (Tohsaku 2013).
era, where people are expected to form ties with others from different backgrounds and collaborate with them in order to solve global-scale issues. Language teaching should modify its objectives according to the demands of the era. This is how SNA was created as a human development model of language teaching for the 21st century (Tohsaku 2012, 2013, 2017).
2. Key concept of SNA
SNA is based on the social constructivism (Vygotsky 1978) that contends that meanings and learning are built through the interaction with others. It is also rooted in the sociocultural theory in second language acquisition (Lantolf & Poehner 2008). Young (2008) considered communication skills as being able to participate in interactions and collaboration with others (Tohsaku 2017). SNA aims to
SNA was developed by Tohsaku (2012, 2013, 2017) based on the Gaikokugo Gakushuu no Meyasu (Framework of Foreign Language Learning) (The Japan Forum 2012). It is a human development model of teaching, which aims to develop s t u d e n t s ' t h r e e s k i l l s : W a k a r u (understanding), Dekiru (can do) and Tsunagaru (connecting) in the three fields: Language, culture and global society. It also encourages learners to connect with three related fields: Learners' interests, attitudes, and styles of learning; learners' previous knowledge, experience, other subjects; and people, objects, and information outside classrooms (Tohsaku 2013). whole picture is presented as "3 x 3 + 3." The key concept of SNA is described in Table 1.
develop synthetic communication skills that are required to connect with people and society beyond classrooms.
In traditional teaching, students learn language and culture in classroom first, in order to be ready to participate in real-life. SNA maintains that students should participate in real-life from the beginning. They may not be functional due to a lack of understanding of grammar and vocabulary or communicative competence. What is important is that students learn how to use language in the interaction with others (Tohsaku 2013). They can also learn cultural and, global matters through participating in real-life situations, where they meet people who are from various backgrounds.
3. SNA for teaching in the 21st century
Traditional teaching solely focused on understanding language and being able to accomplish tasks in another culture. The main learning takes place inside the classroom where teachers teach language and students practice communication in a specific context. What is new in SNA is that it considers "connecting with people" as one of the main objective skills that learners need to acquire. SNA also expanded the field of learning to the "global society" in which students participate beyond the classroom (Tohsaku 2017). SNA suggests that learning should take place in real-life, not in the real-life-like situations created by teachers in the classroom (Tohsaku 2013).
Language teaching has been always influenced by the needs of an era (Tohsaku
Table 1. Key concept of SNA (Tohsaku 2017, p. 5. Translated in English by author)
| Fields Skills | Language | Culture |
|---|---|---|
| Wakaru (Understanding) | Understand Grammar and vocabulary | Understand cultural matters |
| Dekiru (Can do) | Can use the language | Can use cultural knowledge |
| Tsunagaru (Connecting) | Connect with others using the language | Connect with various cultures |
+
2017). What is expected and required in the 21st century are the skills to collaborate with people who have different value sets and work on complex issues that do not have just one answer. There are an increasing number of global-scale problems around the world, such as immigration issues, religious conflicts, global warming issues, and national security issues (Tohsaku 2013). Societies are becoming more diverse than ever, where it is necessary to form successful relationships with others through understanding, respect and collaboration.
SNA has been employed in the field of Japanese language education in various ways. Banks (2017) conducted the "Cool Japan Project" with international students learning Japanese at a university in Japan.
Teaching grammar and how to speak according to the context is no longer applicable to meet the demands of the 21st century (Tohsaku 2013). Today, in addition to communication and intercultural communication skills, problem-solving, learning autonomy, life-long learning, and collaboration skills are required. These are not developed by patterned practice in classroom, such as role play and simple questions and answers. SNA suggests that students can develop them through interacting with others in real-life. Struggling to function in real-life should stimulate students' problem skills, learning autonomy and life-long learning. Working o n t a s k s w h i l e c o o p e r a t i n g a n d collaborating with others will help students to develop communication and intercultural communication skills.
The design of the project was modeled after NHK's popular TV series, "Cool Japan." Students in groups investigated what they found cool about Japan and created short videos to introduce their points of view to the world. First, they discussed what they found cool about Japan. The students with similar interests created teams and outlines of their videos. One team, for instance, decided to talk about Kamakura. They interviewed Japanese students to investigate their views on Kamakura. Then, they went to Kamakura to see the things that the Japanese students had said were cool. Another team's theme was "Kosupure," or costume play. The students were attracted by people wearing many kinds of costumes and make-ups, but they did not know why they started wearing costumes. They interviewed people doing kosupure and why they thought it was cool. Although no instructions were given regarding how to create videos and what they had to include, all the teams went to places where they found something cool and interviewed local Japanese people to understand their views. Finally, they presented their videos to Japanese university students to exchange opinions and receive feedback. The international students who participated in this project found that it was an interesting way to learn Japanese culture. Their motivation to use Japanese and teamwork also increased.
Matsuda (2017) analyzed media literacy used by American and Japanese university students in a Facebook project based on SNA. It investigated how students used Japanese in order to connect with each
other on Facebook. It was revealed that students employed sentence-ending particles and changed the ends of the sentences in order to develop peerrelationships. Hirayama (2017) likewise analyzed how a Chinese student learning Japanese used Twitter to connect with people. Twitter was used in four processes: Translating, making friends, selecting what to read and what to write. At the beginning the student translated a Japanese tweet into Chinese and vice versa. Then, the student started using Twitter to make friends. Through following other users and exchanging greetings, the student expanded connections. But, soon it turned out to be pointless, because they did not give any meaning to the student's life. The student then started selecting what to read and what to write to expand his/her own interests. Reading and writing messages on Twitter in Japanese was not simply for improving Japanese. The student expanded his/her world around the interesting topics, through which he/she connected with others who shared the similar interests. Hirayama (2017) concluded that the whole process of using Twitter fit into the key concept of SNA and proposed that teaching and learning should be designed around "fun."
Shiratori and Shimizu (2017) employed SNA in a dynamic way. The international and Japanese students participated in the project of finding wells in the local area where the university was located. The students collaborated with local residents to identify and protect wells for national disasters. It aimed to increase opportunities for international students to use Japanese i n r e a l l i f e a n d i m p r o v e t h e i r communication skills and problem-solving skills described in SNA. The project also encouraged the students to be familiar with matters of global society, such as how to live with national disasters and how to form relationships with aging population. The s t u d y e x a m i n e d t h e s t u d e n t s ' communication strategies employed for forming connections with students and local residents. It was revealed that the students with higher Japanese proficiency played a role of scaffolding communication and helped ones with lower proficiency to participate in the project.
Many practical reports were centered around the education of Japanese language and culture. There was little study on employing SNA for teaching English and intercultural communication, although SNA is applicable to many fields and subjects. The "world trend project" introduced in the following section is an example of employing SNA for developing English communication skills and cross-cultural awareness.
4. SNA for teaching English and intercultural communication: World trend project
4. 1 Place and participants
The world trend project was initiated by six Japanese university students in 2017. Three were male and three female who were enrolled in an intercultural communication seminar in their third year. First, the students discussed what they wanted to do in the seminar. The teacher (author) told them about the importance of " c o n n e c t i n g " w i t h p e o p l e a n d t h e community in the process of learning
English. The students first could not think about how to establish connections with people outside their student lives. One of the plans that the students proposed was visiting local restaurants and writing reviews in English for tourists from overseas. But they could not imagine how they could "connect" with people through doing this. Going to a restaurant and writing reviews in English would be a great practice to use English, but it was not clear how they would reach those who might need English reviews. It was also revealed that there were many existing restaurant reviews.
Through long discussion, the students identified three keywords that they wanted to include in the project: The world culture, trends, foreign tourists in Japan. They created a plan for the project based on these keywords as follows:
Objective: We will investigate trends around the world, such as music, fashion, and food. We will put collected information on Instagram, so that we can connect with many people as an originator of information.
Place of the project: Places where we are likely to meet tourists, such as, Harajuku, Shinjuku, and Asakusa.
Method: We will interview foreign residents and tourists in Japan to collect information.
The role of the teacher was to give advice and ask questions in order to help them to develop their ideas. It seemed important to let the students make their own decisions based on their interests. Only when the plan seemed unclear, did the teacher asked further questions, so that everyone could have more concrete ideas. The teacher also gave everyone an opportunity to speak their mind, every time they needed to decide something.
4.2 Schedule of the project
Students were separated into two teams based on their availability for conducting interviews. They randomly found non-Japanese looking people on the streets and asked questions. Interview questions were about trends of food, sports, music, and fashion in the countries where they were from. The students also asked how they perceived Japan and what they thought Japanese good points were. The teacher corrected English of the interview questions that the student created. There were some questions that seemed too vague to elicit clear answers. But the teacher left the question as they were, so that they could realize the issues and figure out how to fix them. The teacher joined the fieldwork and observed the students. The overall schedule is presented as Table 2.
4.3 What was seen from observations 4.3.1 The students
The students who had almost no experience of interacting with non-Japanese people in Japan were really afraid of reaching them at the beginning. Some felt overwhelmed by the entire situation, some were simply afraid of talking to strangers. With teacher's help, they were able to say "Hello" or "Excuse me" in English to initiate
The project was taken place based on the following schedule.
interviews. They were reluctant to remain with a passersby alone, because they did not know how to overcome language barriers. They were worried about what to do when they could not understand interviewees' responses. One of the students mentioned that she was afraid of nonJapanese tourists' appearances, which were completely different from the Japanese appearances that she was familiar with. She did not know if one was angry or moody as she was not familiar with facial expressions of Western people in particular.
The students also realized that many people did not have the concept of "trends."
The students at the beginning approached elderly people who seemed more willing to talk, compared to young people. Soon they realized elderly people were not familiar with trendy fashion or food, and tried to talk to younger people. After a couple of interviews, the students seemed more confident about approaching tourists. They were able to initiate conversations, without much hesitation. They still had a difficult time understanding replies. In some cases, they knew the vocabulary, such as "salmon," but they could not catch the word, because it was pronounced differently than they were familiar with. Some interviewees were from Chile or Israel, whose first language was not English. The Japanese students were not familiar with those non-native speakers' accents and could not comprehend some answers, even though it was easy vocabulary.
For instance, some people answered "jeans" to the question : "What kind of fashion is popular in your country?" Jeans are something that is widely used by many people, but it does not mean it is a trendy fashion. Likewise, when they asked about popular music, many people answered with their favorite genre, such as "jazz" or "pop." The students again realized that simply asking about popular music would not give them the answers that they wanted to hear.
The strategy meeting became an excellent opportunity for them to think about how to solve issues that they faced during the interviews. They were frustrated that they could not ask further questions, due to their limited English. The teacher gave three pieces of advice regarding the language barrier. First is that simple sentence like "Can you give me an example?" could extend a conversation and elicit more detailed answers. Second is to use other resources to collect more information. Even though somebody tells them a name of a band, the student may not be able to comprehend if they did not know the band. If they ask an interviewee to write down a name of a band, they can later find out who it is. Third is to say "I do not understand" or "Could you repeat again?" It was observable that the students said "Yes" or "Thank you" even though they did not understand what was said. They were doing so because they did not want to trouble the interviewees. If they tried to clarify the meaning, it could extend conversations, which would become additional practice of listening English. The students were able to conduct interviews much better in the second fieldwork. They went to talk to tourists without the teacher's help. They were able to collect better information, using the new strategy of interviewing.
The students also discussed the concept of "trends." In their mind, trends of fashion or music change every season, which are advertised in magazines and TVs. Some TV shows focus on trendy foods and introduce popular restaurants. They realized the concept of trends shared by Japanese people may not be the same as ones in other countries. Many people could not think about trendy food or fashion in their countries. It was an opportunity to think about Japan through considering the points of view of people from outside of Japan.
4.3.2 The people who answered interviews
Most people were willing to talk to the students, except for the ones who did not have time. Some of them were residents of Japan. They were not familiar with trends in their countries because they had been away for a while, but they were willing to answer both in English and Japanese. Many of them seemed happy to talk to Japanese students, especially when they were asked what they think of Japan. Some of them were having troubles finding their hotels or places that they wanted to go. After they answered the interview questions, the Japanese students helped them to find those places. It was the reallife moment that the students did not prepare or could not prepare in class. But they were able to be helpful, using their pre-existing knowledge and problem-solving
skills.
4.3.3 Expectations and the reality
It was an excellent opportunity to break down stereotypes and learn about many countries in real-life situations. One of the students commented that they were able to talk to people whom they would never meet if they did not conduct the interviews. They could think about the countries that they would never think about if they did not meet those people.
It was observed that some of the Japanese students' expectations were different from what they experienced in the reality. Before starting the fieldwork, the students often talked about American people as foreigners. They also considered White people as native English speakers. They were afraid of failing to be functional in English in front of them. The people who answered in the interviews, however, were from all over the world. In fact, few Americans were found to be interviewees. Some of the White people were not from English speaking countries. Many of them were fluent in English, but communication barriers occurred not solely due to the students' lack of English skills. The issue of accents and pronunciations on both sides made it harder to achieve mutual understanding.
5. Conclusion
In this project, the students were able to realize how to use English effectively to communicate with people from various backgrounds. Answers were not in the textbooks. The students had to find their own answers through struggling in real-life experience. The challenges that they faced in real-life situations made them think about different strategies and approaches for using the language. The improvements of the skills for the 21 st century (Tohsaku 2013) were not tested using pre and post surveys. It was observable that the students gradually changed their attitudes of using English while figuring out how to break down the communication barriers. It required students to use collaborating, problem-solving skills and learning autonomy.
This study argues that SNA changes not only the style of language learning, but also the world views of students. The students may not remember what was correct English or what exactly interviewees said during the interviews. But, they do not forget the feelings of awkwardness and frustrations caused by the language barriers and the excitement of overcoming those barriers. The memory of trying hard
The definition of "connecting" may differ depending on the person. Some may perceive it as deep, life-long relationships, others may think about connections on social media. In this project, the students did not develop deep relationships with people whom they interviewed. However, they opened their world by collecting information from them and studying the food and songs that they had never heard of. On Instagram, they were also able to find connections with people outside their daily lives. It may seem superficial, but for those who did not have any relationships with outside Japan, it was a big "first step."
to help the tourists with directions might remain for a long time. Such feelings and memories can become a driving force for future language and cultural learning, which can expand and deepen connections with people and the global society. Going outside classroom and conducting tasks in real-life situations enabled the students to expand the possibility of learning. The contents of learning were unpredictable, but it was something that students gained and achieved by themselves. The style of language learning suggested by SNA may well change the dynamic of foreign language education. Such a transition seems necessary for the current globalized world where we need to live, work, learn, and collaborate together over the differences and commonalities.
References
Cameron, D. (2000). Good to talk? London, UK: Sage Publications
Banks, S. (2017). Shokyuu gakushuusha no tame no "tsunagaru" nihon jijyou kyouiku ("Conncting" Japanese culture education for learners of Japanese at beginner level). Social Networking Approach to Nihongo Kyoiku Kenkyu Happyoukai Houkoku Ronshuu (Social Networking Approach and Japanese Language Education Practical Report and Research Papers). pp. 17-25.
Hirayama, H. (2017). Nihongo gakushuusha ni yoru soosharu media o mochiita Nihongo shiyou no keesu sutadi. (Usage of Japanese employed by a learner of Japanese on social media). Social Networking Approach to Nihongo Kyoiku
Kenkyu Happyoukai Houkoku Ronshuu (Social Networking Approach and Japanese Language Education Practical Report and Research Papers). pp. 33-40.
Lee, J. F. & VanPatten, B. (2003). Making communicative language teaching happen (2nd ed.). New York, NY: McGraw-Hill.
Lantolf, J. P., & Poehner, M. E. (Eds.). (2008). Sociocultural theory and the teaching of second languages. London, UK: Equinox.
Matsuda, Y. (2017). SNA jissen o tsuuujite shuutoku suru Nihongo riterashii (Japanese Literacy through conducting SNA). Social Networking Approach to Nihongo Kyoiku Kenkyu Happyoukai Houkoku Ronshuu (Social Networking Approach and Japanese Language Education Practical Report and Research Papers). pp. 59-72.
Shiratori, N. & Shimizu, H. (2017). ICT tsuuruzu o mochiita gakushuusha no tsunagari no shutoku to nettowaaku bunseki. (Analysis into social networks and connections created by learners of Japanese through ICT tools). Social Networking Approach to Nihongo Kyoiku Kenkyu Happyoukai Houkoku Ronshuu (Social Networking Approach and Japanese Language Education Practical Report and Research Papers). pp. 89-100.
Omaggio Hadley, Alice. 2001. Teaching language in context. (3rd ed.). Boston, MA: Heinle & Heinle.
Tohsaku, Y. (2012). Japanese language education in the global age: New perspectives and advocacy. National Symposium on Japanese Language
Education Proceedings, 3-14.
--. (2013). Nippon 3.0 no shohousen (Prescription for Japan 3.0). Tokyo, Japan: Koodansha.
The Japan Forum (2012). Gaikokugo gakushuu no meyasu (Framework of Foreign Language Learning).
--. (2017). Guroobaru jidai no "tsunagaru" gengo kyouiku soosharu nettowaakingu apuroochi: Riron to jissen ("Connecting" language teaching social networking approach in the age of globalization: Theory and practice) Social Networking Approach to Nihongo Kyoiku Kenkyu Happyoukai Houkoku Ronshuu (Social Networking Approach and Japanese Language Education Practical Report and Research Papers). pp. 5-16.
Vygotsky, L. S. (1978) Mind in society ― The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Young, R. F. (2008). Language and interaction. London, UK: Routledge | <urn:uuid:a0a0ee76-f532-4f70-b810-7d1fec35f89c> | CC-MAIN-2024-46 | https://bunkyo.repo.nii.ac.jp/record/7772/files/BKSS090007.pdf | 2024-11-02T02:58:38+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00116.warc.gz | 134,264,377 | 6,251 | eng_Latn | eng_Latn | 0.931376 | eng_Latn | 0.998234 | [
"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 | [
1835,
5015,
8128,
10020,
13147,
16319,
19174,
20689,
23816,
26791,
29555,
30378
] | [
2.0625,
2.796875
] | 1 | 0 |
April 2016
Next Meeting: Thursday, April 7, 7:00 p.m. Sandy Creek Nature Center
For the 7:00 p.m. presentation:
The Prescribed Burn Results at SCNC
J. Michael Wharton, Athens-Clarke County Leisure Services Department Administrator for Operations, will discuss results of a prescribed burn conducted last month for the long-term Managed Forest Project designed to improve wildlife habitat in the woodland tract at SCNC.
The project features five demonstration forest plots managed with best-practices wildlife and forestry techniques to create living outdoor exhibits that will allow visitors to "walk through time" and experience the successional stages of a 50-year-old forest in a short hike.
Wharton, a certified wildlife biologist, has worked in the recreation, natural resource, and environmental education field with Clarke County and the Athens-Clarke County Unified Government since 1980. He has served as an environmental educator, Leisure Services Natural Resources Division administrator, and since 2011 as the Leisure Services Department's operations administrator.
Meetings are held…the first Thursday of the month at 7:00 p.m. To get to the Nature Center, take Highway 441, exit # 12, off the north side of the perimeter, go north on 441 approximately one mile, and turn left at the Sandy Creek Nature Center sign displaying this logo:
Go left at the end of this short road. The ENSAT building is a short way down the road on your right.
Vol. 27, No. 4
Spring Bird Walks – Think Spring!
Bird walks are from 8 a.m.-11a.m. or noon. However, attendees may leave early. Please dress for the weather, wear practical shoes, hats and bring insect repellent and snacks/water as desired. Also, check ORAS announcements and website for any last minute changes to this schedule. (Note that April 30 bird walk begins in Sandy Creek Park due to the closure of the boardwalk on Cook's Trail).
If you have other questions please contact Ed Maioriello at: email@example.com
- Apr. 02: Sandy Creek Park (SCP)
- Apr. 09: Lake Herrick/Oconee Forest Park
- Apr. 10: Sandy Creek Nature Center (SCNC)
- Apr. 16: Whitehall (S. Milledge & Whitehall Rd.)
- Apr. 17: ACC Landfill
- Apr. 24: State Botanical Garden (Day Chapel)
- Apr. 30: SCP-Cook's Trail - clean-up
(Attendees for the Whitehall walk need to be right on time).
Spring Field Trips (out of town) *
Apr. 23 6:00 a.m. Kennesaw Mountain May 07 7:00 a.m. Charlie Elliott Wildlife Center May 14 7:00 a.m. Ivy Log Gap Rd/Sosebee Cove
* Please check listserv announcements for any late changes.
The Moth and the Gardener
interview by Liz
Conroy with entomologist Nancy Miorelli
1) Some people think of moths as mostly pests in the garden and around porch lights, yet they are important.
a) Why are moths important in the web of life?
Butterflies and moths are in the order Lepidoptera which are comprised of ~180,000 species. Moths alone make up ~160,000 of these species. When there are 160,000 of anything they're important in many aspects of our planet. They help keep plant populations under control as larva, pollinate flowers as adults, and are a food source for many other animals.
b) Why are moths important to those who love birds?
Lots of birds eat insects and moths make the perfect snack, especially the ones that are relatively defenseless. Even if a bird doesn't directly eat insects, usually things that birds eat—lizards, frogs, snakes—do eat insects to survive. Moths are an important stepping stone in literally feeding the food web.
c) In what ways are moths important as pollinators?
It depends on the moth! Moths in the silk worm family don't have mouths so they don't feed. Therefore, they don't make good pollinators! But most of the other moths are nectar feeders and pollinate a lot of night blooming plants.
An interesting example is that two genera of moths, Parategeticula and Tegeticula, are required for the pollination of the Yucca plant. The female moth pollinates the flower with the pollen stuck to her tongue, after depositing her eggs in the ovary. The caterpillars feed on some, but not all of the growing seeds. The flower is pollinated, and the caterpillars get room and board.
d) In what other ways are moths important?
The most obvious example is the silkworm moth, although several species are farmed for their silk.
Another less obvious example is that they vastly improved our understanding of physiology (how bugs work on the inside) in the 40's and 50's. Tobacco hornworm caterpillars and silk worm moths are really big. When our machines and techniques weren't as sensitive back in the day, using these big caterpillars made it possible to measure hormone levels and help us understand how insects develop and function.
2) I understand that we can garden for moths the way we do for butterflies.
a) What flowers, herbs, shrubs, and trees can gardeners plant to attract adult moths?
Adult moths are mostly nocturnal (there are a few exceptions). Of those that are feeding, they're not picky about their nectar sources although usually hone in on plants that have obvious odors. Hawk moths usually search for trumpet shaped flowers. The Snowberry Clearwing Moth is a day-flying moth that's attracted to generally the same things which attract butterflies. Witchhazel is pollinated by Cuculiid moths.
b) What are some flowers, herbs, shrubs, and trees that larval moths—common in the Athens area—need?
The great thing about moths, is that most of their names suggest what the larval stages feed on. For example, the Catalpa Sphinx Moth eats the leaves of the Southern Catalpa tree. If you want to attract moths, it's best to have what they eat in your backyard. For large moths like Luna Moths and Polyphemus Moths, they have a wide variety of host plants including walnut, maple, birch, and oak trees. If there's a moth that you're particularly interested in, you should research its host plant.
3) Do moth larvae always become pests to the gardener? If so, should one plant a separate "moth garden" away from vegetable gardens or flower beds?
No, they don't! Of all the moths, only a small fraction attack plants. And some of the culprits are actually butterflies like the Cabbage White which feeds on cabbage and mustard plants. Most moths target a fairly narrow range of host plants limited to a few species or a genus. Even if you plant everything together, the moths will only target their host plants to lay their eggs on. It's best to research what sorts of pests your plants will attract before you plant them.
4) Can you put soap or some other deterrent on your special plants that you don't want moth larvae to eat?
Soap and detergents are not good to put on plants because they can leach into the soil and harm the animals and other microorganisms that are helping your plants grow. Again, it's best to know the biology of your plants and of the moths you're looking to attract; you can plant a wide diversity of plants which will prevent your moth larvae from eating the things you don't want them to eat. If you're still looking for something to spray on your plants, we use a mixture of alcohol (Ecuador's version of moonshine), cinnamon, and lemon juice in our orchid garden in Ecuador.
5) Is there any way to keep moths in the garden and not on your porch around the porch lights at night?
Not really. Moths use the moon to navigate and accidently use your porchlight instead. You can minimize the problem by only turning on your porchlights when you need them, or replacing traditional white light bulbs with lights that are more yellow.
6) What is your favorite moth in Georgia?
My favorite moth in Georgia is the Rosy Maple Moth. It is bright yellow and pink, and I think it's adorable. It feeds on various maple trees if you're looking to attract it.
7) What is your favorite moth where you are living in Ecuador?
My favorite moth here is a silkworm moth (Rhescyntis hippodamia) that doesn't have a common name. It's about the size of a dinner plate and has what looks like cartoon snake heads on its wings.
Sightings Reported at March Meeting
Purple Finch, Jefferson, Georgia, Cynthia Boswell, 2/21/16
Sora, Ruby-crowned Kinglet (male), Savannah National Wildlife Refuge, Mike & Liz Conroy, 2/28/16
American Wigeon, (2 male, 1 female), Crawford, Georgia, Leila Dasher, 3/1/16
Northern Harrier, Astondale Rd., Watkinsville, Georgia, Carole Ludwig, 2/29/16
Downy and Red-bellied Woodpeckers, Ella Conway
New Sighting Reported: Ash-throated Flycatcher at State Botanical Garden
by Richard Meltzer
I wanted to let the Oconee River Audubon Society know of a new bird sighting for Clarke County of an Ash-throated Flycatcher that I had submitted to eBird has recently been accepted by the GBRC (Georgia's Birds Records Committee).
I believe that it has been observed a few times previously in Georgia, but this is the first sighting in Clarke County. I had made the observation at the State Botanical Garden of Georgia on October 30, 2013 but waited until 2014 to submit the observation until I had talked with a number of birders, some of them in ORAS, who encouraged me to submit the observation. . . .The bird was seen in the pine trees lining the large open field under the power line.
The Flap of a Butterfly's Wing March meeting by Liz Conroy
summary of
Thanks to Jim Porter for his talk on "The Flap of a Butterfly's Wing" on March 3. Porter, a UGA professor in Ecology, discussed some local patterns, threats, and new discoveries in the biodiversity of butterflies, as well as conservation challenges for the future of these beautiful insects. His talk focused on butterflies in Georgia and especially on butterflies found within the Tallassee Tract owned by Athens-Clarke County. Also, Porter brought along more than 1,000 specimens from his local butterfly and moth collection as a temporary display.
Porter showed many photos of Georgia's beautiful butterfly species, including the largest and smallest in the U.S., named the Giant Swallowtail and the Pygmy Blue, respectively.
Surviving for 12 months by hibernating in an open log in the winter, Georgia is also home to the Morning Cloak, the longest lived. "No other butterfly in the world lives longer," he noted. The most common butterfly is the Cabbage White which is an invasive butterfly from Europe. The Monarch flies the farthest of any butterfly in the world; the Viceroy is best at mimicry. In addition to these firsts for Georgia, its state butterfly, the Tiger Swallowtail was the first animal named from the New World (by Linnaeus in 1758).
Porter described how Georgia is becoming more like Texas as warming trends continue due to climate change. Georgians will see increases in average temperature and decreases in average rainfall. This trend means Georgia will have more Witch Moths which normally live in Florida but now are seen here as well. In the future, Tropical Zebra butterflies will arrive in Athens, while we are likely to see fewer Dogface Sulphurs.
Of particular concern is the Georgia Satyr which used to be locally common across Georgia. The only time it has been seen in recent years in the Southeast was in South Carolina (north of Charleston) in 2008. In terms of state protection of endangered species, Porter said, "Georgia does pretty well with plants but does a miserable job with animals."
Porter discussed how the "latitudinal diversity gradient" is changing. Butterflies in the tropics have pointed wingtips which is unusual in the temperate butterflies. They also frequently have dead leaf coloration on their underside. He noted that some of these kinds of butterflies are now seen in Georgia.
The presence of 'cryptic species' is another hallmark of the tropics. Cryptic species complexes occur when three or more species are morphologically indistinguishable. This phenomenon is common is the tropics but is almost completely absent from temperate zones. Yet such a phenomenon occurs here in Athens-Clarke County with three Pearly Eye species, including the Northern, Creole, and Southern Pearly Eye Butterfly.
All three species were collected in the Tallassee Forest right here in Athens. All have identical habitat requirements of moist woods. They can only be distinguished by the dots on the underside of their upper wings: Northerns have five dots, Creoles have four, and Southerns have 4 and a half.
The antennae are also slightly different, yet consider the uselessness of any of these "distinguishing" characteristics as they fly by! All three have two broods per year in the South, and all are on the wing at the same time. Porter said, "This is a cryptic species complex, thousands of miles from where butterflies should exhibiting this [characteristic], and it's going on right here in Athens. As far as we can determine, nowhere else in the temperate zone."
River cane (Arundinaria spp.) is an important host plant for all three species. Two of the three (the Creole and the Southern Pearly Eye) are "river cane obligates." Porter encouraged everyone to remove invasive privet whenever possible, maintain open canopies in cane areas, and encourage the responsible reintroduction of fire [through prescribed burns].
Finally Porter recommended that everyone support our ACC Mayor and Commission whenever they take action to protect the environment.
Oconee Rivers Audubon Society
President
Brian Cooke
firstname.lastname@example.org
Vice-President Katy Manley
email@example.com
Treasurer
Alison Huff
firstname.lastname@example.org
Secretary
Mary Case
email@example.com
The Yellowthroat Published monthly by the Oconee Rivers Audubon Society PO Box 81082 Athens, GA 30608
Submit items to address above or e-mail The Yellowthroat editor Liz Conroy: firstname.lastname@example.org Articles, artwork, notices, and sighting reports welcomed. The deadline for submissions is the first day of each month. All articles and artwork are copyrighted, and all rights are reserved by the authors. Opinions expressed in articles are those of the respective authors and do not necessarily reflect the official views of Oconee Rivers Audubon Society | <urn:uuid:446fe0fb-f626-4ee2-8e2b-ddad469f3666> | CC-MAIN-2024-46 | https://oconeeriversaudubon.org/sites/default/files/Apr2016_Yellowthroat.pdf | 2024-11-02T01:36:58+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00117.warc.gz | 400,373,998 | 3,219 | eng_Latn | eng_Latn | 0.996181 | eng_Latn | 0.998222 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2572,
7823,
9271,
14197
] | [
2.296875
] | 2 | 7 |
College and Career Readiness:
Developmental Needs, Classroom Management, and Lesson Plans
Whitney Cowan Britton and Kathryn Watkins Van Asselt School of Counseling and Human Services, Capella University
Author Note
Correspondence concerning this article should be addressed to Whitney Britton, 369 Cannon Way, Woodbury, TN, 37190, United States. Email: email@example.com
1
Abstract
College and career readiness is an integral part of a comprehensive school counseling program. According to the American School Counselor Association (ASCA) Ethical Standards, school counselors are qualified and expected to provide direct and indirect services that address students' academic, social/emotional, and career needs. In Arizona, and across the country, school counselors are expected to lead systemic change by delivering to all students a comprehensive competency-based program, aligned with state standards for academic, personal, and career development. This paper summarizes developmentally appropriate ideas for school counselors to lead robust college and career readiness classroom guidance. The importance of incorporating college and career readiness by discussing classroom management techniques will enable school counselors to lead an effective program. Three examples of lesson plans at the elementary, middle, and high school level are also provided.
Keywords: school counselor, college, career readiness, classroom guidance, lesson plans
College and Career Readiness:
Developmental Needs, Classroom Management, and Lesson Plans
School counselors play a vital role in college and career readiness. According to the American School Counselor Association (ASCA, 2019) National Model, school counselors advocate for students' college and career awareness, exploration, and decision-making. Using a comprehensive school counseling program, counselors promote and encourage college and career readiness for students and families (Curry & Milson, 2017; Hooper & Van Asselt, 2019). To ensure college and career readiness, counselors follow the Eight Components of College and Career Readiness developed by The College Board National Office for School Counselor Advocacy (2010). The eight concepts include: college aspirations, academic planning for college and career readiness, enrichment and extracurricular engagement, college and career exploration and selection processes, college affordability planning, college and career admission processes, and transition from high school graduation a to college enrollment. Implementing these eight components allows counselors to give relevant resources that promote college and career readiness within their school. Overall, a school counselor's role in college and career readiness is to advocate, educate, and prepare students and their families for positive post-secondary outcomes (Gysbers, 2013; Mariani, et al., 2016). However, school counselors have reported feelings of inadequacy when it comes to implementing college and career planning (Morgan et al., 2014). This article will aid school counselors to meet these expectations by addressing developmental needs, managing classroom settings, and utilizing career based lesson plans.
Developmental Needs
According to the ASCA Ethical Standards for School Counselors (2016), counselors are to treat all students and families with respect. Counselors are partially responsible for making
sure each student has equitable access to a rigorous education. A comprehensive program that treats all students equitably can be fulfilled by regularly implementing career-based classroom guidance lessons. Through the use of classroom lessons, the school counselor can demonstrate the importance of career development.
Developmental Needs: Elementary
Elementary school counselors should be bold when implementing college and career readiness into their school counseling programs. Studies show that young children can understand careers and need career education in order to connect academics to the world of work (Curry & Milsom, 2017; Knight, 2014). Knight suggests that helping students make the connection between what careers need college degrees, and which do not, will aid 5 th graders in making better informed decisions. Exposure to different careers can also help students remove social and gender barriers that may influence decision making at this age (Knight). School counselors can begin to introduce elementary students to various career options that are developmentally appropriate, such as being community helpers. Community helpers are individuals that reside and work within a community. Common examples of community helpers are firefighters, teachers, doctors, nurses, and mail carriers. These careers are developmentally appropriate because children in elementary school have been exposed to these types of careers. They know who these people are and have seen them at their jobs. After following the Operation Occupation curriculum, 5 th grade students reported an increased understanding of career readiness from 9% to 100% (Mariani et al., 2016). In an elementary school, career exploration should be led through the use of exposure, awareness, play, and exploration. These experiences set the foundation of college and career readiness skills that they will build upon as they move into middle school.
5
Developmental Needs: Middle
It is a school counselor's role to advocate for a comprehensive school counseling program that meets the needs of all students equitably. The school counselor should begin to implement regular developmentally appropriate lessons addressing the career and college readiness needs of middle school aged students. At the middle school age, they need preparation for the high school transition, exposure to relevant careers, and social interaction. "Adolescents develop formal abstract thought and patterns of thinking about issues with greater complexity and depth, they develop an initial understanding of the dynamic relationship between career choice and multiple factors such as personal economic needs, social status of certain occupations, special talents and abilities, perceived intelligence, interests, and economic urgency" (Curry & Milsom, 2017, pp. 215). School counselors can provide middle schoolers with lessons and opportunities to learn about, and practice, these skills. Sherman-Morris et al. (2019) determined that the best way school counselors believed they could expose students to unknown careers (e.g., geosciences) was through the use of guest speakers and the internet. Educating all students on career options in their early adolescent years encourages them to continue in their educational achievements and sets up a foundation for ongoing success. The transition from middle school to high school is a major event in a child's life. "Knowledgeable school counselors use a collaborative approach involving families, teachers, and community members that can help to ensure a smooth high school transition process" (Curry & Milsom, p. 235).
Developmental Needs: High School
The high school setting needs a program that presents multiple options and benefits all students. The counselor should implement a comprehensive program that incorporates both
college and career knowledge. For example, some of the students may have been taught that the only postsecondary option is college. The school counselor will build upon this by implementing career readiness lessons educating students on other options such as vocational school, technical school, community college, military, and other options including volunteerism. This allows students to understand various postsecondary education routes and informs them regarding possible opportunities. When high school students believe they have a path, it encourages them to finish high school and graduate.
Classroom Management
While school counselors are not traditional teachers in the classroom, it is vital for school counselors to have strong classroom management skills (Buchanan et al., 2017). Having effective classroom management will assist in the overall success and deliverance of the lesson. There are a few basic principles for having effective classroom management at each grade level. The instructor needs to have authority, show warmth and empathy, and create a collaborative atmosphere among peers. Proactive management skills also include: setting clear rules, being prepared, having extra activities ready, discussing consequences, providing engaging lessons where learners want to be involved, respecting students, providing rewards, role modeling, involving parents, monitoring learners, discuss the rationale for rules, verbal encouragement, and maintaining clear expectations (Korb et al., 2015). To establish classroom management, counselors first must set the standard of how the class will behave when they are presenting a lesson. Counselors can reinforce positive behavior using positive language (Buchanan). Another aspect of effective classroom management is to ensure the lessons are developmentally appropriate and adequately challenging to ensure participation and focus.
Classroom Management: Elementary
COLLEGE AND CAREER READINESS
In elementary school, students are active and may have shorter attention spans. Developing lessons that allow movement and peer interaction might also help keep their attention during the lesson. Integrating movement into lessons provides students with greater engagement in the classroom and can help eliminate excessive off task behaviors (Miller & Lindt, 2018). In this example lesson, "Career Bingo", the counselor will begin by reviewing the school counselor's rules and then the activity rules (Keri, C., n.d.). Throughout the lesson, the counselor will use positive reinforcement and encouraging words. This activity is brief and interactive which is developmentally appropriate for students who are in elementary school. Depending on skill level, the counselor can adjust the careers and the definitions. The counselor can also adjust the number of careers needed to make a BINGO (see Appendix A).
Classroom Management: Middle
In middle school, students are developing a sense of social value and more complex thinking capabilities (Curry & Milson, 2017). Peer influence is a key component in their development, which is why a lesson with peer interaction is beneficial for this age group. In the example lesson "Escape Room Counseling", the counselor will maintain classroom management by setting the rules at the beginning and then pairing students together into teams that will work cooperatively (Miller, C., n.d.). The teacher can assist the school counselor in pairing the students as they have more insight on how the students work together, or the counselor can allow flexibility and have the students pick a partner. To fit the skill levels needed, the counselor can increase and decrease the difficulty level of the challenges in the lesson (see Appendix B).
Classroom Management: High School
In high school, students are able to focus and have hypothetical-abstract thoughts (Curry & Milson, 2017). They are beginning to visualize their futures. Although this may be a novel
idea for classroom management, it might be helpful if counselors encourage teachers to allow flexibility. Specifically, if high students have opportunities to have real-world experiences, they should encourage those moments, even if they take place during the school day. This may help students heighten their awareness and engagement in college and career readiness classroom lessons. Practicing career interviews allow them to practice necessary real-world skills including listening and communication. The counselor can host a "challenge by choice" and invite interested students to attempt their interview skills in front of a mock panel of 3-4 students. Although not a requirement, advanced students may appreciate the extra challenge, skillset, and application. To simplify, the counselor can first educate students on interview skills in smaller group settings. The counselor may give students a list of beginner interview questions and example responses. There are various ways to scale the lessons to fit the developmental needs of the students and the school community. It is vital to plan, but counselors should make modifications and adjustments, as needed (see Appendix C).
Lesson Plans
Lesson plans should be theory-based and tailored to fit the career needs of the students receiving the lesson. A school counselor should consider the ages, developmental levels, cultural factors, and specific needs of the students to ensure the lesson plan is relevant. A thorough lesson plan includes ASCA's Mindsets and Behaviors standards, objectives, materials needed, detailed instructions, overall summary, and evaluation (Curry & Milsom, 2017). Appropriate lesson plans educate students on various college and career options and apply to various cultures and learning styles, while still encouraging autonomy and promoting career maturity. These goals also align with the Every Student Succeeds Act (ESSA; U.S. Department of Education, 2020). The ESSA was established by the Obama administration in 2010 to expand upon the No Child Left Behind
Act. The ESSA advances equity, requires high academic standards, ensures annual statewide assessments, helps support local interventions, increases access to high quality preschool, and maintains accountability for the lowest performing school to improve. The U.S. Department of Education notes that graduation rates are higher than before, more students are attending college, and dropout rates are at historic lows. It seems that the focus on preparing families and students for college readiness has seen some success. It is critical that school counselors continue to contribute to this overarching goal of career preparation.
Conclusion
The American School Counselor Association, ASCA National Model (2019) sets the standards for school counselors to provide college and career readiness via awareness, exploration, and decision-making opportunities. ASCA expects school counselors to use developmentally appropriate lessons to assess students' career interests. An identified means for this process includes the use of large-group classroom lessons which must incorporate classroom management techniques for effective implementation of career assessments. Classroom lesson plans have been shared to help aid the school counselor in the process, including accommodating key developmental needs for elementary, middle, and high school students to address college and career readiness needs connected to the ASCA Mindsets & Behaviors for Student Success (2014). This article was designed to help school counselors strengthen and broaden their comprehensive programs to meet the needs of all students across Arizona.
References
American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student.
https://www.schoolcounselor
.o rg/asca/media/asca/home/MindsetsBehaviors.pdf
American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs (4 th ed.). Author.
Buchanan, D. K., Mynatt, B. S., & Woodside, M. (2017). Novice school counselors' experience in classroom management. Journal of Counselor Preparation and Supervision, 9(1).
Curry, J. R., & Milson, A. (2017). Career and college readiness counseling in P–12 schools (2nd ed.). Springer Publishing Company, LLC.
Miller, C. (n.d.), Escape Room Counseling Bundle (Friendship, Growth Mindset, College and Careers). https://www.teacherspayteachers.com/Product/Escape-Room-CounselingBundle-Friendship-Growth-Mindset-College-and-Careers-3639163.
Gysbers, N. C. (2013). Career-ready students: A goal of comprehensive school counseling programs. The Career Development Quarterly, 61(3), 283-288.
Hooper, E., & Van Asselt, K. W. (2019). College and career readiness: A primer for school counselors. School Counseling Research & Practice Journal, 1(1), 1-16.
Keri, C. (n.d.). Career Bingo, https://www.teacherspayteachers.com/Browse/Search:career bingo.
Knight, J. L. (2015). Preparing elementary school counselors to promote career development: Recommendations for school counselor education programs. Journal of Career Development. 42(2), 75-85. https://doi.org/10.1177/0894845314533745
Korb, K. A., Selzing-Musa, G., & Skinner-Bonat, S. B. (2016). The effect of training on teachers' knowledge of effective classroom management strategies in Jos metropolis. Global Journal of Educational Research, 15(1), 79-87. https://doi.org/10.4314/giedr.v15i1.9
Mariani, M., Berger, C., Koerner, K., & Sandlin, C. (2016). Operation occupation: A college and career readiness intervention for elementary students. Professional School Counseling, 20(1), 65-76. https://doi.org/10.5330/1096-2409-20.1.65
Miller, S. C., & Lindt, S. F. (2018). Engaging elementary students through movement integration in mathematics and reading: An exploratory study to understand teachers' perceptions. Curriculum and Teaching Dialogue, 20(1-2), 31-179.
Morgan, L. W., Greenwaldt, M. E., & Gosselin, K. P. (2014). School counselors' perceptions of competency in career counseling. The Professional Counselor, 4(5), 481-496. https://doi.org.0009566492
Sherman-Morris, K., Del Valle Martinez, I., Justice, C. A., & Hall, K. R. (2019). School counselor perceptions of the geosciences and career exploration activities used in their schools. Journal of Geoscience Education, 67(4), 446-458. https://doi.org/10.1080/10899995.2019.1627854
The College Board National Office for School Counselor Advocacy. (2010). Eight components of college and career readiness counseling. https://securemedia.collegeboard.org/digitalServices/pdf/nosca/11b_4416_8_Components_WEB_1111
07.pdf
U.S. Department of Education. (2020). Every student succeeds act (ESSA).
https://www.ed.gov/essa?src=rn
COLLEGE AND CAREER READINESS
Appendix A: Elementary Lesson Plan Template
School Counselor:
Activity: "Community Helper Career BINGO" (Keri, C., n.d.)
Grade(s): Elementary (K-5)
ASCA Mindsets & Behaviors (Domain/Standard):
M 6. Develop positive attitudes towards learning, B-SS 1. Use effective oral and written communication skills and listening skills, B-SMS 3. Demonstrate the ability to work
independently
Learning Objective(s) (aligns with competency):
1. The students will gain awareness about different careers in the domain of community helpers
2. The students will learn about various careers' daily tasks, interests, and work environment
3. The students will practice listening and comprehension skills in order to complete the activity
Materials
: Career BINGO game cards, picturing 24 different community helpers. 24 calling cards with facts regarding each of the community helpers, and writing materials such as
pen/pencils.
Procedure
: The counselor will pass out career BINGO cards to the students, and writing utensils as needed. The counselor will read facts from the calling cards that describe various community
helpers' occupations. Students play until they have received a BINGO or all 24 careers have been called. After the game is finished the counselor will initiate a conversation about the
different careers and which careers the students may be interested in.
Plan for Evalua tion: How will each of the following be collected?
Process Data
: Process data will be collected by the counselors recording the count of (1) the number of students who participated in this activity and (2) recording the careers that the
Date:
13
children showed the most interest in.
Perception Data: Perception data will be collected when the counselor asks the students what they thought about the lesson, taking notes on their responses. The counselor will also collaborate with the teacher, asking for their observation of the lesson and what they witnessed in regards to participation. Perception data can also be collected by recording the time of the lesson and making note of how long the students stayed actively engaged.
Outcome Data: Outcome data will be collected by identifying the number of students who correctly scored a BINGO, meaning they listened to the fact about the occupation and correctly identified the career.
Follow-Up: The next time the counselor comes back into the classroom there will be a followup with a matching game, matching the pictures of the community helpers to their job descriptions.
COLLEGE AND CAREER READINESS
Appendix B: Middle School Lesson Plan Template
School Counselor:
Activity: Escape Room Counseling (Miller, C., n.d.)
Grade(s): 6th ,7 th ,8 th
ASCA Mindsets & Behaviors (Domain/Standard):
M 6. Positive attitude toward work and learning, B LS1. Demonstrate critical-thinking skills to make informed choices, B SS2. Create positive and supportive relationships with other students,
B SS6. Use effective collaboration and cooperation skills
Learning Objective(s) (aligns with competency):
1. The students will work in a team using collaborative effort
2. The students will use critical thinking skills.
3. The students will learn about various colleges and careers
Materials
: 6 challenge puzzles that address the topics of Ivy League Awareness, Careers that do not need a college degree, Military branches, College Terminology, and a career and training
card sort
Procedure
: The students will be broken down into two or three teams. Each team will have a variety of challenges to complete. After each challenge is completed, they will receive a key to
continue on to the next challenge.
Plan for Evaluation: How will each of the following be collected?
Process Data
: Process data will be collected by the counselors recording the number of students who participated in this activity.
Perception Data
: Perception will be taken by using a verbal and written assessment at the end of class from the students and getting feedback on whether or not they enjoyed the lesson and what
Date:
15
they would have liked to do differently.
Outcome Data: The counselor will record the times that each team takes for each challenge. The thought behind this is time equals understanding. Challenges that are completed in the quickest amount of times indicate greater understanding. The challenges that take the longest indicate this is not as easily understood material.
Follow-Up: The counselor will do a follow-up with the challenges that took the longest and review the material in a different way. For example, if the students struggle with college terminology, the counselor could follow up with a card matching game using college terminology.
COLLEGE AND CAREER READINESS
Appendix C: High School Lesson Plan Template
School Counselor:
Activity: Retail Sales Interview
Grade(s): 9th -12th
ASCA Mindsets & Behaviors (Domain/Standard):
M 2. Self Confidence in Ability to Succeed, M 5. Belief in using abilities to their fullest to achieve high quality results and outcomes, B-LS 3. Use time-management, organizational, and
study skills, B-SS 2. Create positive and supportive relationships with other students.
Learning Objective(s) (aligns with competency):
1. The students will conduct independent research
2. The students will learn about verbal and non-verbal interview skills
3. The students will practice active listening and team work skills
Materials: School computers, writing utensils, paper
Procedure
: Students will take 10-15 minutes to conduct research on common interview skills needed and common interview questions. The students will then be split up into groups of two
and the students will take turns interviewing one another. The interview is for a retail sales position at a local store. The students will have 5-7-minute interviews to ask the interview
questions and practice their interview skills.
Plan for Evaluation: How will each of the following be collected?
Process Data
: Process data will be collected by the counselors recording the number of students who participated in this activity.
Perception Data
: After the interview process, the counselor will get verbal and written feedback from both the students and the teacher. The feedback will identify the parts of the lesson they
Date:
17
enjoyed and what they would like to do differently.
Outcome Data: The outcome data will be collected by doing an observation assessment, noting the areas where the students struggled and where they were comfortable.
Follow-Up: Making note of the outcome data, the follow-up will review the challenging areas that the students noted during the interview process and application to future plan development. Additional practice will be given to role model strong interview responses and skills where weaknesses were noted. | <urn:uuid:62bcb802-5721-4d36-a07b-ad57601a406d> | CC-MAIN-2024-46 | https://www.azsca.org/files/College_and_Career_Readiness_Britton_VanAsselt.pdf | 2024-11-02T02:43:18+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00122.warc.gz | 630,771,585 | 4,971 | eng_Latn | eng_Latn | 0.918006 | eng_Latn | 0.994631 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
389,
1468,
3417,
5349,
7258,
9194,
11223,
13278,
14900,
16392,
17993,
18185,
19863,
20749,
22300,
22950,
24560,
25083
] | [
2.765625,
4.40625
] | 2 | 0 |
Strategic Planning 2024 – 2025
Our Vision: Empowering students to care, adapt and succeed with PRIDE
STRATEGIC GOAL ONE
STRATEGIC GOAL TWO
STRATEGIC GOAL THREE
STRATEGIC GOAL FOUR
Learning To Learn "Ako kit e ako"
Empowering learners to develop their individual talents and potentials, by providing quality learning programmes and experiences
Our Community Culture
"He waka eke noa" We are all in this together.
Strengthening home and school partnerships through the development of culturally responsive practices
Our Environment
"Whakapehapeha i roto i te kura, me te whenua" We show PRIDE in our school and land.
Experiencing and contributing towards a sense of PRIDE for our school, our environment and the wider Awhitu area.
Te Ao Maori
Maatai oho, matai ara, whiitiki, whakatika. Awaken, arise, and prepare for action.
Empowering akonga to embed knowledge of Te Ao Maori through giving effect to honouring Te Tiriti o Waitangi in everyday classroom practices and school culture.
GOVERNANCE STATEMENT
The elected Board at Awhitu District School has at its heart, the wellbeing, progress and accelerated achievement of all its akonga.
The Board is committed to working with the principal, whanau of the school and community to ensure the vision and values of the school are upheld.
The Board will set clear strategic priorities and goals to ensure continual self-review and improvement of the school, and support the principal in implementing the Annual Plan.
Governance of the school will include review of school policies and procedures and delegation to the principal to enable effective, professional management and decision-making in support of the strategic goals. Our strategic goals reflect who we are, where we are from and will support us as we focus on the future direction for Awhitu District School - its community, staff and students.
The Board delegates to the principal, the day to day management of the school, and trusts that the principal will ensure operational procedures align with the Board's policies and the law of New Zealand.
Awhitu District School makes a commitment to value all cultures within the school. This diversity will be accepted and celebrated through active encouragement of an inclusive school culture and vision.
Our school Board of Trustees and all staff will ensure that all students from all cultures are treated with respect and dignity, and will actively work towards high standards of achievement from all children, irrespective of cultural backgrounds.
Te Ao Maori
Awhitu District School will respect the diverse ethnic and cultural heritage of the people of Aotearoa. It will acknowledge the unique place of Maori, and the place of Aotearoa within the Pacific nations.
Awhitu District School, acknowledging the principles of the Treaty of Waitangi, makes a commitment to achieve success for Maori by including Te Reo Maori and by the initiatives of the Ka Hikitia document. Any and all actions will reflect the underlying principles of Ti Te Tiriti o Waitangi and the educational and the aspirational values of Ngati te Ata.
Engagement with Ngati te Ata in Term 4 2023, included a hui at Waiuku College with the local principals and Ricky Minhinnick (Ngati te Ata leader for this area) discussing areas of importance and the re-establishment of a Kura in the Waiuku area. This is an ongoing workstream.
In 2024, Awhitu School has 27/96 (28%) of its students identify as Maori, 6/96 (6%) identify as Pacifika, 58/96 (61%) identify as NZ European, 5/96 (5%) identify from other cultures.
Awhitu District School is part of the Waiuku Kahui Ako and will incorporate the key focus areas and workstreams to ensure our staff, students and community are all on the same pathway for success.
Our Pride Values
PERSONAL BEST – Motivated and confident in their own strengths and abilities and able to express thoughts and feelings clearly and confidently
RESPECT- Value ourselves, others, property and the environment. Able to work constructively with others, empathise with others, and act accord
INTEGRITY – Make good choices and be responsible, fair and honest. Able to connect with own inner feelings and develop a sense of personal harmony and balance.
DETERMINATION – Show perseverance and resilience in our learning. Able to generate ideas and apply them in practice.
EXPLORATION– Able to ask questions and explore how the world works. Able to analyse information and ideas and form reasoned arguments and judgements
| | PERSONAL BEST | | RESPECT | | INTEGRITY | | DETERMINATION |
|---|---|---|---|---|---|---|---|
| We are motivated and aim high. We strive for excellence. “I am proud of what I achieve” | | We have respect for others, property, the environment and for ourselves. We are caring and cooperative. “I take care of myself, others and the things around me” | | We make good choices. We are responsible, fair and honest. “I am responsible, fair, honest and make good choices” | | We are confident and want to improve. We show perseverance and resilience. “I try and I try and I don’t give up” “I try hard when things get difficult” | |
Our PRIDE Panels
Our PRIDE panels are proudly displayed in the heart of our school. These all started some time ago with the development of the School Vision (Empowering students to care, adapt and succeed with PRIDE), by the school community as a whole. The PRIDE Values have been embedded within our curriculum and everything we do here at Awhitu.
Students and staff have been developing our PRIDE Matrix, which explains what is expected of each of us within each value, in each school setting. This Matrix provides the basis for our Values lessons each week.
During the design of our PRIDE panels our children identified animals, wildlife, trees and environments that are important to us, and that depict our PRIDE values. These ideas were then passed on to our talented designer Sasha Maya from 'Sasha Maya Creative' who has designed our PRIDE panels and school signage.
Below is a description of some of the meanings and the story within our stunning PRIDE panels. Moving from Panel 1 to 5 they move through from early morning to midday, to dusk, to night. Each of the panels represent a different part of the Awhitu environment:
Panel 1: The Sea
Panel 2: Awhitu School Pine Forest
Panel 3: New Zealand Bush
Panel 4: The Foreshore and Lighthouse
Panel 5: The Harbour
The animals were all chosen by the children for their habitation in the environments of the Awhitu area. Some of them also represent the PRIDE values.
The Hammerhead shark (Mangopare) in Panel 1 represents strength and determination.
The Turtle (Honu) in Panel 1 is a symbol of the good life, navigator(exploration), calmness and achievement.
Pukeko in Panel 4 were known for their bold scheming and determination. They raided gardens for kumara and taro.
The Albatross (Toroa) in Panel 4 symbolize beauty and power. Wearing albatross feathers or bone pendants conferred these qualities on the wearer, usually a person of rank. Garlands of feathers adorned the prow of waka taua (war canoes).
The Māori name for the Fur Seal (Kekeno) in Panel 5 meaning 'look around' depicting exploration and curiosity.
Our School Houses
The Houses represent important features from the local area that are significant to the present, past and future of the community.
| Turamarama | Paorae | Paratutae | Kaiwhare |
|---|---|---|---|
| The light that guides us like the Manukau Heads Lighthouse | The lush, lost land reclaimed by the sea at the entrance of the Manukau Harbour | Paratutae Island near the entrance to the Manukau Harbour | The Taniwha that guards the entrance to the Manukau Harbour |
Awhitu District School Achievement Data
| Learning Area | | | | | | |
|---|---|---|---|---|---|---|
| | At Risk | | Working Towards | At Expectations | Above expectations | Total |
| | | | Expectations | | | Students |
| READING | 4/96 (4%) | 14/96 (15%) | | 20/96 (21%) | 58/96 (60%) | |
| WRITING | 9/96 (9%) | 24/96 (25%) | | 47/96 (49%) | 16/96 (17%) | |
| MATHS | 2/96 (2%) | 24/96 (25%) | | 50/96 (52%) | 20/96 (21%) | |
| Learning Area | | | | | | |
|---|---|---|---|---|---|---|
| | At Risk | | Working Towards | At Expectations | Above expectations | Total |
| | | | Expectations | | | Students |
| READING | 1/26 (4%) | 7/26 (27%) | | 7/26 (27%) | 11/26 42%) | |
| WRITING | 3/26 (11%) | 9/26 (35%) | | 13/26 (50%) | 1/26 (4%) | |
| MATHS | 1/26 (4%) | 8/26 (31%) | | 15/26 (58%) | 2/26 (7%) | |
Strategic Goal One:
Learning to Learn:
'Ako ki te ako'
Empower learners to develop their individual talents and potential, by providing quality learning programmes and experiences.
Strategic Goal Two:
Our Community Culture:
'He waka eke noa' We are all in this together
Strengthen home and school partnerships through the development of culturally responsive practices.
2024 Strategic Plan
What we will do:
What we will see:
Promote the development and well-being of the whole student intellectually, physically, spiritually and socially.
Engage with MOE initiatives and agencies to access support for school and students.
Encourage excellence, by aiming high and understanding that mistakes are an important part of learning.
Enable and provide a wide range of academic, cultural and personal learning opportunities for our learners to demonstrate our PRIDE values (within class, sports, camps, Kapa Haka, Te Ao Maori and through leadership opportunities).
What we will do:
Be a community of learners (ako).
Be innovative, creative, and reflective by inquiring into our practice.
Communicate clearly with parents and whanau (wananga) through reporting on student achievement and progress, as well as all forms of communication school wide.
Develop trust so all stakeholders are valued, appreciated and respected within their roles.
Promote an inclusive culture (tangata whenuatanga).
Akonga will learn how to learn in order to become successful, independent life-long learners.
Through:
Continue working on the local curriculum, based on NZ Curriculum Refresh inline with the MOE requirements,
Teachers will be reflective on their practice and encourage the development of our PRIDE values.
PB4L refresh and PLD for targeted actions.
Strengthen assessment
This will be evidenced by:
90% of students being able to identify their strengths, learning needs and next steps within core learning areas and discuss these at mid-year 3 way conferences and in written reports twice a year.
Attendance of all students to be 85% -95%
What we will see:
Strengthened links between the school and whanau, benefitting learning and achievement.
Through:
Exploring ways the community can be involved in the personalised learning of each student.
Developing a parent community that understands how they can support their child at home in order to have every opportunity to achieve at their appropriate curriculum level.
This will be evidenced by:
Community personnel being utilised within learning programmes. Clear reporting to parents on student progress and achievement in everyday language that identifies students next steps and how to help at home.
Everyone working together, understanding their own roles and responsibilities, and appreciating those of others, measured by parental attendance at school events, and a sense that the school community is engaged and supportive.
Strategic Goal Three:
Our Environment
'Whakapehapeha i roto i te kura, me te whenua'
We show pride in our school and land
Experience and contribute to a sense of PRIDE for our school, our environment, and the wider Awhitu area.
Strategic Goal Four 2023
Te Ao Maori
Maatai oho, matai ara, whiitiki, whakatika.
Awaken, arise, and prepare for action.
Empowering akonga to embed knowledge of Te Ao Maori through giving effect to honouring Te Tiriti o Waitangi in everyday classroom practices and school culture.
What we will do:
Create optimum conditions for student development based on compassion, experience and practical wisdom.
Encourage ecological sustainability including care for our school and community environment.
Show pride in, and care for, our school and wider environment and make informed decisions about the protection of the Awhitu district.
Property projects to enhance the school environment.
What we will do:
Create partnerships with local iwi, Ngati Te Ata.
Continue to develop the Local Curriculum through working with Kahui Ako and other stakeholders.
Explore the "Niho Taniwha" model.
What we will see:
Motivating classroom environments that support student learning and are reflective of our PRIDE values.
The inclusion of sustainability practices school wide that support the Awhitu environment.
Through:
An active Enviro team involving student leadership, staff and community personnel, leading the wider school community.
This is evidenced by:
Our sustainability practices, the actions of our Enviro Leaders, inquiry based school trips.
Involvement in the Trees for Survival programme, our school gardens and the involvement of our wider community within these programmes.
What we will see:
Acknowledgement and authentic understanding and valuing of the Te Tiriti o Waitangi to provide a fair and equitable educational outcome for Maori and all akonga.
Through:
Strengthened links with Ngati Te Ata by consultation with Ngati Te Ata liaisons, both from Waiuku College, Kahui Ako and parent representatives. Understanding personal biases.
Explore learning programmes to address the needs of Maori and Pacifika students and their whanau.Community consultation: Trial an alternative "unschooling" curriculum led by Maori to embed Te Reo, Tikanga Maori, Maramatanga and Mātauranga Māori practices for all akonga.
Implement the NZ Histories Curriculum.
Continued Kapa Haka and other cultural celebrations
Evidenced by:
Creation of a "Cultural Ambassador" student leadership role.
Participation in cultural events in the wider community.
Improved educational outcomes for Maori and Pasifika akonga.
Over the last three years and working around covid-19, we have gathered information to help us with our future planning. Engagement of external agencies have been sought to enhance and implement attendance and engagement strategies for our tamariki. | <urn:uuid:124dd332-ce40-4d79-bc31-9cce7a69b7f0> | CC-MAIN-2024-46 | https://www.awhitu.school.nz/resources/sites/19/files/picker/2024content/2024-charter-document.pdf | 2024-11-02T01:23:52+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00121.warc.gz | 648,051,677 | 3,318 | eng_Latn | eng_Latn | 0.980914 | eng_Latn | 0.993145 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
999,
3770,
5146,
6025,
7238,
7722,
8569,
11475,
14383
] | [
2.65625
] | 1 | 0 |
New Mathematics Counts 1 2nd Edition
New Mathematics Counts for Secondary 4 Normal (Academic)
Mathematics Counts in Virginia
Helping Children Learn Mathematics
Transforming the Workforce for Children Birth Through Age 8
Making Your Math Class Work
Teaching and Learning Proof Across the Grades
Weapons of Math Destruction
Quack and Count
Bulletin
Essays and Examples for the Education of All Students
Proceedings of the 13th International Congress on Mathematical Education
Improving Advanced Study of Mathematics and Science in U.S. High Schools
New Mathematics Counts for Secondary 1 Normal(Academic)
Quantitative Literacy
Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States
Technical Report
The Mathematics of Death and Life after Genocide
Equity In Mathematics Education
More Children's Books for Mathematical Learning, K-6
Everybody Counts
What is Mathematics?
Teaching Social Justice by the Numbers
It's the Story that Counts
Early mathematics counts
An Elementary Approach to Ideas and Methods
How People Learn
Summary of a Workshop
Mathematics for Junior High School
Learning and Understanding
The Young Child and Mathematics, Third Edition
Visions on and Experiences with Realistic Mathematics Education
Mathematics Counts
Measuring What Counts
How Big Data Increases Inequality and Threatens Democracy
Africa Counts
ICME-13
Brain, Mind, Experience, and School: Expanded Edition
A = B
Teaching Mathematics Creatively
Expanding the Role of Reading in Mathematics Classrooms by
New Mathematics Counts 1 2nd Edition
Downloaded frombusiness.itu.edu
guest
HUDSON KANE
New Mathematics Counts for Secondary 4 Normal (Academic) Routledge
You can start with one little hamster and keep counting past six slinky fish, eight favorite playmates, and more -- all the way up to ten cuddly teddy bears. With buddies, counting is fun!
Mathematics Counts in VirginiaSpringer
This revised and updated third edition offers a range of strategies, activities and ideas to bring mathematics to life in the primary classroom. Taking an innovative and playful approach to maths teaching, this book promotes creativity as a key element of practice and offers ideas to help your students develop knowledge, understanding and enjoyment of the subject. In the creative classroom, mathematics becomes a tool to build confidence, develop problem solving skills and motivate children. The fresh approaches explored in this book include a range of activities such as storytelling, music and construction, elevating maths learning beyond subject knowledge itself to enable students to see mathematics in a new way. Key chapters of this book explore: · Learning maths outdoors - make more noise, make more mess or work on a larger scale · Everyday maths making sense of the numbers, patterns, shapes and measures children see around them · Music and maths – the role of rhythm in learning, and music and pattern in maths Stimulating, accessible and underpinned by the latest research and theory, this is essential reading for trainee and practising teachers who wish to embed creative approaches to maths teaching in their classroom.
Helping Children Learn Mathematics Scholastic Inc. SUMMARY: Recommendations on the teaching of mathematics in primary & secondary schools in England & Wales, with particular regard to the mathematics required in further & higher education, employment & adult life generally.
Transforming the Workforce for Children Birth Through Age 8 National Academies Press
Longlisted for the National Book Award New York Times Bestseller A former Wall Street quant sounds an alarm on the mathematical models that pervade modern life -- and threaten to rip apart our social fabric We live in the age of the algorithm. Increasingly, the
decisions that affect our lives--where we go to school, whether we get a car loan, how much we pay for health insurance--are being made not by humans, but by mathematical models. In theory, this should lead to greater fairness: Everyone is judged according to the same rules, and bias is eliminated. But as Cathy O'Neil reveals in this urgent and necessary book, the opposite is true. The models being used today are opaque, unregulated, and uncontestable, even when they're wrong. Most troubling, they reinforce discrimination: If a poor student can't get a loan because a lending model deems him too risky (by virtue of his zip code), he's then cut off from the kind of education that could pull him out of poverty, and a vicious spiral ensues. Models are propping up the lucky and punishing the downtrodden, creating a "toxic cocktail for democracy." Welcome to the dark side of Big Data. Tracing the arc of a person's life, O'Neil exposes the black box models that shape our future, both as individuals and as a society. These "weapons of math destruction" score teachers and students, sort r sum s, grant (or deny) loans, evaluate workers, target voters, set parole, and monitor our health. O'Neil calls on modelers to take more responsibility for their algorithms and on policy makers to regulate their use. But in the end, it's up to us to become more savvy about the models that govern our lives. This important book empowers us to ask the tough questions, uncover the truth, and demand change. -- Longlist for National Book Award (Non-Fiction) -- Goodreads, semi-finalist for the 2016 Goodreads Choice Awards (Science and Technology) -- Kirkus, Best Books of 2016 -- New York Times, 100 Notable Books of 2016 (Non-Fiction) -- The Guardian, Best Books of 2016 -- WBUR's "On Point," Best Books of 2016: Staff Picks -- Boston Globe, Best Books of 2016, Non-Fiction
Making Your Math Class Work Stationery Office Books (TSO) An introduction to capacity for the youngest readers! Math Counts series introduces young readers (grades K-3) to early math concepts. Real-world examples and corresponding photos make math concepts easy to grasp. When things are sorted together, they are called a set. Things that make up a set have something in common.
Teaching and Learning Proof Across the Grades Oxford University Press, USA
This book is of interest to mathematicians and computer scientists working in finite mathematics and combinatorics. It presents a breakthrough method for analyzing complex summations. Beautifully written, the book contains practical applications as well as conceptual developments that will have applications in other areas of mathematics. From the table of contents: * Proof Machines * Tightening the Target * The Hypergeometric Database * The Five Basic Algorithms: Sister Celine's Method, Gosper&'s Algorithm, Zeilberger's Algorithm, The WZ Phenomenon, Algorithm Hyper * Epilogue: An Operator Algebra Viewpoint * The WWW Sites and the Software (Maple and Mathematica) Each chapter contains an introduction to the subject and ends with a set of exercises.
Weapons of Math Destruction Dale Seymour Publication Offers ideas for using books in teaching mathematics, lists titles in chapters according to math concepts, and includes subject bibliographies
Quack and Count Lawrence Hill Books
In Who Counts? Diane M. Nelson explores the social life of numbers, teasing out the myriad roles math plays in Guatemalan state violence, economic exploitation, and disenfranchisement, as well as in Mayan revitalization and grassroots environmental struggles. In the aftermath of thirty-six years of civil war, to count—both numerically and in the sense of having value—is a contested and qualitative practice of complex calculations encompassing war losses, migration, debt, and competing understandings of progress. Nelson makes broad connections among seemingly divergent phenomena, such as debates over reparations for genocide victims, Ponzi schemes, and antimining movements. Challenging the presumed objectivity of Western mathematics, Nelson shows how it flattens social complexity and becomes a raced, classed, and gendered skill that colonial powers considered beyond the grasp of indigenous peoples. Yet the Classic Maya are famous for the precision of their mathematics, including conceptualizing zero long before Europeans. Nelson shows how Guatemala's indigenous population is increasingly returning to Mayan numeracy to critique systemic inequalities with the goal of being counted—in every sense of the word.
Bulletin New Mathematics CountsNormal (Academic) [textbook]. Secondary 4New Mathematics Counts for Secondary 1 Normal(Academic)New Mathematics Counts for Secondary 4 Normal (Academic)Everybody CountsA Report to the Nation on the Future of Mathematics Education
Traditionally, vocational mathematics and precollege mathematics have been separate in schools. But the technological world in which today's students will work and live calls for increasing connection between mathematics and its applications. Workplace-based mathematics may be good mathematics for everyone. High School Mathematics at Work illuminates the interplay between technical and academic mathematics. This collection of thought-provoking essays--by mathematicians, educators, and other experts--is enhanced with illustrative tasks from workplace and everyday contexts that suggest ways to strengthen high school mathematical education. This important book addresses how to make mathematical education of all students meaningful--how to meet the practical needs of students entering the work force after high school as well as the needs of students going on to postsecondary education. The short readable essays frame basic issues, provide background, and suggest alternatives to the traditional separation between technical and academic mathematics. They are accompanied by intriguing multipart problems that illustrate how deep mathematics functions in everyday settings--from analysis of ambulance response times to energy utilization, from buying a used car to "rounding off" to simplify problems. The book addresses the role of standards in mathematics education, discussing issues such as finding common ground between science and mathematics education standards, improving the articulation from school to work, and comparing SAT results across settings. Experts discuss how to develop curricula so that students learn to solve problems they are likely to encounter in life--while also providing them with approaches to unfamiliar problems. The book also addresses how teachers can help prepare students for postsecondary education. For teacher education the book explores the changing nature of pedagogy and new approaches to teacher development. What kind of teaching will allow mathematics to be a guide rather than a gatekeeper to many career paths? Essays discuss pedagogical implication in problem-centered teaching, the role of complex mathematical tasks in teacher education, and the idea of making open-ended tasks--and the student work they elicit--central to professional discourse. High School Mathematics at Work presents thoughtful views from experts. It identifies rich possibilities for teaching mathematics and preparing students for the technological challenges of the future. This book will inform and inspire teachers, teacher educators, curriculum developers, and others involved in improving mathematics education and the capabilities of tomorrow's work force.
Essays and Examples for the Education of All Students Duke University Press Books
2
New Mathematics Counts 1 2nd Edition
2021-01-12
This artful volume extends beyond the traditional concern for reading word problems and math textbooks to consider how reading can support inquiry-oriented mathematics instruction. Drawing on findings of a collaborative action research project, three perspectives on reading are presented, each of which highlights a different way that reading can enhance mathematics learning. Detailed narratives of classroom experiences illustrate these perspectives and show the range of texts, strategies, and reading practices teachers can use to enrich students' understanding of mathematical concepts. Educators who care about broadening students' conceptions of mathematics will love the innovative ideas presented in Reading Counts. Proceedings of the 13th International Congress on Mathematical
Education Harper Collins
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we’re teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Improving Advanced Study of Mathematics and Science in U.S. High Schools Houghton Mifflin
On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum? How have textbooks been developed for the curriculum? How are curricular tasks designed and what criteria are used? What is the role of learning trajectories in the development of curriculum? This report summarizes the presentations and discussions at the workshop.
New Mathematics Counts for Secondary 1 Normal(Aca demic)
Woodrow Wilson National Foundation
New Mathematics CountsNormal (Academic) [textbook]. Secondary 4New Mathematics Counts for Secondary 1 Normal(Academic)New Mathematics Counts for Secondary 4 Normal (Academic)Everybody CountsA Report to the Nation on the Future of Mathematics EducationNational Academies Press Quantitative Literacy National Academies Press
This open access book, inspired by the ICME 13 Thematic Afternoon on "European Didactic Traditions", takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the
3
Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects. It is clear that a particular approach to mathematics education cannot simply be transplanted to another country. As such, in eighteen chapters the authors describe how they have adapted RME to their individual circumstances and view on mathematics education, and tell their personal stories about how RME has influenced their thinking on mathematics education. Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States Routledge Measuring What Counts: A Policy Brief provides highlights of the main volume in the context of implications for educational policy. Technical Report Houghton Mifflin Harcourt
This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. Directly before the congress activities were offered for 450 Early Career Researchers. The proceedings give a comprehensive overview on the current state-of-the-art of the discussions on mathematics education and display the breadth and deepness of current research on mathematical teaching-andlearning processes. The book introduces the major activities of ICME-13, namely articles from the four plenary lecturers and two plenary panels, articles from the five ICMI awardees, reports from six national presentations, three reports from the thematic afternoon devoted to specific features of ICME-13. Furthermore, the proceedings contain descriptions of the 54 Topic Study Groups, which formed the heart of the congress and reports from 29 Discussion Groups and 31 Workshops. The additional important activities of ICME-13, namely papers from the invited lecturers, will be presented in the second volume of the proceedings.
The Mathematics of Death and Life after Genocide Springer Science & Business Media
The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives ("How did we get to where we are now?"); the middle chapters in a section analyze present-day key issues and themes ("Where are we now, and what recent events have been especially significant?"); and the final chapter in a section reflects on policy matters ("Where are we going, and what should we do?"). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.
Equity In Mathematics Education National Academies Press 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 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,
Best Sellers - Books :
* Things We Never Got Over (knockemout) By Lucy Score
* The 48 Laws Of Power
* House Of Flame And Shadow (crescent City, 3) By Sarah J. Maas
* My First Learn-to-write Workbook: Practice For Kids With Pen Control, Line Tracing, Letters, And More! By Crystal Radke
* Chicka Chicka Boom Boom (board Book)
* Dog Man: Twenty Thousand Fleas Under The Sea: A Graphic Novel (dog Man #11): From The Creator Of Captain Underpants
* Icebreaker: A Novel (the Maple Hills Series) By Hannah Grace
* Dark Future: Uncovering The Great Reset's Terrifying Next Phase (the Great Reset Series) By Glenn Beck
* The Psychology Of Money: Timeless Lessons On Wealth, Greed, And Happiness
* The Shadow Work Journal: A Guide To Integrate And Transcend Your Shadows
4
New Mathematics Counts 1 2nd Edition 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.
More Children's Books for Mathematical Learning, K-6 Rethinking Schools
A discussion of fundamental mathematical principles from algebra to elementary calculus designed to promote constructive mathematical reasoning.
Everybody CountsRoutledge
How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
2021-01-12 | <urn:uuid:ffb6f25d-f1bc-42bc-9a1e-a8c2f6e54d77> | CC-MAIN-2024-46 | https://business.itu.edu/access?pdfid=Z54j407&FilesData=New-Mathematics-Counts-1-2nd-Edition.pdf | 2024-11-02T03:14:28+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00120.warc.gz | 137,615,846 | 4,474 | eng_Latn | eng_Latn | 0.992403 | eng_Latn | 0.994647 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3829,
11462,
19106,
23082
] | [
2.46875,
1.1796875
] | 1 | 0 |
CEFR JOURNAL—RESEARCH AND PRACTICE VOLUME 6
The development of mediation strategies when relaying information, both in speech and writing: Task samples for undergraduate students of Spanish as a foreign language
Macarena Jiménez Naranjo, University College London Marga Navarrete, University College London Mazal Oaknín, University College London https ://doi.org/10.37546/JALTSIG.CEFR6-6
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence.
Mediation was marginally included in the CEFR (2001), but it is in most recent editions (2018, 2020) that this area has gained pivotal recognition. New descriptors have been incorporated to foster the development of mediation activities and strategies, as well as the emphasis on plurilingual and pluricultural competences for language learning, among other aspects. This paper will discuss two sequences of tasks based on the illustrative descriptor "Relaying specific information" included within the "Mediating a text" scale, which "involves passing on to another person the content of a text to which they do not have access, often because of linguistic, cultural, semantic or technical barriers" (CEFR/CV 2020: 91). Furthermore, there are two subscales that have been covered throughout our activities. The first is "Relaying specific information" and the second is "Processing text." Both subscales can take place in speech, writing or sign, but in the case of our tasks, they were done in speech followed by the writing format. In the first one (CEFR/CV, B2), textual mediation was carried out whilst discussing the controversial decision of adding Castilian Spanish subtitles -- the variety of Peninsular Spanish spoken in northern and central Spain-- to the film Roma (2018), shot in Mexican Spanish, and Mixtec. The second task aimed to offer an in-depth revision of cohesive devices. Thus, it provided students (CEFR/CV, C1) with the opportunity to review various Spanish linking words and strengthen their use in argumentative texts.
Keywords: Foreign language teaching, descriptors, mediating a text, relaying specific information, CEFR
1 Introduction
The Common European Framework of Reference for Languages (CEFR) initially gave limited recognition to mediation in 2001 but has significantly embraced it in recent editions. New descriptors have been added to promote mediation activities, emphasizing plurilingual and pluricultural competences in language learning. The paper discusses two sets of tasks centred around the descriptor 'Relaying specific information' within the 'Mediating a text' scale, which involves passing on content due to language, cultural, semantic, or technical barriers. Two subscales, 'Relaying specific information' and 'Processing text,' are explored through speech and writing formats. One task involves discussing the addition of Castilian Spanish subtitles to the film Roma, while the second task focuses on reinforcing the use of Spanish linking words in argumentative texts for students at different CEFR levels.
Both activities were used with undergraduate students of Spanish as a Foreign Language with a B2 and C1 level of competence (CEFR), respectively. The respective modules, SPAN0016 Grammar and Communicative Skills and SPAN0034 Grammar and Communicative Skills are mandatory components of the BA Spanish and Latin American Studies at University College London. Although each year a cohort typically comprises 80-100 students, they are divided into small groups of 10-12 students who receive a weekly session. As per UCL Student Registry Services, in the academic year 2022-2023, the university boasted 53% of international students. Thus, it can be safely assumed that English is not the mother tongue of a considerable number of the students in our classrooms. Whilst in the United Kingdom the integration of mediation practice is still to be explored and investigated in further depth as a communication skill in the modern foreign languages' curricula, we avow that our lessons can be deemed plurilingual environments where mediation can be utilised as a valuable tool to grasp and validate students' different perspectives and to bridge potential cultural, epistemological and linguistic gaps (De Arriba García and Cantero Serena 2004: 10-11). Indeed, Trovato (2016) and Sánchez Cuadrado and Pedregosa (2022) understand mediation as a type of interaction that occurs among people unable to communicate with each other due to various reasons.
1.1 Descriptive illustrators for 'Relaying specific information'
'Relaying specific information' involves extracting and transmitting particular information of immediate significance from the source text to another individual or group. The focus here is on the specific content that holds relevance, rather than the primary ideas or lines of argument presented in the text. Examples of this practice include: Transmitting information about timings, locations, prices, etc. from announcements or written/signed documents; conveying sets of directions or instructions or relaying specific and pertinent information from informational texts such as guides and brochures, correspondence; or longer, intricate texts such as articles and reports (CEFR/CV 2020: 93).
1.2 Descriptive illustrators for 'Planning strategies'
Furthermore, when learners go through the procedure of undertaking the a forementioned activities, a series of strategies are developed, which are also comprised in the CEFR/CV (2020). The framework presents communication strategies in relation to the traditional approach to strategies in interlanguage communication, which include 'planning', 'execution', 'monitoring, and repair.' The execution strategy for production, precisely 'compensating', is explained with an illustrative scale. See Table 1 for the illustrative descriptors for CEFR levels B2 and C1. This strategy involves mental preparation before speaking, signing, or writing. Thus, it can include conscious thinking about what to say and how to say it, as well as rehearsal or drafting. The scale defines key concepts such as determining how to express the intended message and anticipating recipients' reactions (CEFR/CV 2020: 68-69).
Table 1. CEFR/CV scales for planning strategies (CEFR/CV 2020: 69)
CEFR Companion Volume Planning scales
C1 Can, when preparing a more formal text, consciously adopt the conventions linked to the particular type of text concerned (e.g. structure, level of formality).
B2 Can, in preparing for a potentially complicated or awkward situation, plan what to say in the event of different reactions, reflecting on what expression would be appropriate.
Can plan what is to be said and the means to say it, considering the effect on the recipient(s).
'Compensating' is a strategy used to maintain communication when one cannot find the appropriate expression. As seen in Table 2, the scale further operationalises this strategy, including concepts like using accompanying gestures to support language, deliberately using a 'wrong' word or sign and explaining it, defining a missing concept, and employing paraphrasing (circumlocution) and the extent to which it is utilised (CEFR/CV 2020: 69).
Table 2. CEFR/CV scales for compensating strategies (CEFR/CV 2020: 69)
CEFR Companion Volume compensating scales
C1 Can exploit their range of vocabulary options creatively so as to readily and effectively use circumlocution in almost all situations.
B2 Can use circumlocution and paraphrase to cover gaps in vocabulary and structure.
Can address most communication problems by using circumlocution, or by avoiding difficult expressions.
The 'monitoring and repair' scale encompasses two aspects: the spontaneous realisation of a mistake or problem during communication and the conscious and possibly planned process of reviewing what has been said for accuracy and appropriateness. Table 3 shows some critical concepts within this scale, which involve changing tactics, either prominently at lower levels or smoothly at higher levels, selfcorrecting slips, errors, and recurring mistakes, and the level of apparent communication problem that prompts the need for repair (CEFR/CV 2020: 70).
Table 3. CEFR CV scales for monitoring and repair strategies (CEFR/CV 2020: 69)
CEFR Companion Volume monitoring and repair
C1 Can backtrack when they encounter a difficulty and reformulate what they want to say without fully interrupting the flow of language.
Can self-correct with a high degree of effectiveness.
B2 Can often retrospectively self-correct their occasional "slips" or non-systematic errors and minor flaws in sentence structure.
Can correct slips and errors that they become conscious of, or that have led to misunderstandings.
Can make a note of their recurring mistakes and consciously monitor for them.
The two sequences of tasks were composed of four main stages: introduction/warm up, reading task, mediation task and writing/oral task as per the pattern shown in Table 4 where the descriptions and aims of each stage are also detailed.
Table 4. Stages of the sessions
2 Sequence of tasks for level B2 (Council of Europe, CEFR/CV 2020)
Our first sequence of tasks focused on the controversy surrounding the film Roma (2018). Mediation as a tool for language learning is regularly incorporated into our B2 Spanish language sessions, and in the academic year 2022-23, we successfully used textual mediation to analyse Spanish diversity and intralinguistic subtitling. Roma was primarily filmed in Mexican Spanish but had Castilian Spanish subtitles provided by Netflix. This decision ignited a heated debate on Twitter about Spanish as a common language, and even the director, Alfonso Cuarón, expressed his disagreement with the decision. Although Castilian Spanish subtitles were removed and Latin American subtitles were instead offered, some cinemas in Madrid and Barcelona continued to provide the former subtitle option. The debate persisted on social media, fuelling discussions and arguments (Koch et al. 2019).
The activity was conducted as part of our B2 weekly one-hour 'Additional Contents and Skills' class, which emphasizes oral expression and group work and aims to decolonise Spanish Language teaching (Hernández-Martín 2022). The activity's primary objective was to foster students' active debate involvement and to equip them with valuable skills in assuming diverse roles. This was accomplished by creating multiple tasks that entailed writing, speaking, and mediating. Please refer to Table 4 for a comprehensive breakdown of the sequence. Throughout the entire activity, students collaborated in pairs or small groups.
For the reading task, we deliberately selected two articles with contrasting viewpoints and writing styles to achieve the goal of learning more about the main topic, as indicated by Table 4. We also considered the location of the sources to ensure that the voices of underrepresented communities were heard in the classroom, as per our goal of promoting diversity in the curriculum. The two chosen articles were: a) "Polémica por subtítulos de Roma en España", from the newspaper Última Hora, a progressive digital newspaper from Asunción, Paraguay; and b) "Netflix zanja la polémica con Cuarón y elimina los subtítulos en español de Roma", published by Libertad Digital, a conservative digital newspaper based in Madrid, Spain. Both articles were published on January 10th, 2019.
These articles, labelled a) and b), discussed the current controversy but differed in the specific details they provided (such as examples of intralinguistic translations, involved social agents, discussion locations, and relevant terms related to the controversy). Additionally, the articles presented contrasting viewpoints on the use of Castilian Spanish subtitles.
During the reading task, each pair of students was given a different text to read: one received text a) and the other received text b). Both students were responsible for reading their own text and preparing for the mediation activity. This involved taking notes and planning their response, focusing on the "planning strategies" mentioned in the CFER (see above). Students were encouraged to think about what they wanted to say, how to express themselves, and to rehearse or draft their ideas. The teacher also provided guidance on anticipating the other person's reaction and choosing the best way to communicate in each situation.
For the upcoming mediation task, as shown in Table 4, students have been assigned roles based on the two proposed subscales in the CEFR for textual mediation:
Communicating specific information: Students had to verbally relay examples of translating Mexican Spanish into Castilian Spanish, such as ustedes to vosotros, mamá to madre or enojarse to enfadarse. They were also asked to select three keywords that best depicted the information presented. Effective keywords may comprise privilege, lack of confidence, context, or heritage.
Summarising arguments: Students were asked to abridge and restate in speech the arguments presented in the source text in a clear and concise manner.
Throughout this stage, students practised important skills such as paraphrasing, adapting their communication style and body language, and self-correction. When summarising the newspaper articles, it was crucial to maintain the flow of language, and so the monitoring and repair strategies outlined in the CFER were often employed by the students. The compensatory strategy helped achieving successful communication when combining different varieties of Spanish and encountering unfamiliar concepts.
During the writing task, students confidently collaborated to create a summary of the two articles in 10-15 lines. Each summary was required to include a quote from each article and a proposed solution or compromise to the controversy. The students utilised mediation to exchange and enhance each other's ideas. They also employed compensating strategies and monitoring and repair strategies to ensure good understanding. The teacher assisted the students in identifying common ground between opposing viewpoints and provided strategies for brainstorming creative solutions. The resulting statements from each pair were showcased on an interactive blackboard and used as topics for the final class debate.
At the end of the session, students had the opportunity to express their opinions in a class debate. They were also invited to continue the conversation outside of class using specialised hybrid software available at https://www.kialo-edu.com/.
3 Sequence of tasks for level C1 (Council of Europe, CEFR/CV 2020)
The main objective of the second sequence of tasks was to offer students the opportunity to revise different types of linking words in Spanish and to consolidate their use in argumentative texts.
As a warming up activity, students were shown a Spanish version of the wheel of power and privilege, which was taken from Una guía para prevención de la discriminación LGBTIfóbica y machista: conceptos y actividades de diversidad afectivo-sexual y de género para el equipo educativo (Agüero García and Calvo Pérez 2019). They were asked to offer their own interpretations of the intersections of oppression and privilege described in the wheel and were subsequently posed the question of in which ways their privilege could be best utilised. As the main material used in the lesson was a newspaper article focusing on the portrayal of several millennials who, after living lives of abundance, started to question their own fortunes and were now committed to reducing wealth inequality and distributing their inherited wealth in order to support different social and environmental causes, the wheel of power and privilege was a visual tool to introduce the topic area and contextualise intercultural knowledge.
Next, students were divided into two heterogeneous groups formed by students with different mother tongues, nationalities and cultures with the purpose of carrying out an information gap activity. Each group was required to read one half of an article from the Spanish newspaper El País titled "Podría ser rico, pero no quiero: jóvenes que renuncian a sus fortunas para luchar contra la desigualdad" (in the English version of El País the article appears under the following title: "The millennials giving up fortunes for social justice"). Each group was also asked to prepare and offer an oral summary of their half to the other group. In terms of the "Planning strategies" that were put into practice by students, it was essential to consider the different textual conventions needed to deliver their brief oral presentations. Since the material they had been given was a written, journalistic text, the use of different conventions typical of oral presentations, such as fluency, intonation, clarity, and a simple, persuasive structure, had to be carefully planned.
The following part of the session was devoted to the mediation activity necessary to undertake this task. Not only was the chosen text's level of complexity suitable for the consolidation of the C1 level sought in our module, but the myriad of collocations, linking words, idioms and technical terms allowed students to expand their vocabulary and to utilise mediation in order to bridge any linguistic, cultural or epistemological gaps. In order to fulfil this task, each group was given a) a list of keywords for which they needed to offer a definition/explanation and b) a list of linking words with which to structure their discourse. As mediation is used, complex language skills such as reformulating ideas, providing definitions, shifting registers, explaining cultural elements, etc., are put into practice. This stage of the session also involved a focus on the lexical items for which each group had to provide definitions, and on discursive elements, notably the linking words they were prompted to use. Their "compensating strategies" were maximised here as their lexical range was exploited and used creatively in order to fulfil the double task of correctly and effectively offer definitions and practice with the linking words given.
Subsequently, the emphasis was put on oral production, as each group had to offer an oral summary to the other group by following the instructions in their brief. The "monitoring and repair strategy" was particularly relevant here, for the flow of language must be maintained. Hence, self-correction and circumventing were frequently used by students. Finally, the activity was wrapped up with a debate about the article and how it might be related to the wheel of privilege and oppression.
4 Conclusion
In conclusion, the development of mediation strategies in relaying information, both in speech and writing, is a crucial aspect of language learning, particularly for undergraduate students of Spanish as a foreign language. The inclusion of mediation in the CEFR has provided recognition and guidelines for fostering mediation activities and strategies. This paper discussed two sequences of tasks based on the illustrative descriptor 'Relaying specific information' within the 'Mediating a text' scale, focusing on passing on content from texts with linguistic, cultural, semantic, or technical barriers. Both sequences aimed to enhance students' skills in relaying specific information and processing text.
By completing the tasks explained above, students engaged in various strategies outlined in the CEFR, such as planning, executing, monitoring, and repairing their communication. They learned to compensate for communication difficulties, utilise circumlocution and paraphrasing, and self-correct their language. These strategies contribute to effective mediation and enhance their overall language proficiency. The activities were designed for undergraduate Spanish as a Foreign Language students at UCL, catering to a diverse international student population. The plurilingual environment created in the classroom allowed for validating students' different perspectives and bridging cultural, epistemological, and linguistic gaps. Furthermore, with future developments in mind, it is important to point out that these activities were specifically designed in a creative manner to confidently prevent the use of AI in our language classrooms.
In the first sequence of tasks, students explored the controversy surrounding the film Roma, using mediation to analyse Spanish diversity and intralinguistic subtitling. The focus was on oral expression, group work, and active debate involvement, which fostered critical thinking and the development of complex language skills. The subsequent writing task encouraged collaboration and summarisation of arguments, further strengthening students' mediation abilities. The second sequence of tasks aimed to revise cohesive devices and consolidate their use in argumentative texts. Students engaged in an information gap activity, utilising mediation to bridge linguistic and cultural gaps while summarising and presenting key information to their peers. The focus on complex language skills and the incorporation of linking words enhanced their vocabulary and discourse abilities.
Overall, these activities demonstrated the importance of mediation in language learning, enabling students to effectively relay information, navigate linguistic challenges, and bridge cultural divides. By incorporating mediation strategies, educators can empower students to become proficient communicators in diverse contexts, fostering intercultural understanding and promoting inclusivity in language education.
5 References
Agüero García, María & Miguel Calvo Pérez. 2019. Una guía para prevención de la discriminación LGBTIfóbica y machista: conceptos y actividades de diversidad afectivo-sexual y de género para el equipo educativo. Madrid: Fundación Triángulo.
Council of Europe. 2018. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe Publishing.
Council of Europe. 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe Publishing.
De Arriba García, Clara & Francisco José Cantero Serena. 2004. La mediación lingüística en la enseñanza de lenguas. Didáctica (Lengua y Literatura) 16. 9–21.
Fernández, Celia. 2022 October 7. Podría ser rico, pero no quiero: jóvenes que renuncian a sus fortunas para luchar contra la desigualdad. El País: Spain Edition. https://elpais.com/ ideas/2022-10-07/podria-ser-rico-pero-no-quiero-jovenes-que-renuncian-a-sus-fortunas-paraluchar-contra-la-desigualdad.html (accessed 18 May 2023).
Hernández-Martín, Lourdes. 2022. Descolonizar el currículum de español en ELEUK: origen, expectativas, organización y primeras reflexiones. In Carlos Soler Montes, Rocío Díaz-Bravo & Vicens Colomer i Domínguez (eds.), Avances investigadores y pedagógicos sobre la enseñanza del español: aportes desde el contexto universitario británico. Research publishing.net. https://doi. org/10.14705/rpnet.2022.58.9782383720072 (accessed 18 May 2023)
Koch, Tommaso, Ana Teresa Roca & Manuel Morales. 2019 January 11. Netflix retira los subtítulos de Roma en español peninsular. El País: Spain Edition. https://elpais.com/cultura/2019/01/10/ actualidad/1547131961_814032.html (accessed 18 May 2023).
Netflix zanja la polémica con Cuarón y elimina los subtítulos en español de Roma. 2019 January 10. Libertad Digital. https://www.libertaddigital.com/cultura/cine/2019-01-10/netflix-fulmina-lossubtitulos-al-espanol-de-roma-tras-el-enfado-de-alfonso-cuaron-1276631105/ (accessed 18 May 2023).
Pedregosa, Inmaculada and Adolfo Sánchez Cuadrado. 2022. Action Toolkit for Language Teacher Training on Mediation. In Brian North, Enrica Piccardo, Tim Goodier, Daniela Fasoglio, Rosanna Margonis & Bernd Rüschoff (eds.), Enriching 21st century language education: The CEFR Companion Volume, examples from practice. Strasbourg: Council of Europe Publishing.
Polémica por subtítulos de Roma en España. 2019, January 10. Última hora. https://www.ultimahora. com/polemica-subtitulos-roma-espana-n2790736.html (accessed 18 May 2023)
Roma. 2018. Directed by Alfonso Cuarón, 135 minutes. Mexico: Espectáculos fílmicos E.l Coyúl, Pimienta Films; Los Angeles: Participant Media; Sherman Oaks, CA: Esperanto Filmoj (available on Netflix).
Trovato, Giuseppe. 2016. Mediación lingüística y enseñanza de español/LE. Cuadernos de didáctica del español/LE. Madrid: Arco/Libros.
6 Biographies
Dr Macarena Jiménez Naranjo earned her PhD in Spanish Literature from the University of Málaga in 2012, where she specialised in aesthetic modernity, avant-garde prose, and biographical studies. She has furthered her education with postgraduate studies in Literature and Language Teaching. She has taught at the University of Málaga and public universities in the Jiangsu province of China. Currently, she is a Lecturer at University College London, teaching Mexican literature and Spanish as a Foreign Language, with a focus on language varieties and curriculum decolonisation.
Dr Marga Navarrete is an Associate Professor (Teaching) in Translation Studies and a Spanish Language Coordinator at University College London. Her research focuses on the impact of audiovisual translation (AVT) practice on language learners' competence, the incorporation of equality, diversity and inclusion as well as accessibility aspects to the language curriculum. She is the co-Director of the e-Expert Seminar Series in Translation and Modern Language Education; she has taken part in a number of AVT research studies on language learning, including the ClipFlair and TRADILEX projects. She is a researcher of the "Tackling the BIPOC Awarding Gap Project".
Dr Mazal Oaknín is Associate Professor (Teaching) and Language Coordinator at UCL, where she teaches Spanish language and translation, contemporary literature and Gender Studies. She is the coeditor of Literatura política y política literaria en España (Peter Lang, 2015) and her articles have appeared in different journals and in the volume Teaching Languages with Screen Media. Pedagogical Reflections (Bloomsbury, 2023). Her book Writing, Feminism and the Media in Spain appeared in 2019 (Peter Lang). She is the co-Director of the e-Expert Seminar Series in Translation and Modern Language Education and the Project Lead of the "Tackling the BIPOC Awarding Gap Project". | <urn:uuid:19ae37c1-c932-4209-a93c-00e9ee1ce836> | CC-MAIN-2024-46 | https://discovery.ucl.ac.uk/id/eprint/10197012/1/CEFRJournal-6-6_Naranjo_Navarrete_Oaknin_2024.pdf | 2024-11-02T01:47:38+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00122.warc.gz | 192,472,092 | 5,477 | eng_Latn | eng_Latn | 0.955959 | eng_Latn | 0.991924 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3092,
6805,
9109,
10715,
14645,
19458,
23274,
26618
] | [
1.109375,
2.046875
] | 2 | 1 |
CANADA-WIDE ACTION PLAN ON ZERO PLASTIC WASTE
Phase 1
PN 1589
1. Introduction
In November 2018, the Canadian Council of Ministers of the Environment (CCME) approved in principle the Canada-wide Strategy on Zero Plastic Waste. Ministers agreed that taking action to reduce plastic waste, support improved reuse and value recovery is vital to lowering the amount of plastic released in our environment.
Nearly ninety per cent of Canada's plastic waste is not recycled or recovered. This represents an economic loss of $7.8 billion
The Canada-wide Strategy on Zero Plastic Waste aims to reduce the harmful environmental impacts of plastic waste through greater prevention, collection and value recovery to achieve a more circular plastics economy (Figure 1). Circular economies keep materials and products in use as long as possible by recirculating them back into the economy through recycling, refurbishing or repurposing.
Retaining materials and products in a circular economy not only reduces effects on the environment but also has significant economic benefit. For example, it is estimated that a zero-
plastic waste economy could help Canada save $500 million of annual costs, create 42,000 direct and indirect jobs, and prevent 1.82 megatonnes of CO2 equivalent greenhouse gas emissions. i
This Strategy's approach aligns with the Ocean Plastics Charter championed by Canada during its G7 Presidency in 2018 and the principles established in the waste management hierarchy (illustrated in Figure 2). The hierarchy ranks the preferred ways to reduce, repair, reuse and recycle materials according to the value each method retained in the economy.
CCME is releasing its Action Plan for the Canada-wide Strategy for Zero Plastic Waste in two phases. This first phase of the Action Plan focuses on product design, single-use plastics, collection systems, recycling capacity and domestic markets.
Phase 2 of the Action Plan will focus on preventing plastic pollution in oceans, inland lakes and waterways, advancing science to monitor the impacts of plastics pollution within the environment,
During its G7 Presidency in 2018, Canada championed the Ocean Plastics Charter, which contains commitments to work with industry to reach:
consumer awareness, clean-up and taking global action. Phase 2 of the Action Plan will be released in 2020.
* 100% reusable, recyclable, or, where viable alternatives do not exist, recoverable plastics by 2030
2. Taking Action
* at least 50% recycled content in plastic products where applicable by 2030
* the reduction in the use of plastic microbeads in rinse-off cosmetic and personal care consumer products to the extent possible by 2020, and to address other sources of microplastics.
* with other orders of government, recycling and reuse of at least 55% of plastic packaging by 2030 and the recovery of 100% of all plastics by 2040
To reach this ideal and move closer to a zerowaste target, Canada needs to increase its efforts significantly. Currently, it is estimated that only nine per cent of all plastic in Canada is recycled. This estimate considered plastic from all sources, including plastics that have traditionally been hard to collect and recycle like those plastics found in some packaging, clothing, cars, and construction and commercial waste.
Governments, industry, stakeholders, civil society and the public all have a role to play to advance plastic waste reduction. In February 2019 CCME
hosted a wide range of stakeholders and interested parties for a two-day workshop to hear from
Plastic has become a staple in modern life as it has many properties that make it a material of choice. It is durable, lightweight, costs less than alternatives to transport, can be sterilized, and extends product life.
An action plan that targets zero waste does not mean zero plastic. It means plastic reduction and improved plastics life-cycle management to achieve a more circular plastics economy. This involves work to influence plastic product design to promote recycled content. It also means having the right systems in place to recover plastics and flow them back in the economy, preferably in Canada.
diverse perspectives and inform this Action Plan. Insights generated during this workshop supported CCME jurisdictions in identifying six priority action areas in Phase 1. These action areas include:
1) extended producer responsibility
3) national performance requirements and standards
2) single-use and disposable products
4) incentives for a circular economy
6) public procurement and green operations.
5) infrastructure and innovation investments
CCME developed the following actions for each of these areas.
Priority Action 1: Extended Producer Responsibility (EPR)
EPR programs are recognized as one of the most effective mechanisms to support the creation of a circular economy. They improve recycling rates, reduce litter, and create the conditions to incent efficiency and reduce costs for end-of-life management. Under an EPR program, companies making products are responsible for end-of-life management of their products and/or packaging. The EPR program establishes targets for collection and recycling performance for companies or organizations implementing the program.
As a competitive, market-based approach to manage the reuse, recycling and safe disposal of waste products and packaging, extended producer responsibility is recognized as a leading approach for reducing plastic waste in a cost-efficient and responsible manner.
Recognizing that EPR is essential to achieving zero plastic waste, CCME will facilitate consistent EPR programs for plastics. CCME will work with stakeholders and other interested parties to develop guidance that will be informed by existing successful initiatives, including EPR, which are currently in place within jurisdictions to manage plastics. It will identify the components and tools that can be used by jurisdictions across Canada and will include guidance on common material categories and product definitions; performance standards to guide reuse and recycling programs; options to encourage innovation and reduce costs; and clear monitoring and verification approaches.
Additional actions may be completed by jurisdictions to ensure the EPR approach is consistent and comprehensive. EPR tools and guidance developed by CCME will be completed by the end of 2020 and available for application at the discretion of jurisdictions.
Priority Action 2: Single Use and Disposable Plastic Products
Many single-use, disposable plastic products can help to reduce food waste, protect health, improve safety and lower transportation emissions and costs. Some single-use plastic items can be avoided, designed to be readily recyclable, redesigned or replaced by alternatives that are more durable, have a lower environmental footprint and/or are easier to recover at end of life.
To facilitate action on single-use plastic waste, CCME will develop a roadmap to strengthen management of single-use, disposable plastics. This work will involve defining and identifying the single-use items that are most likely to be released into the environment or pose other end-of-life management challenges. CCME will work with stakeholders and other interested parties to promote solutions to single-use and disposable plastic items and identify sustainable alternatives to their use. Work associated with this action area will be completed by the end of 2021.
Priority Action 3: National Performance Requirements and Standards
Plastics within the marketplace have been designed for specific safety, functional and/or aesthetic requirements and are not always easy to recover and recycle. Products can be designed to better incorporate recycled content and to facilitate recycling at the end of product life. Common standards and performance requirements can facilitate complementary practices along the value chain and create a level playing field to accelerate progress towards the goals of this Action Plan. Standards can also support consumers to make more informed, eco-conscious purchase choices.
Given the important role performance standards and requirements play in moving to a more circular economy, Canada will lead the actions associated with updating national standards, engaging CCME members, stakeholders and interested parties to develop targets and standards for recycled content, certified compostable items, and for repair, remanufacturing and refurbishment. CCME will lead the development of a reference compendium of existing guidelines for designing items so that they can be recycled at the end of their life, including recommendations for jurisdictions to consider during implementation.
Priority Action 4: Incentives for a Circular Economy
Supporting a shift to a more circular economy will be accelerated when the cost of recycling is reduced, and other barriers are removed. Examples of other barriers include harmful additives that lower the quality of recycled plastic, fluctuating supply of recycled plastic, low landfill costs, and product or material choices that cannot be repaired or refurbished.
Regulatory, economic and fiscal measures can play an important role in supporting a circular plastics economy and highlight the value of these materials in the economy. Action by CCME and/or individual jurisdictions will include developing best management practices for disposal bans, facilitating economic and fiscal incentives for greater value recovery (i.e., repair, remanufacture/refurbishment, recycling), and the federal government will continue to control toxic substances, including additives or products. CCME actions will be completed by the end of 2019 and available for application at the discretion of jurisdictions. In addition, member jurisdictions at their discretion, will consider how regulatory requirements or non-regulatory approaches can support product life extension, incorporate recycled content, redefine waste as a resource, and support overall waste reduction.
Priority Action 5: Infrastructure and Innovation Investments
Supporting the transition to a more circular economy for plastics requires innovation to influence change at the design, collection and recovery stages. Transition will not be immediate – it will take time to influence change.
Recognizing that industry often needs support to build momentum and achieve a significant economic transition, CCME member jurisdictions will promote the use of incentives. This could include targeted investments for infrastructure and innovation in the areas of plastic design, production and recovery, and/or for transitioning current operations to circular economy practices. The Government of Canada will assess infrastructure needs for improved plastic life-cycle management. and work with jurisdictions, industry and funding organizations to identify how they can support access to capital funding. This will be completed by the end of 2020.
Priority Action 6: Public Procurement and Green Operations
Collectively, CCME member jurisdictions purchase significant volumes of products containing plastic. Recognizing the influence that government can have within the marketplace, and building on work being undertaken by the Government of Canada, CCME will facilitate information and best practice sharing between member jurisdictions to strengthen their sustainable procurement policies and practices to support a more circular economy for plastics.
CCME acknowledges that member jurisdictions have all taken steps towards more sustainable practices, which may include considerations related to lifecycle management, recycled content, packaging and single-use plastics reduction, durability and repairability. Given the many forms these policies and practices take, the Government of Canada will develop guidelines that will provide the tools for jurisdictions to update their sustainable procurement practices to incorporate best practice principles for plastics management and support the transition to a more circular economy. This work will be completed by the end of 2021.
Summary of Action Items
CCME and member jurisdictions will work with stakeholders and other interested parties in the development of the following actions.
| Actions | Completion Date |
|---|---|
| 1. Extended Producer Responsibility (EPR) | |
| Facilitate consistent EPR programs for plastics through the development of guidance on: | |
| • Common material categories and product definitions | December 2020 |
| • Performance standards for reuse and recycling programs | |
| • Options to encourage innovation and reduce costs | |
| • Standard monitoring and verification approaches | |
| 2. Single-Use & Disposable Plastic Products | |
| Develop a roadmap to address priority single-use and disposable plastics most commonly released into the environment by: | December 2021 |
| • Defining priority items to be targeted for waste reduction efforts | |
| • Establishing targets to support plastic waste reduction | |
| • Identifying mechanisms to reduce waste | |
| 3. National Performance Requirements and Standards | |
| Develop the following to establish national performance requirements for plastic: | |
| • Targets & timelines for increasing recycled content; update standards for measuring and reporting recycled content | December 2020 |
| • New standards for bio-based plastic products (e.g., certified compostable packaging and single-use products) | December 2021 |
| • Roadmap to establish targets for specific sectors for repair, reuse and remanufacture/refurbishment; complete standards or other requirements as needed to implement | 2022 |
| • Compile a reference compendium of existing guidelines for recyclability and recommendations for use by jurisdictions and industry | December 2021 |
| Actions | | Completion Date |
|---|---|---|
| 4. Incentives for a Circular Economy | | |
| | • Develop best management practices for disposal bans of end-of-life | December 2019 |
| | plastics, levies and incentives to support implementation by | |
| | jurisdictions | |
| • Develop agreements and tools with willing industry sectors to control toxic or harmful additives in plastics and achieve plastics waste reduction | | on-going |
| | • Implement economic and fiscal incentives or best management | on-going |
| | practices and remove regulatory barriers | |
| 5. Infrastructure and Innovation Investments | | |
| | • Assess infrastructure needs for improved plastic life-cycle | 2020 |
| | management, and work with jurisdictions, industry and funding | |
| | organizations to identify how to facilitate access to capital funding or | |
| | financing | |
| | • Promote or increase access to capital funding or financing for | on-going |
| | innovation in and infrastructure for improved plastic life-cycle | |
| | management. | |
| 6. Public Procurement and Green Operations | | |
| | Develop guidelines and tools for government procurement practices to green operations and reduce | |
| | plastic: | |
| | • Facilitate the exchange of tools and best practices for the public | 2020 |
| | procurement of sustainable plastics | |
| • Guidance for reducing plastic waste in government operations and events | | December 2021 |
| | • Guidelines and tools to incorporate national recycled content targets | |
| | and requirements (reuse, recycling, composting, repair & | |
| | remanufacture/refurbishment) into government procurement | |
| | requirements | |
3. Collaboration and Follow-up
Moving to a more circular economy with less plastic waste will take time and considerable effort. Leadership from and collaboration among all CCME member jurisdictions, industry, and citizens is needed.
Work is beginning on Phase 2 of this Action Plan to develop CCME commitments that focus on reducing plastic waste found in our oceans, Great Lakes and inland lakes and waterways. Specifically, Phase 2 action areas include reducing plastic waste from aquatic activities, clean-up, research and monitoring, consumer awareness, as well as taking global action. Building on momentum from Phase 1, a similar approach will be taken to develop Phase 2 of the Action Plan.
This will include working through CCME to consult and engage industry, interested parties and non-governmental organizations to shape Phase 2 priority actions.
4. Reporting on Progress
Federal, provincial and territorial governments are working together to advance the priorities of the Canada-wide Action Plan on Zero Plastic Waste. CCME will report on progress to ministers regularly, starting with the 2020 Council of Ministers meeting. This will help ensure progress on our common goals, and accountability to Canadians.
iDeloitte Canada. 2019. Economic Study of the Canadian Plastic Industry, Market and Waste. https://www.canada.ca/en/environmentclimate-change/services/managing-pollution/publications/plastic-waste-report.html
iiHoffman, M. and Hittinger, E. 2017. Inventory and transport of plastic debris in the Laurentian Great Lakes. Science Direct. 115 273281.
iiiCommunity clean up 2018 https://www.shorelinecleanup.ca/storage/resources/gcsc-2018annualreport-190416.pdf | <urn:uuid:65bec7d9-965e-4171-97fd-0ecbb8ce7f4e> | CC-MAIN-2024-46 | https://ccme.ca/en/res/1589_ccmecanada-wideactionplanonzeroplasticwaste_en-secured.pdf | 2024-11-02T02:29:06+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00126.warc.gz | 157,366,387 | 3,271 | eng_Latn | eng_Latn | 0.993391 | eng_Latn | 0.995809 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
63,
1659,
4173,
6467,
10044,
12120,
13841,
16252,
17241
] | [
2.265625
] | 4 | 0 |
LAB 8: FOSSILS OF THE MESOZOIC
Note: For this lab, sample images are available in the online Lab Manual. This worksheet is intended to help you organize your answers only. Refer to the Lab Manual for important additional details and context to answer the questions. This worksheet includes sample handling guidelines for in-person labs.
KINGDOM PROTISTA
a. List the members of Kingdom Protista who are:
i. Primary producers:
ii. Primary consumers:
b. Which term describes the metabolism of primary producers: heterotrophoic, chemotrophic, or autotrophic? Write a short definition of the term you selected.
c. What is the name of the biochemical mechanism that primary producers use to capture and convert sunlight energy?
d. Which term describes the metabolism of primary consumers: heterotrophoic, chemotrophic, or autotrophic? Write a short definition of the term you selected.
e. What were the likely reasons for the evolution of an organic outer covering for early phytoplankton in the Precambrian?
f. What is the life habit of a dinoflagellate?
g. What environment range(s) do dinoflagellates inhabit: photic, bathyal, or abyssal?
h. What is the life habit of a foraminifera?
i. What is the primary difference between coccoliths and diatoms?
PHYLUM MOLLUSC, CLASS CEPHALOPODA
A. Sample 37: Modern Coiled Nautiloid- This sample can be picked up but please treat it with care.
a. Why did the animal keep adding chambers to its shell (that is, what was the biological purpose of the chambers)?
b. Notice the holes that pass from the outer chamber into the inner chambers. What was this for?
B. Sample 39: Uncoiled Nautiloid- This sample can be picked up but please treat it with care.
c. What structural (as opposed to biological) function do the chamber walls provide?
C. Sample 121-34: Ammonoids- These samples can be picked up but please treat them with care.
d. Based on the suture pattern, what kind of ammonoid was this?
D. Sample 121-53: Ammonite- This sample can be picked up but please treat it with care.
e. Look at the end of the segments and the shape of the chamber walls. What structural purpose does this complex suture shape serve?
f. Compare Sample 121-53 with samples FFC-24 and 6B below. Generalize from your observations and draw an example ammonite that you can use as a study guide. Label the key features of your drawing.
E. Sample FFC-24: Ammonite - This sample can be picked up but please treat it with care. No questions for marks.
F. Sample 6B: Ammonites- These samples can be picked up but please treat them with care. No questions for marks.
G. Sample NB3: Baculites Ammonite - This sample can be picked up but please treat it with care.
g. Coiling is a common characteristic of ammonoids. What characteristic of Sample NB3 tells us that it is not only an ammonoid, but also an ammonite in spite of it not being coiled?
PHYLUM ECHINODERMATA
A. Sample 10: Crinoid Stems - These samples may be picked up but please treat them with care.
a. What symmetry is exhibited when stem segments of Sample 10 are viewed in cross-section?
B. Sample FGC3: Crinoid Stems - Please do not touch these specimens
b. How does the symmetry of Sample FGC3 differ from that of Sample 10?
C. Sample GC5: Crinoid Stems in Calcite - This sample may be picked up but please treat it with care.
c. What type of preservation do we see in the crinoid stems throughout this sample?
d. Going back to what you learned in Lab 1, what is the name of this carbonate rock?
e. Judging from the fractured stems what could you say about the energy of the sedimentary environment that this rock was created in?
D. Sample L8: Crinoid Stems- This sample may be picked up but please treat it with care.
E. Sample FFC4: Crinoid Stems- This sample may be picked up but please treat it with care.
f. Which sample—L8 or FFC4—may have lived in a higher energy environment? What feature of the stems led you to this conclusion?
F. Sample 121-45: Articulated Crinoid- This sample may be picked up but please treat it with care.
g. Describe the life habit of the organism preserved in sample 121-45. What type of environment would this crinoid be found in?
G. Sample L8A: Intact Crinoids- PLEASE DO NOT TOUCH. This sample is very fragile.
h. Notice the feathery structures located at the end of each crinoid arm. What were they used for?
H. Samples 8 & GD1: Blastoid Calyx- These samples can be picked up but please treat them with care.
i. What life habit of blastoids is different from the echinoids?
I. Sample 121-39: Blastoids- PLEASE DO NOT TOUCH. This sample is very fragile.
j. Two structures are highlighted in the last slide. What part of the blastoid are they? Explain your reasoning.
J. Sample 16: Sand Dollars- These samples can be picked up but please treat them with care.
k. Sketch fossil Sample 16 from the top, and mark on it the five lines that separate the five “wedges” of the pentameral symmetry.
l. Next, on the drawing above, identify the line about which the animal actually forms a mirror image from side to side (the line of bilateral symmetry).
m. Describe the life habit of this animal (see Lab 7).
K. Sample 121-37: Heart Urchin- This sample may be picked up but please treat it with care.
n. Compare Sample 121-37 with Sample 16. What key characteristic could you use to tell a sand dollar from a heart urchin?
L. Sample 121-47: Sea Urchin- These samples can be picked up but please treat them with care.
o. What characteristic of this animal's habit makes it more susceptible to predation than the previous sample (heart urchin)? | <urn:uuid:695b270e-c057-4fc7-a071-e0a3822d7ec6> | CC-MAIN-2024-46 | https://pressbooks.bccampus.ca/earthhistorylab/wp-content/uploads/sites/1224/2020/12/EESC121_Lab8_Worksheet.pdf | 2024-11-02T02:00:56+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00124.warc.gz | 455,145,296 | 1,369 | eng_Latn | eng_Latn | 0.995422 | eng_Latn | 0.996443 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1061,
1951,
3089,
4179,
5158,
5593
] | [
2.640625
] | 1 | 0 |
Kiddi Caru Nursery
Inspection report for early years provision
EY334078
Unique Reference Number
14 November 2006
Inspection date
Anita Bartram
Inspector
Writtle College, Foxburrows Lane, Writtle Chelmsford, Essex, CM1 3SS
Setting Address
01245 421341
Telephone number
E-mail
The Childcare Corporation plc
Registered person
Integrated
Type of inspection
Full day care
Type of care
ABOUT THIS INSPECTION
The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.
This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.
The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.
The key inspection judgements and what they mean
Outstanding: this aspect of the provision is of exceptionally high quality
Good: this aspect of the provision is strong
Satisfactory: this aspect of the provision is sound
Inadequate: this aspect of the provision is not good enough
For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
WHAT SORT OF SETTING IS IT?
Kiddi Caru Nursery is one of 21 nurseries run by The Childcare Corporation. It opened in 2006 and operates from a purpose-built building. It is situated on the outskirts of Writtle, near Chelmsford, adjacent to Writtle Agricultural College. A maximum of 99 children may attend the nursery at any one time. The nursery is open each weekday from 07.30 to 18.30 for 52 weeks of the year. All children share access to a secure enclosed outdoor play area.
There are currently 150 children aged from birth to under five years on roll. Of these 43 children receive funding for nursery education. Children come from both the local and wider catchment area. The nursery employs 38 full and part time staff. Approximately 75 per cent of the staff, including the manager hold appropriate early years qualifications. Two members of staff are working towards a further qualification.
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is satisfactory.
Overall, staff follow very effective hygiene routines. For example, staff in the youngest baby room keep areas clean where babies eat by spraying tables with anti-bacterial spray. The milk kitchen is kept clean and thorough procedures are in place to prevent cross-infection. For example, all children have named bottles, water beakers or cups to drink from which prevents germs carrying from one child to another.
Children are generally able to begin to build valuable habits in helping them to be healthy. Most staff encourage younger children to follow basic hand washing routines and many do this independently. For example, two year olds need no prompting from staff to go off to wash their hands in the sink after getting their hands dirty during painting. Older children check for their name tag before they drink and are becoming aware that some children have to avoid certain foods or they themselves have allergies to foods. Older children help themselves to drinks freely and most rooms have children's beakers displayed appropriately to prompt younger children to ask for their drink. As a result, babies and children are able to remain hydrated and satisfy their needs following exercise or when they are thirsty.
Most staff have a sound appreciation that fresh air helps children's physical well-being. Older children are taken out routinely and staff strive to use the garden for various activities. Whilst they play staff chase them and encourage them to move freely. Older children's hand-eye co-ordination skills are developing soundly. They use a wide variety of equipment inside to build, construct and shape. For example, three year olds concentrate hard to produce large constructions from octagons and the good variety of writing mediums help children to develop early mark making skills. As a result, older children's large and fine physical skills are developing very well.
Children are well nourished. Staff work effectively with parents to accommodate children's food preferences, allergies and religious requirements. Menus are displayed in each room to give parents general information about what their child has been offered and are then informed through either written or verbal feedback of what their child has actually eaten during the day. Most staff are generally proactive in seeking alternatives for children should they refuse certain foods. Consequently, children's individual dietary needs are generally met well.
Throughout the nursery, there are robust procedures in place to protect children's health. For example, colour coded plates, cups and name mats alert staff to children's allergies. Procedures to administer prescribed medication to children are comprehensive and staff follow these effectively in practice. Accidents are recorded diligently by staff enabling staff and parents to take appropriate action to ease children's discomfort or prevent it happening again.
Protecting children from harm or neglect and helping them stay safe
The provision is good.
Children are cared for in a very secure and safe environment. The purpose-built building means structural risks to babies and children are minimal and staff are aware of potential everyday safety hazards. All toys and equipment are in a safe condition and many are displayed for babies and children at low-level. This enables children to safely access a variety of toys which interest them. The premises are bright and welcoming to children. For example, the large fish tank built into the entrance hall wall is a natural draw to children and is a talking point on the way into their room. Staff do not always make best use of room space to enable resources to be more varied and presented in a less restricting environment. Visitors are welcomed onto the premises following identification through CCTV and parents are strongly discouraged from opening the entrance door to others at arrival and departure times. Perimeter fencing has recently been replaced preventing any children from leaving the premises unsupervised.
Stringent emergency evacuation plans are in place. For example, notices are obvious in all play rooms alerting staff to procedures to be followed, an evacuation cot is close to hand to help staff evacuate non-mobile babies, and an emergency bag is kept by the main exit door. Consequently, staff are able to take appropriate action to keep children safe in an emergency and whilst off the premises. Staff have a sound understanding of child protection procedures. They are aware of their roles and responsibilities and the signs and symptoms of abuse. Staff have completed recent refresher training during a staff meeting and written flow charts are readily available to them in their rooms to refer to for guidance. There is a written 'whistle blowing' policy and all staff have access to this on site. As a result, measures to safeguard children are firmly in place and children are suitably protected from non-accidental harm.
Helping children achieve well and enjoy what they do
The provision is good.
Overall, staff have a very sound understanding of child development and are keen to ensure babies and children enjoy their time in the nursery. Staff know their key children very well and warm relationships are generally evident across the whole nursery. This has a valuable effect on babies' developing communication skills. For example, babies under one year smile at visitors and even very timid babies use the security they get from familiar staff to feel brave enough to eventually approach new people in the room. Two year olds eagerly chat to adults about their home lives and are keen to talk about the pictures they have drawn on the large easel. As a result, by the time two year olds move into the pre-school room they are confident, secure and eager to learn.
Across the younger end of the nursery, some staff are still developing the planning of activities they provide for babies and children under three years old. As a result, opportunities to move babies onto the next steps in their learning are sometimes missed. Valuable learning experiences are not always fully exploited by some staff. For example, staff in the ones to twos' rooms do not fully appreciate the value that outdoor play can add to children's learning or the worthwhile conversations that can be had with babies over meal times. There are some examples of good practice in the two year olds' rooms where staff are beginning to link areas identified in children's assessment records to the planned learning they want children to experience. As a result, two year olds make good progress through the challenge and stimulation offered to them in activities.
Nursery education.
The quality of teaching and learning is good. The staff team working with the children who receive funding for nursery education have a thorough understanding of the Foundation Stage and how young children learn. This reflects in the overall good progress children are making in the six areas of learning. Staff plan a relevant and child centred curriculum, choosing activities which children enjoy and which help them to extend their learning. Staff are using individual children's development records to inform planning and challenge is provided to children to move them on to the next steps in their learning. This results in children making good progress towards achieving the early learning goals identified at the end of the Foundation Stage.
Staff interact very positively with the children. Overall, children have very high levels of self control and respond well to methods staff use to help them learn to play co-operatively alongside each other. For example, the numbered tags children wear as they play in the sand helps them to appreciate when the limit has been reached that allows them to play harmoniously in the sandpit. Staff recognise the areas of the nursery their children particularly enjoy, for example the role-play area, and aim to use this area to offer other parts of the curriculum. Staff work very coherently as a team. Consequently, the methods they use to manage children's more challenging behaviour are consistently applied. This means children are developing a very valuable awareness of right from wrong.
Staff use of time and resources is developing steadily. Children are able to use the garden for a variety of activities as well as large physical play. For example, staff take them out to collect leaves to help reinforce their learning about Autumn. However, children are not yet able to make full and independent use of the valuable adjacent outdoor play space as part of the everyday curriculum which is on offer to them. Consequently, opportunities are missed for children to learn and explore in the wider, less restricting environment. The overall organisation of having two pre-school rooms means staff duplicate resources and in their strive to offer more breadth and variety the rooms are sometimes too full for children to develop their play. This has a particularly noticeable effect on children's creative development.
The vibrant atmosphere in the pre-school rooms and the purposeful interaction from staff means the children are confident and eager to learn. They are developing very good personal, social and emotional skills to enable them to learn. For example, children move between activities purposefully and sit still and quietly to listen to staff during discussion times. They talk copiously about what they are doing and why and are willing to try to answer problems posed to them from adults. Children are developing good skills in early literacy, for example, many know the initial letter sounds to their names and children use visual cues to help them recognise their names as they sit at the table for lunch or to self-register.
Children's mathematical skills are developing well. All children enjoy counting and many can recognise familiar numbers such as three and four. Children ask inquisitive questions about what they see around them, for example, what the shapes are called that they see on posters and are beginning to use purposeful mathematical language such as 'underneath, over there, more and enough'. Older, more able children enjoy the challenge of simple number problems, such as guessing the total of counters in their hand after adults have added one more or taken one away. More able children are not always given sufficient opportunities to record number in everyday activities such as recording how many children are in the group or how many want dinner or snack.
Children are becoming skilled at using information and communication technology during their everyday play. Staff provide valuable equipment in the role-play area and children are skilled at manoeuvring the mouse during their turn on the computer. Children are keen and curious to find out and explore. They eagerly collect leaves from outside and use new vocabulary to name natural artefacts such as pine cones, sunflowers and acorns. Staff display reference books for children to refer to although some resources to help children explore their environment are limited. Many children use their imaginations well, delighting in pretending 'there's a big bear in there' as they enter the willow tunnel outside. All children are keen to enjoy singing and readily join in action songs.
Helping children make a positive contribution
The provision is good.
Staff work closely with parents to meet individual babies' and children's needs. Daily diaries have just been introduced by senior management and staff use these to inform parents of babies' routines and activities. Parents are able to add their own comments to staff about babies' routines at home. This valuable two way communication provides the exchange of essential information, resulting in high levels of consistency in children's care.
Staff use their close working relationships with parents to address any concerns they may have about children's developmental progress. The co-ordinator for special educational needs has a sound appreciation of her role and staff are aware that she is able to offer additional support should they need it. Consequently, all children are fully included in the life of the setting.
Children's behaviour is very good. As a result of warm and consistent staff interaction there is very little unwanted behaviour shown by children. For example, due to close relationships between children aged two and their staff, children are secure and content, enabling them to calmly accept turn taking or staff intervention without undue disgruntlement. Older children are developing good levels of self control. Following minor disagreements they remove themselves from the situation and then accept staff distraction to help them re-join the group on a positive note.
Overall, there is an effective range of resources and images in the nursery reflecting diversity. Older children can see different texts and different languages used on signs around the pre-school rooms. Whilst they celebrate festivals such as Christmas and Diwali with staff children are able to learn new vocabulary and see that families have different cultures and traditions. This helps them to develop acceptance and tolerance of the differences and similarities between themselves and others. Younger children and babies have dolls, dressing up clothes and small world toys to play with to help them form a balanced view of the wider world around them.
The partnership with parents and carers of children who receive funding for nursery education is good. Parents receive valuable written information about the Foundation Stage when their child starts in the room and receive regular written information about what topics their child is covering. Parents are encouraged to send in objects or artefacts with their children to help support topics and provide links between home and nursery. Developmental records are available to parents to take home to look at in more depth at how their child is progressing. Parents are able to meet staff informally at the end of the working day or at formal parents' evenings to discuss their child's progress. As a consequence, parents are kept well informed about why their children are participating in activities and how they can help their child learn at home.
Overall, children's spiritual, moral, social and cultural development is fostered.
Organisation
The organisation is good.
The registered provider has a high regard for the children in their care and is committed to providing good quality care and education. There are firm and robust organisational procedures for staff to follow and overall staff carry out policies and procedures very effectively in practice. As a result, opportunities for children's health, safety, enjoyment, achievement and ability to make a positive contribution are generally well exploited.
The organisation of staff is good. For example, at lunchtimes the same support staff work in the same rooms to enable them to get to know the children's likes and dislikes. This promotes consistency of care for the children and babies. The organisation of resources in each room is comprehensive and covers all areas of babies' and children's development. However, the organisation of having two separate pre-school rooms does limit the scope to which staff can expand core areas of learning. The management team has a very sound knowledge of the nursery's strengths and weaknesses and as a result has a clear development plan in place.
The leadership and management of the nursery is good. There is a clear hierarchy of management to offer staff support and guidance and to help them reflect on their practice. The overall manager of the nursery delegates daily co-ordination of the Foundation Stage to a senior member of staff who has a thorough understanding of how young children learn. Professional development is actively encouraged at all levels and staff respond positively by incorporating new ways of working into their everyday practice. This has an encouraging effect on the continuous improvement of the care and education of the funded children.
Overall, the setting meets the needs of the range of children who attend.
Improvements since the last inspection
Not applicable.
Complaints since the last inspection
Since registration there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.
The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?
The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
* develop consistency in the planning of activities for children under three years to link to the good practice guidance found in 'Birth to three matters' and to identify activities linked to children's next steps in their development
* continue to develop staff care practice in helping babies aged between one and two years to be healthy
The quality and standards of the nursery education
To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):
* develop the way indoor and outdoor space in both pre-school rooms is used to provide greater variation in experiences for the children
* increase the range of resources to develop children's exploratory skills.
Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk | <urn:uuid:2a6bf06c-df16-4ae6-944d-702f44564123> | CC-MAIN-2024-46 | https://files.ofsted.gov.uk/v1/file/1058537 | 2024-11-02T02:46:27+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00127.warc.gz | 234,512,499 | 3,988 | eng_Latn | eng_Latn | 0.948213 | eng_Latn | 0.998821 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
397,
3039,
6062,
9829,
13706,
16622,
19637,
21446
] | [
1.21875,
2.515625
] | 1 | 2 |
VIRTUAL CHILDCARE PARENT SUPPORT SERVICES
VOLUME #138
WHAT'S THAT?
EVERYDAY SCIENCE
HELLO PARENTS,
Science, directly and indirectly, influences all aspects of everyday life. From the food we eat to the way we get around, science is everywhere. Beginning when children are very young, science helps shape their development. As they learn to ask questions, make predictions, observe, test, and then communicate their findings, they are developing critical science skills. In this newsletter, you will find activities that will introduce children to scientific concepts and stimulate scientific thinking.
ACTIVITIES INFANTS (3 -18 MONTHS)
BRIGHT STARS
MATERIALS:
* Index card
* Hole punch
* White envelope
DIRECTIONS:
* Flashlight
* Punch several holes in the index card and place it in the envelope.
* Hold your child on your lap or hold the items directly in front of them.
* Hold the envelope and the flashlight in front of you. Both items should be two inches apart.
* Observe the "stars" you created with the hole punch.
* Allow your child to hold the flashlight and experiment while you make descriptive statements and ask questions.
Click here for more activities.
TODDLERS (19 MONTHS – 2.5 YEARS)
WATER DISPLACEMENT EXPERIMENT
MATERIALS:
* Stones and rocks
* A clear plastic container
* Plastic toy
DIRECTIONS:
* Permanent marker
* Let your child fill the container with water and mark the level on the container.
* Observe together with your child how the water level is rising in the container.
* Have your child add objects to the water and mark the level each time they add objects.
* Ask your child questions about what they see. For example, "What happens when you put objects in the water?" etc.
* Explain how the water displacement happens when an object is in the water.
Click here for more activities.
PRESCHOOLERS (2.5 – 5 YEARS)
WATERPROOF A BOOT
MATERIALS:
* Pen/pencil
* Paper
* Tape
*
* Water
Spray bottle
DIRECTIONS:
* A piece of tissue paper, aluminium foil, felt and parchment paper.
* Let your child draw a picture of a boot on the paper.
* Have your child spray water over the boot.
* Ask your child to cover the boot with different materials such as a small piece of paper, aluminium foil, etc.
* Have a discussion with your child and ask questions. For example, "Which materials do you think are the most waterproof?" etc.
Click here for more activities.
For more information visit www.ncceinc.org | (519) 258-4076
JK/SK (4 – 6 YEARS)
FLOATING PICTURES
MATERIALS:
* A plate
* Warm water
* Markers
DIRECTIONS:
* Draw a picture on the bottom of the plate with a marker.
* After you make the drawing add warm water very slowly from the side of the plate.
* Move the plate slowly.
* Later, discuss with your child: "What happened with the picture when you add the warm water?
* Observe what is going to happen with the pictures that you drew.
* Repeat the activity several times, for more fun.
Click here for more activities.
SCHOOL-AGERS (6 – 12 YEARS)
FERMENTATION - MAKE YOUR OWN BREAD MATERIALS:
* 4 cups white bread flour
* 1 1/2 teaspoons fast action dried yeast
* 1 1/2 cups warm water
* 1 tablespoon olive oil
* 1 teaspoon salt
* Large bowl
DIRECTIONS:
* Put the flour, yeast and salt into a large bowl and mix together with your hands.
* Stir warm water with the oil, then stir into the dry ingredients to make a soft dough.
* Put the dough out onto a lightly floured surface and knead for 5 minutes, until the dough no longer feels sticky.
* Oil a loaf tin and put the dough in, pressing it in evenly.
* Cover it and leave to rise for one hour, until the dough has risen to fill the tin. Heat oven to 370⁰F, then bake for 30-35 minutes until the loaf is risen and golden.
* Leave to cool and enjoy!
Click here for more recipes.
A TIP FOR TODAY
* Enjoy discussing the questions your child asks. Encourage them to share their perspectives and observations.
* Children need time to experiment, try things out, and think on their own. Wait before jumping in with "correct" answers. Give your child the time and space to explore and discover on their own.
* Explore and find the answers together. | <urn:uuid:b75aa319-579c-47b5-940f-4636ab2c65ae> | CC-MAIN-2024-46 | https://cdn.ncceinc.org/wp-content/uploads/2021/10/NCCE-VCPSS-Volume138-EverydayScience-English-8.5x14.pdf?x99891 | 2024-11-02T01:19:38+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00125.warc.gz | 138,207,660 | 987 | eng_Latn | eng_Latn | 0.996568 | eng_Latn | 0.996568 | [
"eng_Latn"
] | false | docling | [
4171
] | [
4.09375
] | 3 | 6 |
Test de selecție a elevilor pentru activitățile Centrului de Excelență Iași
An școlar 2024 – 2025
LIMBA ENGLEZĂ
CLASA A IX-A
I. Fill in the gaps with ONE word that fits best according to the text. (15 points)
The Great Depression
The Wall Street collapse of September-October 1929 and the Great Depression (1) ... followed it were (2) ... the most important events of the twentieth century. They made the Second World War possible, though not inevitable, and by undermining confidence in the efficacy of the market and the capitalist system, they helped to explain (3) ... the absurdly inefficient and murderous system of Soviet communism survived for (4) ... long.
Indeed, it could be argued that the ultimate emotional and intellectual consequences of the Great Depression were not finally erased (5) ... the mind of humanity (6) ... the end of the 1980s, (7) ... the Soviet collectivist alternative (8) ... capitalism crumbled in hopeless ruin and the entire world accepted there was no substitute for the market. Granted the importance of these events, then, the failure of historians to explain either their magnitude or duration is one of the great mysteries of modern historiography.
II. Fill in the gaps with words derived from the word given
III. Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Use between two to five words for each sentence. Do not change the words in bold. (20 points)
1. There is no way I'm going to share my office with him.
I……………………………………………………my office with her. INTENTION
2. The competition was cancelled due to the low number of interested participants. The competition ……………………………………………………of the low number of interested participants. CALLED
3. Sarah is going to finish reading The Catcher in the Rye on Friday. By Friday, Sarah ……………………………………………………
The Catcher in the Rye . FINISHED
4. It’s a pity that I wasn’t promoted. I wish …………………………………………………… promoted BEEN
5. “Yes, I think you are right to complain”, the woman said to us. The woman …………………………………………………… right to complain. AGREED
IV. Your English School Magazine is looking for volunteer writers, aged 15-16, to publish online articles on topics of interest for teenagers. Write a letter of application, highlighting your previous achievements in the field of English and topics you might be interested in approaching.
Write 200-220 words. (50 points)
Test de selecție a elevilor pentru activitățile Centrului de Excelență Iași
An școlar 2024 – 2025
Disciplina limba engleză
CLASA A IX-A
BAREM
I.
II.
1)which/that
2) among/amongst
3) why
4) so
5)from
6)until/till
7) when/that
8) to
1. Responsibility
2. Arrival
3. Savings
4. Wealthy
5. Belief
6. Pressure
7. Increasingly
8. Shortage
9. Heights
10. depth
III.
1. no intention of sharing
2. was called off because
3. will have finished reading
4. I had been
5. agreed that I was/we were | <urn:uuid:32deb108-3ec8-46d9-9f13-9883e474b4af> | CC-MAIN-2024-46 | https://cex-iasi.ro/wp-content/uploads/2021/04/Subiect_barem_engleza-CEX_2024_clasaIX.pdf | 2024-11-02T01:12:39+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00127.warc.gz | 150,036,233 | 729 | eng_Latn | eng_Latn | 0.961723 | eng_Latn | 0.995568 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1748,
2424,
2918
] | [
3.265625
] | 1 | 0 |
INTERNATIONAL ANTALYA MATHEMATICS OLYMPIAD
10TH GRADE QUESTION BOOKLET
NAME SURNAME : ..................................................................
SCHOOL : ............................................................................... GRADE : ...........
SIGNATURE : ........................................
EXAMINATION RULES
1. It is forbidden to take the exam with a phone. Please hand in your phone to the attendant. This exam consists of 25 multiplechoice questions and the exam duration is 120 minutes.
2. Each question has only one correct answer. Mark your correct answer by completely crossing out the relevant box on your answer sheet. No marking in the question booklet will be evaluated.
3.All questions are of equal value and four wrong answers will cancel one correct answer. Questions left blank will not have a positive or negative effect on the evaluation.
4. The questions are NOT in order of difficulty. Therefore, it is recommended that you review all questions before you start answering.
5. It is forbidden to use aids such as compasses, rulers, calculators and scratch paper. Do all your work on the question booklet.
6. During the exam, you will not talk to the staff and you will not ask them any questions. It is unlikely that there will be a mistake in the questions. If this happens, the exam academic board will take appropriate action. In this case, you should mark the option that you think is the most correct.
7. Students are not allowed to ask each other for pencils, erasers, etc.
8. It is forbidden to leave the exam for the first 60 minutes. A candidate who goes out will not be allowed to take the exam again.
9. Do not forget to hand in your answer sheet and question booklet to the staff before leaving the exam hall.
2
1. Find A ¡ B, if A = µ123454320 123454321¶2 + µ123454322 123454321¶2 B = 2 µ 1 123454321¶2 : A) 1 2 B) 2 C) 1 D) 1 3 E) 2 3
2. How many digits 2 will be found in the writing of the whole number after the sum below is calculated?
1992
19993
199994
...
1999999998
19999999999
C) 6
A) 5
+
B) 8
D) 7
E) 1
3. For the sets A = f1; 2; 3; 4; 5; 6; 7g and B = f2; 3; 4; 5; 6; 7; 8; 9g, how many different sets C can be formed satisfying the conditions
C µ B
and s(A
n
C
) = 3 ?
A) 30
4.
Berk continuously throws darts at a dartboard consisting of circles with the same centre and radii of 3, 6, 9 cm respectively. The dart always hits a region on the board for every throwing. What is Berk's average score if this throw continues for as long as desired?
A) 5
B) 4
C) 6
D) 5; 5
E) 4; 5
B) 45
C) 15
D) 75
E) 60
5. What is the numerator of the rational number
in its simplest form, where
6.
Letxbe a positive integer. If
24
µ
x = 2 3
x
¢
what is the value of
A) 12
B) 27
4
3 ?
C) 8
¶
D) 81
E) 64
7. A 15kilogram watermelon, which is 97% of its weight in water, has 95% of its weight in water after being under the sun for a long time. How much did the watermelon weigh after being under the sun?
A) 7
B) 9
C) 10
D) 12
E) 13
8. In the convex quadrilateral ABCD given in the figure below, m (\BCD) = 90 ± , jABj = jACj and AC \ BD = K. Since the area of the triangles ACD and BCK are 10 cm 2 and 25 cm 2 respectively. What is the area of quadrilateral ABCD in cm 2 ?
4
9. What is the sum of all a 2 Z that guarantees the existence of two positive integer solutions of the equation
16
10. Let a; b; c; d be the roots of the equation
4
x +x+ 1 = 0:
What is the value of the following sum?
11. How many different ways can 10 identical mathematics books, 9 identical physics books and one chemistry book be arranged on a shelf so that no two adjacent books are from the same subject?
A) 38
B) 36
C) 45
D) 48
E) 35
12.
For the real numbersxandy
, if how many positive integer divisors does the integer x ¢ y have?
A) 321
B) 300
C) 360
D)
341 E)
310
13. In a triangle ABC, jABj = 5; jBCj = 6 and jACj = 7. Let D and E be the feet of the height drawn from the vertices A and B, respectively. According to this, what is the radius of the circumcircle of triangle CDE ?
C) 5 2
A) 25 p6 24
B) 18 p6 11
D) 7 3
E) 4 p6 3
14. For x < y < z, how many positive integer triples (x; y; z) are there satisfying the following equality?
15. Telephone numbers in a town consist of 6 digits and are assigned according to the following three rules.
¥ A telephone number must have at least 1 nonzero digit.
¥ The sum of the first three digits is equal to the sum of the last three digits.
¥ The sum of those in odd rows is equal to the sum of those in even rows.
For example, one of the phone numbers in this town is
is satisfied. At most how many different phone numbers are there in this town?
A) 6400 B) 6440 C) 6699 D) 6644 E) 6624
16. Let x and y be real numbers. If
then what is the maximum value of x + y ¡ xy?
A) 3 4
B) 1 2
C) 3 2
D) 5 4 E) 9 4
6
17. Let Q (x) be a polynomial taking integer values at integer points and
What isP(7) , ifP (x)
is the least degree polynomial that satisfies
P(n) =n!
for an integer n >
3?
A) 248 B) 216
C) 120
D) 180 E) 288
18. In the semicircle of diameter AB given in the figure below, the midpoint of arc AB is C. A point D is taken on the arc BC. What is jBEj = x; if
CD
\
AB=E;
j
DE
j
= 6;
j
CD
j
= 4?
A) 2p5 B) 2p3 C) 3p5 D) 3p2 E) 2p6
19. In Pascal's trapezoid, the number in each row is obtained by adding the two neighboring numbers in the previous row.
If we continue filling Pascal's trapezoid downwards, in which row are three consecutive numbers proportional to 2, 3 and 4 respectively? For example, three consecutive elements proportional to 2, 3, 2 respectively are in the fourth row: 4, 6, 4.
20. Let S be the number of all 40letter words formed with the letters a, b, c in which the letter a occurs an even number of times. What is the remainder of S divided by 55? (Hint : Zero is also an even number.)
A) 24
B) 2
C) 54
D)
1
E) 15
21. Let m and n be positive integers. Find the sum of all values of n satisfying the equality
Note : The expression p a with p; q 2 Z + can be written as a .
A) 248
B) 255
C) 232
D) 208 E) 108
22. Points F and E are taken on the sides AC and BC of equilateral triangle ABC, respectively, such that
3 jECj = jF Cj = 6:
EF
What is jADj ; if
\
AB=D and
BF ? F E ?
A) 8
B) 10
C) 15
D)
14
E) 12
23. If
f(a; b) =a+b+ab;
then what is the value of
24. Semicircles with diameters AB and BC are drawn inside rectangle ABCD with jABj = 2 jBCj. The circles intersect at a point F different from B. If the distance from point F to side DC is 3 cm, what is the area of rectangle ABCD?
A) 180
B) 210
C) 450
D) 360
E) 270
25. Let a1; a2; a3; :::; a100 be an arithmetic sequence of positive integers. Find a100; if | <urn:uuid:91946659-16cf-48a2-8795-de8484997184> | CC-MAIN-2024-46 | https://webis.akdeniz.edu.tr/file/getfile?guid=ce249a17-a55d-4d8b-ae5c-5608605be14b | 2024-11-02T02:14:26+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00124.warc.gz | 594,085,936 | 2,126 | eng_Latn | eng_Latn | 0.917118 | eng_Latn | 0.989764 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1768,
2590,
3267,
3855,
4847,
5663,
6308,
6723
] | [
2.703125
] | 3 | 0 |
What's the Big IDEA? #17
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 6.5 million eligible infants, toddlers, children, and youth with disabilities. This series is designed to offer information about IDEA as amended in 2004. Each fact sheet will focus on a different aspect of IDEA.
Manifestation Determination
Our son has a Specific Learning Disability and receives Special Education services. The school just called to tell us that he has been suspended. This will be his third suspension this year and the school said we need to have a manifestation determination meeting. What does this mean? What do we need to know?
This is a complex and stressful situation that is impacting many families as more schools adopt "zero tolerance" policies. Since your son has an Individualized Education Program (IEP), the procedures that the school must follow are outlined in IDEA 2004. This federal special education law requires schools to consider the effects of a student's disability before taking disciplinary action that requires a change of placement. The school must hold a manifestation determination meeting when there is a possibility that a student will be removed from his/her current placement for more than 10 consecutive school days or when there is a pattern of removals that add up to more than 10 school days.
What is a manifestation determination?
A manifestation determination involves a review of the relationship between the student's disability and the behavior that is the reason for the disciplinary action.
When must a school conduct a manifestation determination and what should be considered?
A manifestation determination must be held whenever a school proposes to change the student's placement as a disciplinary consequence. This can mean expulsion or placement in a disciplinary setting.
What should I do to prepare?
First of all, gather all of your child's records. If necessary, request them from the school. You will want to have your child's most recent evaluations, any referrals, the current IEP, and, if applicable, the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP). As you review these documents, think about the following:
* Is the behavior your child is being disciplined for a characteristic of his/her disability?
* Is the IEP being followed? If not, be specific about the parts that were not followed.
* Does the IEP state that your child will follow the school-wide discipline plan, or does he or she have behavioral modifications or a Behavior Intervention Plan?
Make notes so you can present this information at the meeting. Call Parents Reaching Out at 1-800-524-5176 if you would like help reviewing this information.
Parents Reaching Out Your One Stop Resource for a Stronger Family
What happens at the manifestation determination meeting?
The team (comprised of school personnel, the student's parents, and other relevant members of the student's IEP team) will review: the student's IEP; the student's behavior intervention plan; any teacher observations; and any relevant information provided by the parents. This is where the material you prepared can be presented. The team is required to answer these questions:
1. Considering the behavior subject to discipline, determine if that behavior was caused by, or had a direct and substantial relationship to, the student's disability. For example, "Does the child's disability impair his/her ability to control his/her behavior?" If the answer is yes, there is a finding of Manifestation.
2. Is the IEP appropriate? For example, is the child receiving enough special education services? Are the goals attainable? If the answer is no, there is a finding of Manifestation.
3. Is the IEP being implemented with fidelity? Did the school follow the IEP, including any behavior intervention plan? If the answer is no, there is a finding of Manifestation.
Finding of Manifestation: If the behavior is found to be directly related to the student's disability or to an improperly implemented IEP, the student returns to the original education setting unless the parents agree to a new placement. The IEP team must conduct a functional behavioral assessment (FBA) and develop a behavior intervention plan (BIP) based on the FBA. If the student already had an FBA or BIP, the IEP team must review the plan to see if it was being followed and to revise it as needed. For more information on these processes, refer to our IDEA fact sheets on FBAs (#18) and BIPs (#19).
Finding of No Manifestation: For a student whose behavior was not directly related to the disability, the same disciplinary actions can be imposed as those imposed on a student without a disability. If the student is expelled from school, the student must continue to receive educational services that will allow him or her to continue to participate in the general education curriculum and progress toward meeting the goals set out in the IEP. In addition, the placement must include services to address the behavior for which the student is being suspended. It is strongly advised that an FBA and BIP be completed.
Be Alert for "Special Circumstances": Certain offenses can lead to a student being moved to an interim alternative educational setting for up to 45 school days even if the conduct is determined to be related to the student's disability. These offenses are:
* Drugs: If the student knowingly possesses or uses illegal drugs or sells or solicits the sale of illegal drugs while at school or at a school function.
* Weapons: If a student carries or possesses a weapon on the way to or at school, on school premises, or at a school function.
* Serious bodily injury: If a student has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function.
Parent Right to Appeal: Parents have the right to challenge any decisions made regarding the manifestation determination or placement in an interim alternative educational setting. Parents can request mediation or a due process hearing. A parent also has the right to file a state complaint.
For more detailed information about disciplinary procedures, call Parents Reaching Out at 800-524-5176. We can answer your questions or send you a copy of our handbook, Positive Directions for Student Behavior. The handbook is also available to download from our website – www.parentsreachingout.org
"What's the Big IDEA?" fact sheets are developed by Parents Reaching Out under a grant from the US Department of Education, Office of Special Education. Views expressed do not necessarily represent the policy of the US Department of Education and should not be assumed to be an endorsement by the federal government.
505-247-0192 · 1-800-524-5176 · www.parentsreachingout.org | <urn:uuid:458e02e7-afa1-4d94-a6e5-14adcce9392f> | CC-MAIN-2021-04 | https://39ye4i1nkkq14s05u37fmrfb-wpengine.netdna-ssl.com/wp-content/uploads/2019/01/17-Manifestation-Determination.pdf | 2021-01-15T23:00:41+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00430.warc.gz | 197,620,198 | 1,379 | eng_Latn | eng_Latn | 0.998475 | eng_Latn | 0.998537 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2981,
7001
] | [
2.9375
] | 1 | 3 |
Approaches to Artificial Intelligence as a Subject in School Education
Peter Micheuz University Klagenfurt, Institute of Informatics Didactics, Austria, firstname.lastname@example.org
Abstract. Due to recent developments in the field of artificial intelligence (AI) and its impact on many areas of life, this paper provides an overview of that field, focussing on current approaches, especially in schools. After a clarification of the particular terminology in a wider context, and after a short journey into the past of AI in schools, current initiatives and AI-related approaches on a school level are described. In the following section, the disciplinary aspect of AI is highlighted. This paper concludes with some implications for the practice of AI education.
Keywords. Artificial Intelligence, Machine Learning, Deep Learning, Data Science, School Education
1 Introduction
Writing a contribution about artificial intelligence in schools is a challenging task. One reason is the abundance of relevant existing on- and off-line resources, and the other is the difficulty to offer an overview of the already many studies and initiatives in that field. However, in this paper, an attempt is made to give a comprehensive overview of this multifaceted and broad field.
The pace of recent developments in AI has surprised not only insiders, but also the public and schools. If anyone thought that the subject of computing in schools is already completed and curricula do not need any major revisions, then they have recently been shown a different picture.
Although there is a plethora of insightful and valuable books, papers and a vivid blogosphere about AI terminology (the particular AI glossary of Wikipedia consists already of more than 300 terms), a compact overview is given in section one.
About thirty years ago, when the subject of computing was in its infancy, AI already played a certain role in school education. Section three gives some insight into this historical period. The following section provides an exemplary overview of recent initiatives and AI-related projects, and is concluded by an illustrative rapid run-through of some approaches to impart AI at various levels of education. In section five, the interdisciplinary nature of AI is explored, followed by a short conclusion in which some practical aspects are addressed.
The challenge for providing good practices in AI education and to convey a complete picture of this field is open. It can be expected that AI is not a fad and is here to enter school education, and to stay. From to the title, this paper is concerned with "learning about AI", and does not elaborate on "learning through AI" in the context of educational technologies, except for the following notes on this issue. AI has the potential to play an important role in educational technology, with many potential applications, from inspiring ones like personalised learning, (automatic) assessment facilitation, assisted language learning and translation to less favourable ones like advanced cheating. However, we still do not know how the digitalisation of education and the adoption of AI will shape learning in this decade [1].
2 What is it all about?
Let us start with a term sometimes used in an educational context: "Deep learning". It stands for meaningful learning, in contrast to human surface and rote learning [2]. "Deep learning" with regard to AI is a method that mimics the workings of the human brain in processing big data for use in predictions and decision making [3]. Its results affect our lives in a way which could not have been foreseen some years ago. It is very likely that most of us have unknowingly been using deep learning models already on a daily basis. A deep learning model is almost certainly used every time we use an internet search engine, a face recognition system on a social media website, a translation system or a speech interface to a smart device. Accordingly, deep learning can be regarded as one of the most powerful and fastest growing applications of artificial intelligence within the sub-field of machine learning.
2.1 From Deep Learning to Artificial Intelligence
All three areas, deep learning (DL), machine learning (ML) and artificial intelligence stand in a hierarchical relationship to each other (Fig. 1), although the concept of what defines AI has changed over time. But, at the core, there has always been the idea of building machines (computers) which are capable of "thinking" like humans.
Fig. 1: Relationship between DL, ML and AI [4]
The field of research - already with impacting and fruitful applications in recent years - has become known as "machine learning". Even moreso, it has become so integral to contemporary AI that the terms "artificial intelligence" and "machine learning" are sometimes used interchangeably.
Machine learning is one of the primary approaches to artificial intelligence, but by far not the only one, as will be seen later. There are many similar definitions around, varying just in the wording, but with the same semantics. Wikipedia's definition is: "Machine learning (ML) is the scientific study of algorithms and statistical models that computer systems use to perform a specific task without using explicit instructions, relying on patterns and inference instead. It is seen as a subset of artificial intelligence. Machine learning algorithms build a mathematical model based on sample data, known as "training data", in order to make predictions or decisions without being explicitly programmed to perform the task. Machine learning algorithms are used in a wide variety of applications, such as email filtering and computer vision, where it is difficult or infeasible to develop a conventional algorithm for effectively performing the task." [5]
Used to solve problems which were previously considered too complex, and using the model of neural networks involving large amounts of data and rapidly growing computational power, AI has revolutionised the quality of speech recognition, language processing and computer vision, vehicle identification, driver assistance and other domains.
Generally, AI comprises advanced algorithms based on advanced mathematics, which can handle higher processes similar to humans. Examples include visual perception, speech recognition, decision-making, and translations between languages. Among other trends in information technology, such as the internet of things (IoT), robotics, 3dimensional (3D) printing, big data, blockchain technology, virtual and augmented reality, AI is one of the leading topics of our digitally penetrated world. AI is often accompanied by misleading stories and thus leads to diverging feelings in the general public, ranging from utopian enthusiasm to dystopian fear. Accordingly, there is a huge challenge for education and schools to provide all pupils with a solid understanding in that field.
As with every new technological achievement, deep learning as the main application of machine learning has its dystopian implications. It is potentially worrying that the trail of data and metadata we are leaving and delivering voluntarily, and largely unnoticed when moving through the online world, is also being processed and analysed using deep learning models. This is why it is so important to at least understand what artificial intelligence is, how smart technologies work, and what they are capable of, and what their current limitations are [6].
It is important to recognise also that AI is a constantly moving target. Things that were once considered within the domain of artificial intelligence - optical character recognition and computer chess, for example - are now perceived as routine computing. Today, robotics, image recognition, natural language processing, real-time analytics tools and various connected systems within the IoT are all increasingly using AI in order to be augmented with more advanced features and capabilities.
Deep learning and, or with, neural networks, meanwhile, gain the most attention because they are particularly well-suited for tasks involving image, video, and audio data [7]. For text and numerical information, though, the older methods can still be more suitable.
AI's transformative effects on technology will increase over the coming decades, with the development and adoption of deep learning continuing to be driven by rapidly growing datasets, the development of new algorithms, and improved hardware. These trends are not stopping.
2.2 Artificial Intelligence in a Wider Context
We cannot discuss AI without considering the highly related and overlapping wide area of data science (Fig. 2). Simply put, data science is the study of data, involving developing methods of recording, storing, and analysing data to effectively extract useful information. The goal of data science is to gain insights and knowledge from structured and unstructured data. It is the science which brings the saying "data is the new oil" to life.
Data is worth very little if there are no highly-skilled professionals who can derive actionable insights from it. Undoubtedly, the competence to understand, use, process and intepret data has become indispensable and a requirement for an expanding range of jobs and careers. (Big) data are ubiquitous. It is estimated that about ninety percent of the world's data has been created in the last two years [8].
Mastering data science and harnessing data requires a solid grounding in: mathematics for processing and structuring (big) data; statistics; programming not just in one specific programming language; and last but not least analytical and computational thinking, including problem solving and logical reasoning.
The new data-driven world requires individuals to be constantly separating fact from fiction. In short, the need to analyse and interpret data is no longer confined to engineering or computer programming; it has become an essential life skill. Yet, the K-12 education landscape is lagging behind. Schools have not recognized today the changes the data explosion has made to society. Curricula we teach currently should be revised and provide more practical utility for the 21st century. There is a widening gap between competencies students need in life and what is taught in schools. It can be argued that data science including AI should be building blocks of a modern school education.
Machine learning is one of the primary approaches to artificial intelligence, but it has to be seen in the wider context of data science, which encompasses important areas such as the often underestimated and arduous work of data preparation on the one hand, and the fascinating field of data visualisation on the other.
Before learning machines and machine learning provided us with suggestions and predictions in (still) particular situations, (contrary to "general artificial intelligence" with super intelligent robots exceeding the abilities of human beings), they had to be trained with (big) data sets which could be accomplished through "supervised", "unsupervised" or through "reinforced learning". In short, supervised learning requires the supply of training data and correct answers; unsupervised learning occurs when machines learn from a dataset on their own, and reinforcement learning is based on permanent feedback from the environment. Machine learning uses algorithms to learn from data and data patterns, and the knowledge acquired can be used to make predictions and decisions.
Whereas AI is just at the beginning of being included in curricula and lessons, data have been already for a long time a building block of computing education. In some countries, the term "Electronic Data Processing" was the predecessor for the later subject "Informatics". Accordingly, AI is naturally embedded in all aspects and fields around data; that is, data literacy and data management. Recently, a comprehensive model of data key concepts and a competence model of data literacy have been published [10, 11]. This holistic view on data shows convincingly that data driven computing education is very broad, with AI playing an increasingly important role.
3 Historical Context
Although AI may be regarded as the 'hot topic' of the moment in (digital) technologies, and the driving force behind many technological breakthroughs of recent years, at least the term is not all that new. During the last decades, AI has moved out of the domain of science fiction and into the real world, and the theory and the fundamental computer science which makes it possible has been around for decades.
There are many very useful resources on the web which describe this timeline in general and AI milestones in particular [12]. Such content on the web can be harnessed and discussed by pupils in a historical, interdisciplinary context.
Long before robots were dominating utopian and dystopian arenas in science fiction, in the 17 th century, the scientist and philosopher Rene Descartes thought of thinking and decision-making machines. While he was wrong in stating that they would never be able to talk like humans, he already distinguished between machines which might one day learn about performing one specific task, and those which might be able to adapt to any job. Today, these two fields are known as specialised and general AI.
The origin of the term "artificial intelligence" goes back to a conference at Dartmouth College (in the United States of America) in 1956, years before the subject computing (computer science, informatics, information technology) came into play into the curricula of timetables in some countries, and accordingly into textbooks about computing/informatics. In their seminal and modern introduction to computer science, Goldschlager and Lister [13] locate artificial intelligence in the chapter "Algorithms in action: some computer applications", subdivided into "Can machines think?", computer games, understanding language, visual perception, knowledge representation and expert systems. The book ends with the (philosophical) question "Superfluous human?" Their comforting assertion that human beings with their creative capabilities, innovation power and originality will never be superfluous can be judged to be correct, but were they right with their statement that "Computers carry out (only) repetitive tasks"?
About ten years later, the first German comprehensive textbook on "Didaktik der Informatik" contained a full chapter about "artificial intelligence" [14], referring to AI as an academic discipline with its subsections of natural language systems, expert systems, robotics, computer vision, followed by a short historical summary and general explanations about cognitive science, including a sceptical view on neural networks. Herein, the author Baumann dismissed statements (from his students) such as "neuronal networks can learn" as an improper use of language.
A similar misjudgement can be read in Rechenberg's "Was ist Informatik" [15], where neuronal networks are denoted as an offspring, and not really belonging to artificial intelligence. "It looks like this idea is doomed to failure. […] Neuronal networks have proven some applicability, but its performance should be estimated very carefully. There are many examples for which much more efficient solutions have been found with other mathematically trustworthy processes."
What followed was an "AI winter", also in schools, until recently. Currently, we are witnesses of an "AI springtime", not only in research and business, but slowly in schools too. However, there is much evidence that AI in schools is still in its infancy.
4 Current AI Initiatives and Approaches in K-12 Education
Following the hype about AI in the 1980s that used a classical rule-based approach, expert systems and the programming language Prolog [15], we currently observe a regaining of momentum in this field, fuelled by promising approaches as shown below.
From this work, it appears that AI can be introduced in curricula and computing lessons in an appropriate and sustainable manner.
Perhaps the most advanced development in implementing AI in K-12 education can be found in China, where a textbook on AI based on computational thinking has been rewritten and published [16]. The old textbook in that field mainly included knowledge representation, reasoning, expert systems, search, etc., whereas the core concepts of the new textbook encompass intelligent systems, artificial neural networks, and machine learning. The shift has been from focussing on expert systems to the analysis and design of intelligent systems incorporating state of the art AI concepts.
In England, the initiative "Computer Science for Fun", an (online) magazine where "the digital world meets the real world" offers many ideas and teaching materials for machine learning (http://www.cs4fn.org/machinelearning), with the so called "Sweet learning computer (a simplified chess game)" as one example [17].
In Germany, there are various initiatives to pilot AI-related projects and studies in schools. These range from unplugged activities in that field [18], an activity-based explanation of how neurons work and learn in robot controlling [19], to machine learning in the context of data science [20].
Computer vision, which perhaps for pupils is the most striking and impressive aspect of AI, can already be treated and discussed in a phenomenological way for a young age-group, using Google's Autodraw as an example. The question if and how a computer recognises animals (such as the fat giraffe in Fig. 4) can be a starting point for stimulating interest in lessons. Another fertile question can address the future of so called "Captchas" (see Fig. 4, an applied Turing test), including a discussion on how much longer it will be before DL will solve also these puzzles. The right face in Fig. 4. is fake; it does not exist in reality and is AI-generated.
Due to deep learning, great progress has been made with character recognition. This aspect of AI is used almost as a daily practice by all internet users and is therefore suited for computing lessons, addressing (un)supervised and reinforcement learning through training with data, underpinned by theoretical foundations.
5 AI is interdisciplinary
Like hardly any other science, AI is interdisciplinary. It uses results from such diverse fields as mathematics, logic, operations research, statistics, control engineering, image processing, linguistics, philosophy, psychology and neurobiology. In addition, in many AI projects, the field of the respective application has to be taken into account. To successfully work on AI projects is therefore not always easy, but almost always exciting and challenging [21]. The challenge is at least as great when thinking of introducing AI into school curricula, as interdisciplinary aspects in this context are rather the exception than the rule.
In Germany, a nationwide initiative about imparting a holistic view on AI within the "Science Year" has been launched [20]. Its ambitious goals, aiming at the target group of 12-18-year-old pupils, comprise:
- a sound explanation of how AI works.
- stimulation of a social discourse on AI.
- a reduction of existing misconceptions.
The course consists of (up to) six modules, containing teaching material, arranged around six modules: "Introduction - students' everyday experiences with AI"; "How does machine learning work?"; "What's the difference between man and machine?"; "Historical overview of the development of artificial intelligence"; "The distribution of roles of man and machine - ethical and societal aspects"; and finally "In which AI world do we want to live?"
Contemporary computer lessons (should, it can be argued) make use of contextualised teaching concepts such as IniK which means "Informatik in Kontext" [23]. IniK is based on the assumption that solely technical computing competences do not suffice to understand the digital world of information technology (IT) systems and digital media. Pupils should be able to use them in a self-determined way. To this end, questions are placed at the centre of computing that go beyond technical issues, and include the social context, aspects of economics, culture, politics or law [24]. Answering these questions makes it possible to develop IT content in a cross-disciplinary way and can lead to sustainable computing competences. Aspects of AI are almost predestined to supplement this approach of IniK with already recommended and elaborated topics, such as "E-mail only(?) for you", "My computer is talking to me!", "Smart and rich through apps", "Social networks", and "Don't trust a picture!"
Lessons according to "Computing in Context" are per se interdisciplinary and subject-linking. Assuming a real-life context, there are manifold references to different subjects. But, most likely, there are only a few teachers who are able to deal with multidisciplinary challenges with professional competence. Maybe appropriate interdisciplinary teacher training in which colleagues from relevant subjects join together to form a team may be the key to remedy this situation. However, the challenge of a sound teacher education in AI is still ahead of us.
6 Implications and Final Remarks
From a theoretical point of view, some studies indicate that many seemingly "intelligent" systems and AI can be demystified in computing lessons, and sooner or later, this much-discussed area of digital technologies will reach school informatics on a broader basis. However, we have to be honest and realise that a constructive and meaningful approach to teach the (currently) 'hot topic' of AI in depth requires a deep understanding of the field, represents a big pedagogical challenge for a teachers and teacher trainers, and of course, a cognitive one for many pupils.
Obviously, it makes a big difference to approach this topic in schools (comprehensively):
- from a social and philosophical viewpoint (talking and reasoning about AI).
- by conscious awareness of AI applications on a phenomenological level (knowing about AI and using AI applications in a reflective way).
- by applying a grey box model of AI, requiring a basic knowledge of its key concepts and programming languages and environments (applying AI).
- through putting the mathematical and computational perspective into the foreground (understanding the foundations of AI and constructing AI).
From a practical point of view, and with the focus on learning outcomes, it is useful to consider the seminal (revised) Bloom's taxonomy [25] in mind, which starts from mere recalling and basic understanding to the creation of AI applications. Referring to the "Tale of Three Learning Outcomes" [26] with three categories "No learning", "Rote Learning" and "Meaningful Learning", the question arises as to how much time can be allocated to AI in (an always) overcrowded curriculum. "Meaningful Learning" is recognised as an important general educational goal and occurs when pupils build their knowledge and cognitive processes that are needed for successful problem solving. This begins with an appropriate mental representation of the problem and ends with the problem solution, in which the pupils devise and carry out a plan for solving the problem.
With regard to didactical aspects of AI education, it is a key question how to deal with the plethora of its possible approaches. The spectrum begins with a discipline of AI in its own right, providing a holistic picture of the field with sequenced und structured lessons, ranging across fragmented approaches within subjects such as computing, mathematics or philosophy. These include singular bottom-up initiatives such as the simulation of a neuron with the programming environment Scratch, and unplugged activities in the form of a role-playing simplified chess-game to demonstrate reinforcement learning. All these approaches in schools are still in their infancy worldwide and at an experimental stage lacking empirical results.
However, recent developments and the obvious progress of machine learning and its impact on all of us suggests the implementation of AI education in school education on a broader and deeper basis. This would have the potential to extend and enrich not only the subject of computing in schools, but education in general.
However, there is still a long way to go to find appropriate approaches for particular age-groups with reasonable levels and requirements. Above all, it needs curious and engaged educators, teachers and teacher trainers able to incorporate this important and prospective field into general, specific and vocational education.
References
1. Editorial Team: https://edtechreview.in /trends-insights/trends/3856-top-five-use-cases-ofai-in-education (31.10.2020)
2. Entwistle , N. (1988). Styles of Learning and Teaching, David Fulton: London
3. LeCun Y, Bengio Y, Hinton G. Deep learning. Nature. 2015;521(7553):436-444
4. Dhande, M.: What is the difference between AI, machine learning and deep learning. Blog on: https://www.geospatialworld.net/blogs/difference-between-ai-machine-learning-anddeep-learning (31.10.2019)
5. Machine Learning (Definition): https://en.wikipedia.org/wiki/Machine_learning (Page last visited: 31.10.2019)
6. Kelleher J.: Deep Learning. MIT Press. Cambridge, USA (2019)
7. Vincent J.: The biggest headache in machine learning? Cleaning dirty data off the spreadsheets. http://www.data-analysts.org/view/236.html (31.10.2019)
8. Marr B.: How Much Data Do We Create Every Day? The Mind-Blowing Stats Everyone Should Read. https://www.forbes.com/sites/bernardmarr/2018/05/21/how-much-data-dowe-create-every-day-the-mind-blowing-stats-everyone-should-read (31.10.2019)
9. Kotu V., Deshpande B.: Learn more about Artificial Intelligence. In Data Science. Concept and Practice. Elsevier, Amsterdam (2019)
10. Grillenberger, A., Romeike, R.: Key Concepts of Data Management: An Empirical Approach. In Proceedings Koli Calling (2017).
11. Grillenberger, A., Romeike, R.: Developing a theoretically founded data literacy competency model. In Proceedings of WiPSCE (2018).
12. Marr B.: The Most Amazing Artificial Intelligence Milestones So Far. https://www.forbes.com/sites/bernardmarr/2018/12/31/the-most-amazing-artificial-intelligence-milestones-so-far (31.10.2019)
13. Goldschlager L., Lister A.: Computer Science A Modern Introduction Prentice Hall, London (1988)
14. Baumann R.: Didaktik der Informatik. Klett Verlag. Stuttgart (1996)
15. Rechenberg P.: Was ist Informatik? Eine allgemeinverständliche Einführung (3. Aufl.). Hanser Verlag, Munich (2000)
16. Yu, Y., Chen, Y.: Design and development of high school artificial intelligence textbook based on computational thinking. Open Access Library Journal 5(09), 1 (2018)
17. Curzon, P., McOwan, P.W.: Computer science for fun - cs4fn: The sweet learning computer: www.cs4fn.org/machinelearning/sweetlearningcomputer.php (31.10.2019)
18. Seegerer S. et al.: AI Unplugged – Wir ziehen Künstlicher Intelligenz den Stecker. In: Infor-
matik für alle. Proceedings INFOS 2019. Lecture Notes in Informatics. Dortmund (2019)
19. Strecker K., Modrow E.: Eine Unterrichtssequenz zum Einstieg in Konzepte des maschinellen Lernens. In: Informatik für alle. Proceedings INFOS 2019. Lecture Notes in Informatics. Dortmund (2019)
20. Schlichtig M., et. al. Understanding Artificial Intelligence - A Project for the Development of Comprehensive Teaching, To appear in Proceedings ISSEP 2019, Cyprus (2019)
21. Ertl W., Grundkurs Künstliche Intelligenz, Computational Intelligence, Springer Vieweg, Wiesbaden, p. 12 (2016)
22. Ng A., Soo K.: Numsense! Data Science for the Laymen. No Math added. Springer (2017)
23. Diethelm, I.; Koubek, J.; Witten. H.: IniK – Informatik im Kontext, Entwicklungen, Merkmale und Perspektiven. In: LOG IN Heft Nr. 169/170. p. 97-105 (2011)
24. Coy, W.: Informatik im Großen und Ganzen. In: LOG IN,. Heft 136/137, p. 17– 23 (2005)
25. Anderson, L., Bloom, B. and Krathwohl, D., 2000. A Taxonomy For Learning, Teaching, And Assessing. London: Longman.
26. Mayer R.: Rote versus Meaningful Learning. In: Theory into Practice. Volume 41, Ohio State University, USA (2002) | <urn:uuid:d97a0874-6c7a-46e5-aa09-78fcbca089de> | CC-MAIN-2021-04 | https://sb726cd41480af32d.jimcontent.com/download/version/1607683190/module/9969418285/name/approaches-artificial-intelligence-2020-05-07-PM.pdf | 2021-01-16T00:03:15+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00430.warc.gz | 563,067,820 | 5,743 | eng_Latn | eng_Latn | 0.921769 | eng_Latn | 0.996193 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"dag_Latn"
] | false | docling | [
3178,
4552,
8239,
10420,
12620,
15981,
18289,
21282,
24724,
28260
] | [
2.421875,
2.0625
] | 4 | 7 |
Educator support material
Collections 3: A Big Impression
This educator support material has possible learning goals and learner guides for each of the texts within this collection. Choose learning goals with the learners, according to their strengths and needs. As the learners read more of these texts, you will find many opportunities to make links to and build on their previous learning.
There are two suggested learning goals and learner guides for each text in this collection. For example, the learners may read a text once with a vocabulary-related goal and then read it again in another lesson with a goal about reading critically. Be guided by the response of the learners and don't "overdo" a text if you feel they are ready to move on.
You can follow the learner guides exactly or adapt them to the needs, interests, and prior knowledge of the learners. Note: if your goal involves reading critically, the learners will need to have had at least one prior lesson using the text.
Each goal focuses on a particular reading progression, but the learner guides will also refer to other progressions. For example, all goals will also involve comprehension because making meaning from text is always the purpose for reading.
The learner guides include links to Teaching Adults to Read with Understanding: Using the Learning Progressions. They are further supported by annotated pdfs of excerpts from the learners' texts, which show examples of particular text features or graphic organisers you can use. There are also guides for learners to use within your lessons or that they can use independently for practice.
Introducing the book
Make sure every learner has a copy of the book (Collections 3: A Big Impression). Tell them that this is a collection of texts based on a theme. Ask the learners to examine the front cover and then talk with a partner about what they think the theme is – and why they think so. The title and photograph of Sir Edmund Hillary, and possibly the rugby photograph, should help them come up with ideas related to people who have achieved significant things in their lives. The book provides a clue in the Elsie Locke photograph, but if the learners don't know who she is, they may well have questions about how she and the bottom left illustration fit into the theme.
Have the learners use the contents page to look for further information. For example, they can infer that the rugby photograph refers to a Black Fern, that one of the other images refers to Hūria Mātenga who is (or was) a "hero", and that the other image is linked to Elsie Locke. Encourage the learners to make further predictions based on this new information and any connections it makes to their prior knowledge. Then have them look through the text to clarify the links between the cover images and the people who are featured in the text.
Briefly discuss what sort of "big impression" each person might have made. Tell the learners to keep their predictions in mind as they read each text. Return to the cover after reading each article (or before the group reads the next one) to review their predictions. When they have read every text, the learners could give their opinions about which person made the "biggest impression" and why they think so.
"More than a Mountaineer"
More than a Mountaineer
by Bill O'Brien
What we already know about Sir Edmund Hillary
Some vocabulary that we expect to see in this text
Overview
This biography of Sir Edmund Hillary describes his life's adventures and major achievements, including his ascent of Mt Everest and his work in the Himalayan Trust. Despite his many adventures, he felt his work to improve the lives of the Nepali people was a greater achievement.
The learning goals and learner guides for this text focus on the following reading progressions: Language and Text Features, Comprehension, and Reading Critically. The learners can use their learner guides as part of this lesson or they can use them afterwards for further practice.
Select learning goals with the learners and display them during the lessons.
Lesson guide 1: Language and text features, comprehension
Learning goal: To use prior knowledge of the topic and some language and text features to help find main ideas in this text.
Before reading
Read the title and tell the learners that they will be reading a report about some of Sir Edmund Hillary's many achievements, particularly his life-long interest in helping the people of Nepal. Activate their prior knowledge by asking them what they know about his achievements and projects in Nepal. Record their information on a chart like the one below.
Strategies that helped us find the main ideas in this text
Next, ask them to suggest some vocabulary or key words they think might be in the text. Some examples are "Everest", "Himalayas", "Sherpas", "Nepal", "schools", "hospitals", "tragedy", "wife", "daughter". Add these to the middle column of the chart. Display the chart so that the learners can refer to it during the lesson.
Briefly review the text features the learners would expect to see in a report, for example, a title, an introduction that clarifies the topic, a series of paragraphs with information about the topic, examples, photographs, and often, a conclusion that will link back to the introduction.
Have the learners preview the text to look for some of these features. A special feature of this text is the patterned band at the top or bottom of some pages. Encourage them to predict why this design feature has been included. (This pattern has been created from a sample of Nepalese cloth.)
Model the sorts of questions that readers can ask to help them find the main idea in a paragraph. For example:
* What is this sentence/paragraph mainly about?
* How do I know?
* How can I summarise this information?
Share the learning goal and together, set a purpose for reading the text. For example, "We are reading this text to find out what else Sir Edmund Hillary did other than climbing Mt Everest." Point out that their learning goal will help them achieve their reading purpose.
"More than a Mountaineer"
During the reading
Share-read page 2 together and model (by thinking aloud) how to find the main idea of a paragraph: I'm asking myself "What is this paragraph mainly about?" I know that the main idea of a paragraph is often in the first or last sentence. Here I can see that the last sentence repeats the idea in the title so that makes me think that this is the main idea – that he was much more than a mountaineer.
Ask the learners to read page 3 to find the main idea. Review their suggestions and summarise the main idea in a sentence such as: "Hillary and Norgay finally reached the summit of Mt Everest after many hours of difficult climbing."
Point out that a feature of this text is the inclusion of sentences with multiple clauses (complex sentences). Draw the learners' attention to the first sentence on page 3. Write the sentence on the board and ask the learners to identify the clauses within the sentence.
On 29 May 1953,/ the thirty-three-year-old beekeeper from Auckland crawled out of his tent / perched on a rocky ledge high on Mount Everest.
Have the learners identify the main idea in the sentence (he crawled out of his tent) and the supporting detail (the date; where the tent was). Point out that the writer could have written this as two sentences (On 29 May 1953, the thirty-threeyear-old beekeeper from Auckland crawled out of his tent. The tent was perched on a rocky ledge high on Mount Everest.) but that sometimes writing can sound "smoother" when ideas are combined in longer sentences.
Ask the learners to work in pairs and practise identifying the main clause of the sentence from the supporting clauses in other examples in this paragraph. Remind them to look out for the use of commas to separate the clauses. (The main clauses are underlined.)
With temperatures at minus 27 degrees Celsius, the men set off on the final leg of their amazing climb.
For five hours, they tackled rock and ice faces, some of them vertical, until, at 11.30 a.m., there was nowhere else to climb.
Ask the learners to read pages 4–7. Remind them they are looking for evidence of why Sir Edmund Hillary was more than a mountaineer. Ask them to note any challenging vocabulary on sticky notes or note pads and remind them of some vocabulary strategies they can use to help work out word meanings.
After Reading
When they have read the entire text, discuss their initial responses to what Hillary did and why he is described as "more than a mountaineer".
Have the learners number the paragraphs on pages 4–7 from 1 to 9. Give out copies of the summary sentences below (minus the paragraph numbers – they are for your use only). Ask the learners to work in pairs to identify the main ideas of each paragraph by matching the summary sentences with each of the numbered paragraphs. Ask them to share and discuss their decisions, justifying their responses and using evidence from the text as support. Remind them to ask questions and look for the clues that identify the main ideas and supporting details.
You can provide support for this task by modelling how you identified the main idea and created a sentence for the first paragraph on page 4 (paragraph 1). For example:
I'm noticing that this paragraph is mostly describing his adventures. I'm checking the first and last sentences for a key idea. The word "but" in the last sentence seems to be signalling the most important idea – he had lots of adventures but working with the Sherpas was the most important.
Collections 3: A Big Impression "More than a Mountaineer"
| The Himalayan Trust was developed. | |
|---|---|
| Sir Ed will be most remembered for being the first to cl | imb Mt Everest with Tenzing Norgay. |
| Sir Ed carried on his work with the Himalayan Trust des daughter. | pite the tragic death of his wife and |
| Sir Ed had lots of adventures, but the biggest adventure Himalayas. | was working with the Sherpas in the |
| The Sherpas helped to build a much-needed airstrip. | |
| The work of the Himalayan Trust continues. | |
| The Sherpas needed a school more than anything. | |
| Tenzing Norgay spent his life passing on his knowledge | about mountaineering to young people. |
When the learners have matched the summary sentences to the paragraphs in the text, remind them of the learning goal. Ask them to describe which paragraphs were easier and which were harder for locating the main idea and why. Discuss how using strategies such as asking questions and using prior knowledge of the topic, text features, and vocabulary helped them to find the main ideas. Draw out which strategies were the most useful and why. These strategies could be recorded in the third column of the chart. Discuss how these strategies will help them in reading other nonfiction texts.
To end the lesson
Add any new topic-related vocabulary to the chart and clarify any unfamiliar vocabulary they encountered as they read.
Review the prior knowledge that the learners discussed before the lesson and ask what new information they now have about Sir Ed. Does any of your "prior knowledge" need to be changed in the light of the article you have just read?
Take some time yourself to reflect on the lesson. Ask yourself:
How successful was this lesson in helping my learners reach their goals?
What have I learned or noticed about my learners that will help me focus my teaching?
Finally, either as part of the lesson or as home practice, give the learners an opportunity to reread the text right through.
Follow-ups and further practice
You and the learners can select from these activities according to their learning needs. These activities are also included in the learner guides for this text.
Identifying root words
If you feel that the learners need further practice with decoding and vocabulary, you could use the Word building activity [page 30] or the activity described here.
"More than a Mountaineer"
Give the learners a list or set of cards with some or all of the following words, or you can create your own list of words from the text. Ask the learners to create a table and write the word in the left-hand column, the root word in the middle column, and, in the third column, patterns or features they are noticing, for example, the way the root words "use", "rage", and "amaze" lose their final "e" when "ing" is added, the prefix "pre" in "pre-assembled", or the use of "y" to make adjectives out of nouns ("rocky", "smoky").
Word list
mountaineer, conquering, beekeeper, crawled, rocky, ferocious, whipped, perched, amazing, tackled, nowhere, travelling, fearsome, dominated, working, sitting, smoky, asked, thought, cannot, anything, Himalayan, donations, poured, pre-assembled, opening, enrolled, badly, easier, machinery, airstrip, levelled, couldn't, tipped, compacted, roller, vigorous, stamping, satisfaction, sadness, youngest, crashed, devastated, continued, within, built, airfield, raging, happened, directing, passing, highest, everything, tallest
Alternatively, you could use the Word sort activity [page 29].
Practising vocabulary strategies
Make sure the learners have access to the numbered list of vocabulary strategies. Ask the learners to create a table like the one below. Then ask them to reread or skim through the text and write any words they're still not sure about in the left-hand column. Encourage them to use one or more of the listed vocabulary strategies and record their predictions about the word meanings. Encourage them to talk about the strategies they're using and to write the number(s) of the strategies in the third column.
| Unknown words | What I think the word means |
|---|---|
Talk with the learners as they're working, providing help as necessary. Ask them to think about their learning and how successful their strategy use is by asking themselves these questions:
What strategies am I using the most? (The numbers in the third column will show this.) Is the strategy working? Are there any words or strategies I need help with?
Creating subheadings
You could ask the learners to create headings for each paragraph. The headings could be brief statements, or they could be questions that are answered within the paragraph. You could also ask them to write captions for the photographs, using information they have gained from the text.
Lesson guide 2: Comprehension, reading critically
Learning goal: To use what I have read and what I already knew about Sir Edmund Hillary to help me make inferences about what he was like as a person.
Note: Make sure your learners have already read this text at least once before this lesson so they have an overall understanding of the content.
Before reading
Discuss the learning goal. Together, clarify the purpose for reading the text. For example, "We are reading this text to learn more about what sort of person Sir Edmund Hillary was."
"More than a Mountaineer"
Refer to the previous lesson about this text. What was the text mainly about? Draw out the idea that although Sir Edmund Hillary was the first person to climb Mt Everest, the things he did and the causes he supported in the rest of his life actually created a bigger and more lasting impression.
Tell the learners you want them to probe more deeply into the text to infer ideas that are not explicitly stated. Discuss the strategies involved in making these inferences:
Level 3 – evaluative, what the author would (probably) agree with. This level includes the big idea or theme of the text (beyond the lines) but is very influenced by what the reader brings to the text. For example, the reader's prior knowledge, personal experience, or point of view on an issue may affect how they interpret a text.
* using prior knowledge of the topic, text, and vocabulary;
* asking questions about what the author is not stating;
* predicting what the author means;
* looking for clues in the text that provide information about what the author is not stating.
Model how using these strategies assists in making inferences:
A question I'm asking myself is: On page 4, why did Hillary ask the Sherpas what would happen to them in the future? If I put together what I already know about Hillary, including information from the previous reading, then I know – he was a beekeeper when he climbed Everest; he valued his family highly; and he always considered himself to be ordinary. So, I can infer that he was more interested in the welfare of other "ordinary" people than in focusing on his personal ambition.
During reading
Remind the learners of the goal and reading purpose. Tell them you have a Three-Level Guide that you want them to fill in as they reread the text. Explain that a Three-Level Guide supports critical thinking. Discuss the three levels of the guide:
Level 1 – literal, what the writer is saying, (on the lines);
Level 2 – inferential, what the writer wants the reader to think, (between the lines);
Point out that the learners need to decide if the statements in the guide are true or not, and then find the evidence that supports their decisions. Ask them to work together and discuss their ideas with a partner. While they're reading, rove and provide support as required.
"More than a Mountaineer"
Three-Level Guide
After reading
To end the lesson
Ask the group to share their opinions and explain the key ideas and information they have about Sir Edmund Hillary and his contribution to New Zealand society.
Ask the learners what they would like to have asked Sir Edmund Hillary if they had met him.
Remind the learners of the learning goal and ask them to write, in their notebooks, the strategies that helped them find key information and make inferences. Ask them to think about what they will do when they read other texts like this.
Take some time yourself to reflect on the lesson.
"Hūria Mātenga: Hero of Whakatū"
Ask yourself:
How successful was this lesson in helping my learners reach their goals?
Lesson guide 1: Comprehension, reading critically
What have I learned or noticed about my learners that will help me focus my teaching?
Follow-ups and further practice
Finding out more
The learners could use the library or the Internet to find out about Sir Edmund Hillary and the ongoing work of the Himalayan Trust.
Hūria Mātenga: Hero of Whakatū
by Lindy Kelly
Overview
This historical recount describes the dramatic rescue of sailors from the wrecked ship Delaware in 1863. It is written in a highly descriptive narrative style.
The learning goals and lesson guides for this text focus on the following reading progressions: Vocabulary, Language and Text Features, and Comprehension.
Select learning goals with the learners and display them during the lessons.
Learning goal: To use comprehension strategies, such as asking questions and visualising, to help me understand the main ideas in this text.
Before reading
Refer to the earlier discussion about the cover and the earlier quick preview of the text. Draw out the idea that this event happened many years ago (this is clear from the illustrations) and that Hūria Mātenga was a hero because she was involved in rescuing sailors from a ship. Tell the learners that this is a historical recount, written like a narrative or story but about real people and real events.
Discuss what sort of information the learners could expect to find in a historical recount, for example, "when", "what", "where", "who", and "why". Discuss the learning goal. Remind the learners that asking questions is an important comprehension strategy because it helps to set a purpose for reading a text and helps the reader focus on what's most important. Point out though, that the effectiveness of the strategy depends on the quality of the questions.
Have the learners preview the text, focusing on the illustrations, to help them think of specific questions they think will be answered in the text. List their questions on a chart or whiteboard. For example: What happened? When? Where? Why did it happen? Who was involved? What did Hūria Mātenga do?
Tell the learners that there is a lot of descriptive vocabulary in this text and many specialised words about ships and seafaring. Remind them of vocabulary strategies they can use to help them work out unfamiliar words. However, tell them that the focus of this reading is getting the gist of the story and finding answers to their questions. If they feel that vocabulary challenges are getting
"Hūria Mātenga: Hero of Whakatū"
in the way, they can note some of the more challenging words on sticky notes or note pads and return to them on a later reading. Reassure them that they will have the opportunity to reread this text in another lesson with a focus on vocabulary.
heroic). Review what the writer is trying to do in these first two paragraphs (to set the scene, introduce ideas about the hero, and create anticipation so that the reader will want to read on).
Remind the learners of the learning goal. Clarify the purpose for reading the text, for example, "We are reading to find answers to our questions about this text." Point out that their learning goal will help them achieve their reading purpose.
During the reading
Have the learners read the first paragraph. Has it answered any of our questions? Draw out the idea that the first paragraph introduces the setting. It answers the "when" and "where" questions and provides extra information about the weather. Point out that if this was not an illustrated text, this paragraph would be crucial in alerting the reader to the idea that Hūria's heroism (signalled in the title) is highly likely to be linked to something that happened because of a great storm.
Remind the learners of the reference to visualising in the learning goal. Clarify that visualising means using information and clues in a text to imagine what's happening – to create a personal connection to what's happening. It often involves building a picture in your head but can also involve using other senses, such as imagining what you could hear or how you would feel. Have the learners reread the first paragraph, looking for information and clues to help them visualise the situation. If necessary, use prompts, such as What can you see? What can you hear? What words are helping you imagine this setting? Note that this paragraph focuses on what Hūria can hear (because it's night and it would be dark, she's sitting up in bed listening) so the descriptive language focuses on the noises of the storm. The learners may also notice the "stormy sky" behind the title.
Have the learners read the second paragraph on page 8 to identify the main idea (that Hūria was descended from chiefs and about to do something
So what do you expect to find out in the next few paragraphs? The learners should be able to predict that the text will start to describe the actual events. Have them read page 9 to test their prediction and look for more answers to their questions. Prompt them to use the strategy of visualising to help them picture the sequence of events.
This paragraph includes complex sentences (sentences with multiple clauses) and is quite detailed so, after discussing the main ideas, make some notes with the learners to clarify the sequence of events. Support the learners in summarising and rewording as necessary. The notes can also include comments or inferences, and they don't need to be in full sentences. For example:
Near the shore
Ship in trouble
Sailors battling the storm all night (so they must be tired)
They tried to use the anchors to stop the ship being pushed onto rocks.
One anchor was torn away and the other one by itself wasn't heavy enough to hold the ship in place.
The storm forced the ship onto rocks about 100 metres from shore.
Tell the learners that you want them to read the rest of the text, drawing on similar strategies to help clarify the sequence of events and to look for answers to their questions. You could have them stop at the end of pages 10 and 11 to briefly review the sequence of events, either with a partner or as a whole group. Rove and support the learners, as necessary. Remind them to use vocabulary strategies wherever they can but to note any especially challenging vocabulary for a later discussion.
"Hūria Mātenga: Hero of Whakatū"
After the reading
Review the answers the learners have found for their original questions. Did any other questions occur to you while you were reading? Were you able to find answers in the text?
Focus particularly on page 11. What strategies did you use here to help you follow the ideas on this page? Draw out the idea that visualising is the most useful strategy here. You could emphasise this point by having the learners use the vivid description in the text to sketch images of the sailor clinging to the rope and being flung up and down.
If necessary, support the learners with clarifying the dramatic (and tragic) events involving Henry Squirrel.
Discuss the dramatic nature of the text. Ask the learners to talk with a partner about what they thought was the most dramatic moment and why.
Return to the answers to the last two questions: Who was involved? What did Hūria Mātenga do? Is there anything you've specially noticed here? Why is Hūria described as the hero? What did she do that was more heroic than the other rescuers?
Give the learners text printouts and ask them to scan back through the text looking for and highlighting references to Hūria and the rescuers. The learners will notice that all of the references to the rescue, except for those in the first paragraph on page 13, are actually about Huria and the other rescuers working together. On page 13, the writer implies that Hūria was solely responsible for saving the captain, but this is qualified by the word "surely". Draw out the idea that it was a group rescue effort but that the recount focuses on Hūria. Why would the writer do that? Reasons could include:
* This was what the writer believed to be true, based on the information she found.
* The rescue happened over 100 years ago, so all accounts of it are based on people's
recollections (and interpretations) rather than photographic evidence.
* The writer was looking for an "angle" to make the recount as dramatic as possible.
(An Internet search for "Hūria Mātenga" reveals that she was indeed considered to be the hero of the rescue. There is a strong implication that she was singled out for attention because she became linked in the popular imagination to the courageous actions of Grace Darling in England 1938 who, at the age of 22, helped her father carry out a dangerous and daring rescue of passengers from a wrecked ship. )
Encourage the learners to make connections to modern news stories, including those in magazines and on television. What are the sorts of things that make an event "newsworthy"?
To end the lesson
Remind the learners of the learning goal and ask them to talk with a partner about how asking questions or visualising helped them gain a better understanding of the text.
Take some time yourself to reflect on the lesson. Ask yourself:
How successful was this lesson in helping my learners reach their goals?
What have I learned or noticed about my learners that will help me focus my teaching?
Finally, either as part of the lesson or as home practice, give the learners an opportunity to reread the text right through.
"Hūria Mātenga: Hero of Whakatū"
Follow-ups and further practice
You and the learners can select from these activities according to their learning needs. These activities are also included in the learner guides for this text.
Lesson guide 2: Vocabulary and language features, reading critically
Clarifying information
Have the learners choose a page and make notes, as in the lesson example for page 9, to clarify the sequence of events.
Creating subheadings
Refer to the discussion after the reading about thinking of this recount as a news article. Ask the learners to create dramatic headings for each paragraph on pages 9–13 that would encourage someone to read it. The headings could be brief statements or they could be questions that are answered within the paragraph. You could also ask them to write captions for the illustrations.
Visualising
Using a printout of the text, have the learners select a dramatic episode and highlight the language that helps them to visualise it. Then ask them to use the highlighted language to help them sketch a picture or diagram of the episode.
Finding out more
The learners could use a library or the Internet to read other accounts of the rescue and /or about Grace Darling and consider the connections between the two stories.
Learning goal: To use what I know about vocabulary strategies and language features to help me better understand the information in this text and to infer the writer's purpose.
This lesson guide is intended as a follow-up to Lesson guide 1 and assumes that the learners have already identified the main ideas in the text.
Before reading
Have the learners work with a partner to verbally recall as much as they can from the first reading. Rove and provide support as necessary.
Have them brainstorm some words they consider to be important to the text. Record the words on a chart or whiteboard. Ask the learners to review the chart and suggest ways of "clustering" the words, for example, words about heroism, danger, ships, or the weather.
Tell the learners you want them to reread the text but that some of the pages will be read as an interactive cloze activity, to help them think more actively about:
* the sorts of vocabulary strategies they can use to infer the meanings of words they're not sure of;
* how they can use what they know about language structures to help predict and confirm words and to clarify meaning;
* how the writer has used language to make this text so dramatic.
During the reading
Remind the learners of the learning goal. Point out that, for this lesson, the goal is the same as the reading purpose.
"Hūria Mātenga: Hero of Whakatū"
For this lesson, use printouts of pages 10–11 and the cloze versions only of pages 8–9 and 12–13 to avoid the temptation for the learners to refer to the original text version when working on the cloze activities.
After reading
Give out copies of the cloze version of pages 8 and 9. Have the learners read and fill in the gaps in the first paragraph. Together, discuss their choices and how they made them. Note that there may be more than one possible answer for some words. Reassure them that as long as their suggested words make sense and are grammatically correct they are acceptable. For example, "pouring" or "drumming" would be acceptable alternatives for "beating" but "drizzling" or "poured" would not be. Similarly, "see" (in line 6) would not be an acceptable response for "hear" because in the dark, Hūria would not be able to see the rocks and it would not fit with the earlier sentence that states she was sitting up and listening.
Have the learners work in pairs to make predictions and fill in the missing words for the rest of the page 8–9 cloze. Encourage them to discuss the strategies they're using and the reasons for their choices. While they're reading, rove around the group to see how they're managing, joining in the discussions, offering support as required, and noting any further teaching points.
When the learners have finished, briefly review their word choices and the strategies they've used. Then tell them you want them to use those same strategies to read pages 10 and 11 from the printout (not as a cloze activity). Encourage the learners to read to the end of each sentence rather than stopping at each challenging word along the way because this breaks the flow of meaning and ultimately makes the text harder to understand. As they read, ask them to note any words they think should be added to the brainstorm chart.
Then give out the cloze version of pages 12–13 and have the learners complete them.
Have the learners share their responses to the page 12–13 cloze activity and together, agree on a group version. Encourage discussion and debate, because this will mean that learners need to draw on their language and vocabulary knowledge to explain their thinking.
Give out the original versions of the text and allow time for the learners to compare and discuss their choices. Where the learners' versions are different, draw out the idea that many words in English have synonyms (words with the same or a very similar meaning) so if, for example, the learners chose "forced" instead of "pushed", "beach" instead of "shore", or "dangerous" instead of "perilous", they are correct.
You could use any differences between the writer's version and the learners' versions to focus more closely on the writer's purpose. For example, in the first paragraph on page 12, ask the learners to identify specific words or phrases the writer has used to emphasise the danger of the situation and the bravery of the rescuers. For example, "Again", "plunged", "perilous journey", "exhausted", and "ready to give up the struggle" (in other words, to die).
Discuss the writer's purpose. What do you think she was trying to achieve with this text? Draw on the ideas from the previous lesson about the focus on Hūria as the hero of the rescue. How effective do you think the writer has been?
To end the lesson
Remind the learners of the learning goal and ask them to write, in their notebooks, three strategies they can use that will help them work out word meanings in the next text they read.
Take some time yourself to reflect on the lesson. Ask yourself:
How successful was this lesson in helping my learners reach their goals?
What have I learned or noticed about my learners that will help me focus my teaching?
"Hūria Mātenga: Hero of Whakatū"
Finally, either as part of the lesson or as home practice, give the learners an opportunity to reread the text right through.
Follow-ups and further practice
You and the learners can select from these activities according to their learning needs. These activities are also included in the learner guides for this text.
| Word | Root word (or words) |
|---|---|
| whistling | |
| daring | |
Identifying root words
If you feel that the learners need further practice with decoding and vocabulary, you could use the Word building activity [page 30] or the activity described here.
Give the learners a list or set of cards with some or all of the following words, or you can create your own list of words from the text. Ask the learners to create a table and write the word in the left-hand column, the root word (or words) in the middle column, and a synonym or definition in the third column. Some parts of the table have been filled in as examples. Encourage the learners to discuss their ideas with a partner and to refer to a dictionary as required. Some examples have been filled in.
Word list
whistling, noises, beating, howled, pounding, daring, sailors, battled, safety, fearing, dragged, pushed, rocky, struck, underwater, cries, running, leaped, dashed, unconscious, thrown, plunged, grabbed, swam, climbing, holding, smashed, tipping, dunking, drowning, hanging, swallowing, companions, wading, swimming, dragged, perilous, sinking, exhausted, friends, ashore, wrapped, dried, deciding, dead, lying, swept, rescuers, amazed, overboard, drowned, smashed, strewn, saddlery, settlers, grateful, saving, rescuer, commemorate, painted, tugboat, heroes
Practising vocabulary strategies
Make sure the learners have access to the numbered list of vocabulary strategies. Ask the learners to create a table like the one below. Then ask them to reread or skim through the text and write any words they're still not sure about in the left-hand column. Encourage them to use one or more of the listed vocabulary strategies and record their predictions about the word meanings. Encourage them to talk about the strategies they're using and to write the number(s) of the strategies in the third column.
| Unknown words | What I think the word means | The strategies I used |
|---|---|---|
Talk with the learners as they're working, providing help as necessary. Ask them to think about their learning and how successful their strategy use is by asking themselves these questions:
What strategies am I using the most? (The numbers in the third column will show this.) Is the strategy working? Are there any words or strategies I need help with?
Exploring language choices
On a printout of the text, choose one or two pages and highlight words that the writer has used to emphasise the danger of the situation and the bravery of the rescuers.
"A Small Footprint – Elsie Locke 1912-2001"
A Small Footprint – A Big Impression, Elsie Locke 1912–2001
such as a sequence of key events, with dates, and information about achievements, family and career, particular attributes and interests, and about their impact on society.
by Maureen Birchfield
Overview
This biography of Elsie Locke provides an overview of her full and active life. She was well known and loved as a children's author but also was an activist for many social and environmental causes. She spent her life contributing to her community, improving the lives of ordinary New Zealanders.
The learning goals and learner guides for this text focus on the following reading progressions: Language and Text Features, Comprehension, and Reading Critically. You can have the learners use their learner guides as part of this lesson or they can use them afterwards for further practice.
Select learning goals with the learners and display them during the lessons.
Lesson guide 1: Language and text features, comprehension
Learning goal: To use comprehension strategies, such as asking questions and making connections to what I already know, to help me find main ideas in this text.
Before reading
Tell the learners that this is a biography of a wellknown New Zealander, Elsie Locke. Together clarify the purpose for reading, for example: "We are reading to find out about the life and contribution to society of an important New Zealander, Elsie Locke."
Discuss with them what sort of information they expect to find in a biography. Expect answers
Find out what the learners know about Elsie Locke. Refer them to any previous discussion about her photo on the front cover (see Introducing the book) and read the title of the text with them. Discuss what they suggest about Elsie Locke's impact on New Zealanders. In particular, discuss the contrast between "small footprint" and a "big impression". If the learners know of her children, Keith Locke (a Green MP) and Maire Leadbetter (a well known Green activist), ask them how this knowledge can help them make predictions about what information her biography may include.
Review the strategies they have already used:
* making connections to prior knowledge (what they already know about biographies);
* predicting content.
Now explain that looking for and thinking about key words related to a topic helps with comprehension. Write some key words from the first two pages (for example, author, fighter, causes, career, published, activist, campaigned, women's rights, social justice, peace, environment) on the board and have the learners discuss what these words suggest about Elsie Locke. Draw out the idea that "fighter" and "causes" have a specific meaning in this context.
Finally, remind the learners about the strategy of asking questions before reading a text. "Thinkaloud" to model one or two questions about Elsie Locke based on your expectations of the text, then invite other questions from the group. For example:
* How did she become a writer?
* Why did she become an activist?
* What did she write?
* What were the causes that she fought for?
* What was she like as a child?
* What did she believe in?
"A Small Footprint – Elsie Locke 1912-2001"
Record the group's questions on a chart so the learners can refer to them throughout the lesson.
Add "looking for key words" and "asking questions" to the strategy chart. You can have the strategies on a chart for the learners to refer to as they read.
some of the vocabulary that may be unfamiliar to the learners. For instance, What do you think 'disillusioned' means here? What might have led her to be disillusioned?
Remind the learners of the learning goal and the purpose for reading. Point out that their learning goal will help them achieve their reading purpose.
During the reading
Discuss the heading "Early Years" on page 15. Show the learners how turning the heading into a question, for example, "What happened in Elsie's early years?" can help them to focus on what sort of information to look for as they read.
Ask the learners to then read the two paragraphs on page 15 and review the main ideas. Discuss
Have the learners read the rest of the text, remembering to turn the headings into questions as they read. Have them work in pairs to fill in a "main ideas" recording chart (a possible example is provided below). As they read each paragraph or page, encourage them to talk with their partner about the important facts and information about Elsie's life and why they think this information is important. Ask them to mark any main ideas that seem to be helpful in answering the questions on the chart. Rove and provide support as necessary.
You can suggest some stopping places, for example, at the end of each section with a heading, to discuss the information and any vocabulary that is particularly challenging.
Looking for key ideas and information
(Note that the group may come up with different ideas.)
"A Small Footprint – Elsie Locke 1912-2001"
When reading the last paragraph on page 20: "A small footprint – a big impression'", revisit the "Before reading" discussion and ask the learners what they now think about the meaning of the title. In particular, discuss the double meaning of '"small footprint" (both in relation to her physical size and her "environmental" footprint).
that were not answered by the text and talk about how they could find the answers to these questions, for example, by using a library or the Internet.
After the reading
Remind the learners of the learning goal. Revisit the questions that the learners asked before reading and review the information that provided answers to these questions. Discuss any questions
Explain that a useful strategy for organising information after reading a biography is to construct a timeline. Record all the dates provided in the text in time order with the significant events alongside. Note that the events in the biography are not necessarily presented in time order. The learners will also need to use clues in the text to calculate some dates. A suggested timeline is provided below.
To end the lesson
Remind the learners of the learning goal. Ask them to talk with a partner about the strategies they used to read and understand this text, for example, how asking questions, and turning headings into questions, helped them to focus on relevant information in the text.
Take some time yourself to reflect on the lesson. Ask yourself:
How successful was this lesson in helping my learners reach their goals?
What have I learned or noticed about my learners that will help me focus my teaching?
Finally, either as part of the lesson or as home practice, give the learners an opportunity to reread the text right through.
Follow-ups and further practice
You and the learners can select from these activities according to their learning needs. These activities are also included in the learner guides for this text.
Creating subheadings
You could ask the learners to create alternative headings for each paragraph. The headings could be brief statements, or they could be questions that are answered within the paragraph. You could also ask them to write captions for the photographs, using information they have gained from the text.
Thinking about key words
Give the learners a list or set of cards with some or all of the following words, or you can create your own list of words from the text. Ask the learners to work in pairs to discuss what each word means and why the word is important to the text. Encourage the learners to use a dictionary as necessary. You may need to model the first one as an example.
Word list
fighter, causes, career, published, activist, campaigned, women's rights, social justice, peace, environment
Finding out more
The learners could use the Internet or a library to find out more about Elsie Locke.
Lesson guide 2: Comprehension, reading critically
Learning goal: To use what I have found out about Elsie Locke to make inferences about her strong beliefs and reasons for the actions she took throughout her life.
Note: Make sure your learners have already read this text at least once before this lesson so they have an overall understanding of the content.
Before reading
Discuss the learning goal. Together, clarify the purpose for reading the text. For example, "We are reading this text to learn more about what drove Elsie to become involved in social, peace, and environmental issues."
Refer to the previous lesson about this text. What was the text mainly about? Draw out the idea that although Elsie Locke led a humble and simple life, she had a big impact on a wide range of New Zealanders through her writing for children, and her active support for social, peace, and environmental causes. Revisit the dual meanings in the title, "A small footprint – a big impression".
Tell the learners you want them to probe more deeply into the text to infer ideas that are not explicitly stated. Discuss the strategies involved in making inferences:
* using prior knowledge of the topic, text, and vocabulary;
* asking questions about what the author is not stating;
* predicting what the author means;
* looking for clues in the text that provide information about what the author is not stating.
Discuss how using these strategies assists in making inferences. For example, on page 15, the sentence beginning "The Depression made Elsie aware of social injustice …" hints that Elsie cared a lot about the quality of life of her fellow citizens and wanted to help address what she saw as "social injustices". Asking questions, such as "Why would a young woman from rural New Zealand join the Communist Party?" and "What was the social injustice that Elsie witnessed?" can help the learners figure out more about Elsie, information that the author is hinting at but doesn't state directly.
Model your thinking in regard to the questions:
Using my prior knowledge of vocabulary, I know that the words "social injustice" refer to inequality between rich and poor. Using my prior knowledge from the previous reading of Elsie's early life, (living in a large family in rural New Zealand), I can infer that she had an empathy with people from backgrounds that weren't wealthy. Also, the information that Elsie came from a big family helps me to infer that she knew about the importance of sharing resources, responsibility to others, and fairness.
During the reading
Remind the learners of the learning goal and reading purpose. Tell them you have a ThreeLevel Guide that you want them to fill in as they reread the text. Explain that a Three-Level Guide supports critical thinking. Discuss the three levels of the guide:
Level 1 – literal, what the writer is saying, (on the lines);
Level 2 – inferential, what the writer wants the reader to think, (between the lines);
Level 3 – evaluative, what the author would (probably) agree with. This level includes the big idea or theme of the text (beyond the lines) but is very influenced by what the reader brings to the text. For example, the reader's prior knowledge, personal experience, or point of view on an issue may affect how they interpret a text.
Point out that the learners need to decide if the statements in the guide are true or not, and then find the evidence that supports their decisions. Ask them to work together and discuss their ideas with a partner. While they're reading, rove and provide support as required.
Three-Level Guide
After the reading
To end the lesson
Ask the group to share their opinions and explain the key ideas and information they have about Elsie and her contribution to New Zealand society. Encourage discussion and debate.
Ask the learners what they would like to have asked Elsie if they had met her.
Remind the learners of the learning goal and ask them to write, in their notebooks, the strategies that helped them find key information and make inferences. Ask them to think about what they will do when they read other texts like this.
Melodie Robinson, Black Fern
Take some time yourself to reflect on the lesson. Ask yourself:
How successful was this lesson in helping my learners reach their goals?
Lesson guide 1: Vocabulary, language and text features
What have I learned or noticed about my learners that will help me focus my teaching?
Follow-ups and further practice
Responding to ideas
Have the learners use the Using "comment codes" activity [page 52] to encourage them to think more deeply about the main ideas in this text.
Finding out more
The learners could use a library or the Internet to find out about other women in the same era who also left a big impression on New Zealand, for example, Robin Hyde, Rita Angus, Sonia Davies, Aunt Daisy, or Mabel Howard. They could use the information they find to write a short report.
Melodie Robinson, Black Fern
by Huw Turner
Overview
This is an interview with Melodie Robinson that focuses on her rugby career, in particular her experiences as a Black Fern.
The learning goals and learner guides for this text focus on the following reading progressions: Vocabulary, Language and Text Features, and Comprehension. You can have the learners use their learner guides as part of this lesson or they can use them afterwards for further practice.
Select learning goals with the learners and display them during the lessons.
Learning goal: To use what I already know about the topic and the text type to help me find main ideas in this text.
Before reading
There may be a wide range of background knowledge among the learners in the group. Some may be very interested and knowledgeable about rugby and/or the Black Ferns, and others may not be. Adjust your level of support according to what you discover about their prior knowledge.
Share the title of the text and find out what the learners know about the Black Ferns, in general and Melodie Robinson in particular. Some may know that she is no longer a Black Fern, and some may have seen her in her current role as a television host.
Ask the learners to brainstorm some words they would expect to see in a text about a Black Fern and record their ideas on a chart or whiteboard. Ask them to give reasons for their suggestions.
Then ask them to preview the text to look for clues to the text type. Confirm that it is an interview with Robinson. What helped your thinking? (For example, the frequent use of question marks and the layout of the text with different colours for each name.)
Ask the learners to predict the sorts of questions the interviewer will ask. Remind them to draw on their knowledge of the usual format of a sports interview. Draw out the idea that the interview is likely to ask questions about how she started out as a rugby player, how she got into the Black Ferns, about significant moments in her rugby career, about influences on her career, and possibly, what advice she would give aspiring Black Ferns. Record the predicted questions on the board for the learners to refer to as they read.
Melodie Robinson, Black Fern
Remind the learners of the learning goal. Together, set a purpose for reading the text. For example, "We are reading this text to find out about Melodie Robinson's career as a Black Fern."
During the reading
motivated, in line, ulterior motives, passion, retiring, host, journalist, commentate) and discuss the strategies the learners used to work them out. Have a dictionary handy for checking. Note that your list will vary according to the background knowledge of the group.
Have the learners read the first paragraph on page 21 and together, review the main ideas. Draw out the idea that this paragraph introduces Robinson and explains why she is significant. Note that the use of past-tense verb forms ("was", "played") indicates that she is no longer a Black Fern.
Add a tick to any words on the brainstorm chart that are also in this paragraph (such as "tournament", "Women's World Cup", or "career") and ask the learners to tell you if there are any words they think should be added. If necessary, clarify the pronunciation of "Huw" (Hugh).
Briefly review some decoding or vocabulary strategies the learners can use and then ask them to read the interview, reviewing their predictions about the questions the interviewer would ask. Have them work with a partner to discuss the information they are gaining from the text. Ask them to note any words they think should be added to the brainstorm chart. Rove and provide support as necessary. For example, you could model how to break some of the place names into chunks to support decoding (Am-ster-dam, Bar-ce-lo-na).
After the reading
Remind the learners of the learning goal. How did this text fit with your predictions about the sorts of questions the interviewer would ask? Refer to the question chart and ask the learners to share what they have found out in response to each question.
Select some of the key words and phrases in the text, (for example, representative, make a mark, in terms of, rep rugby, openside flanker, out of my skin, radical, loosies, nil, caps, tries, defeat, stadium, memorable, pinnacle, achieve, influenced,
Give the learners a sheet with dates from the text on it and ask them to reread the text to find information about why those dates are significant. Remind them that they can use the strategy of scanning to help them find the relevant figures in the text.
Melodie Robinson, Black Fern
| Date | Significant event |
|---|---|
| | Start of career (at Otago University) |
| 1994 | Noticed by Otago coach when playing club rugby as an openside flanker. Got into rep side. |
| Between 1994 and 1996 | Coached by Laurie O’Reilly for Wellington reps |
| 1996 | First time in NZ team. First international game was against Australia and NZ won 28–5. Also beat France 109–0. |
| 1998 | In the team which won the Women’s World Cup tournament in Amsterdam |
| 2001 | Lost to England – the only Black Ferns defeat while Robinson was in the team. |
| 2002 | In the team which won the Women’s World Cup tournament in Barcelona |
Discuss the learners' answers and the evidence for them.
To end the lesson
Remind the learners of the learning goal and ask them to talk with a partner about how asking questions helped them to focus on relevant information in the text.
Take some time yourself to reflect on the lesson. Ask yourself:
How successful was this lesson in helping my learners reach their goals?
What have I learned or noticed about my learners that will help me focus my teaching?
Finally, either as part of the lesson or as home practice, give the learners an opportunity to reread the text right through.
Follow-ups and further practice
You and the learners can select from these activities according to their learning needs. These activities are also included in the learner guides for this text.
Identifying root words
If you feel that the learners need further practice with decoding and vocabulary, you could use the Word building activity [page 30] or the activity described here.
Give the learners a list or set of cards with some or all of the following words, or select words from the brainstorm chart. Ask the learners to create a table and write the word in the left-hand column, the root word in the middle column, and add prefixes or suffixes to create other forms of the
Melodie Robinson, Black Fern
word in the third column. Encourage the learners to use a dictionary as a reference. Some examples have been filled in.
Unpacking contractions
Word list
leading, players, won, played, seriously, representative, openside, flanker, watched, decided, radical, bigger, slower, internationally, coached, easily, scored, tries, memorable, closer, everything, influenced, taught, kept, motivated, myself, anything, retiring, journalist, thought, commentate
| Word | Root word (or words) | Other forms of the word |
|---|---|---|
| leading | lead | led, leader |
| won | win | wins, winning |
Synonyms
Match up the synonyms (words which have similar meanings) in the following list.
| Word | Synonym(s) |
|---|---|
| leading | |
| player | |
| team | |
| rep | |
| loosies | |
| game | |
Choose synonyms from this list:
representative, side, loose forwards, match, achieve, first, team member
Have the learners scan the text to find examples of contractions (I've, they'd, who'd, you've, there's) and write them as their expanded versions. Note that some contractions, such as "they'd", "who'd", and "there's" can have more than one interpretation. For example, "they'd" could be short for "they had" or "they would" and "there's" could be short for "there is" or "there has", so the learners will need to read the contractions within the context of the sentence to make the correct choice. Draw out the idea that writers often use contractions to make their writing seem less formal.
Definitions
Have the learners select five word cards from the brainstorm chart of the text and write definitions for them. Or you could select some words to use for Pair definitions [page 40].
Finding out more
The learners could use the Internet to find out more about Robinson or the Black Ferns.
Lesson guide 2: Comprehension
Learning goal: To use what I have learnt about Melodie Robinson to help me make inferences about the qualities she has that have helped her succeed.
Note: Make sure the learners have already read this text at least once before this lesson so they have an overall understanding of the content.
Before reading
Tell the learners that you want them to find information about what helped make Melodie Robinson such a successful rugby player. Explain that some information about this will be stated explicitly in the text, but that you also want them to probe a little deeper to make inferences. Explain that inferences involve reading between the lines
of a text, coming to a conclusion about what the writer means even when it isn't stated explicitly. The reader draws on clues in the text, their prior knowledge (including vocabulary knowledge), and the overall meaning or purpose of the text, to have a "best guess" about what the writer means.
Ask the learners to share their ideas about the qualities of a successful sportsperson. Record their ideas on the board and remind the learners to draw on these ideas as they look for information and clues about Melodie Robinson.
Remind them of the learning goal and clarify the focus question: "What qualities does Robinson have that helped her become a successful rugby player?"
During reading
Give the learners a chart with just the bold headings filled in and ask them to add their inferences as they read. Rove and support the learners, encouraging them to explain how they're making their inferences. Emphasise that they must be able to provide some evidence – their inferences must be based on clues in the text. (The chart below has been filled in for tutor reference, but you and the learners may come up with different ideas.)
After reading
When the learners have filled in as much as they can, have the group compare their ideas and agree on an overall summary chart.
Melodie Robinson, Black Fern
How did your background knowledge about rugby or sports help you when you were making these inferences?
To end the lesson
Follow-ups and further practice
Remind the learners of the learning goal and ask them to record, in their notebooks, two examples of inferences they made during the lesson and the evidence they used to make the inferences.
Take some time yourself to reflect on the lesson. Ask yourself:
How successful was this lesson in helping my learners reach their goals?
What have I learned or noticed about my learners that will help me focus my teaching?
You and the learners can select from these activities according to their learning needs. These activities are also included in the learner guides for this text.
Making inferences
Ask each learner to identify two examples of inferences they made and explain to a partner what evidence they used to make the inferences.
Personal response
Ask the learners to imagine themselves as an international sportsperson. Have them discuss their ideas with a partner and write three things they would like about it and three things they would find difficult.
Comparing ideas across texts
You could ask the learners to compare the ideas about Melodie Robinson with those of another successful person featured in Collections 2, for example, Apirana Taylor or Gus Sinaumea Hunter. | <urn:uuid:a0d7a6fd-daa1-4bca-922c-96bd6565d584> | CC-MAIN-2021-04 | https://ako.ac.nz/assets/Knowledge-centre/ALNACC-Resources/Reading-Collection-3/EDUCATOR-SUPPORT-MATERIAL-Collections-3-A-Big-Impression.pdf | 2021-01-16T00:27:31+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00432.warc.gz | 212,796,447 | 13,069 | eng_Latn | eng_Latn | 0.998323 | eng_Latn | 0.998767 | [
"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 | [
3285,
6138,
9675,
12075,
15061,
17394,
18019,
20657,
24491,
27643,
30277,
34083,
36979,
40186,
41979,
43143,
45906,
48519,
49077,
52097,
54497,
56436,
58954,
60239,
61166,
61618
] | [
4.78125,
4.4375
] | 1 | 0 |
THE ONLY THING SCARY ABOUT HALLOWEEN SHOULD BE THE COSTUMES
STAY SAFE!
- The way we celebrate Halloween in Michigan will be different this year due to COVID 19. There are still many ways to celebrate safely. Here are some tips to help Michiganders stay safe this year.
Make sure to also check on and follow guidance or regulations released by the local health department.
HOMEOWNERS
Do not hand out candy if you are sick.
Wear a face mask covering BOTH your mouth and nose.
- Use duct tape to mark 6 foot lines in front of your home and leading to driveway/front door.
- Position a distribution table between yourself and trick or treaters.
-
Distribute candy on disinfected table to eliminate direct contact.
Wash hands often.
Consider handing out candy in an open space where distancing is possible, rather than from the front door.
Consider a neighborhood costume parade, it is an easy way to keep safe space between children.
PARENTS AND TRICK-OR-TREATERS
Share with your children that this year may be different than last, but let them know some of the new ways you plan to celebrate and still have lots of fun.
Stay home if sick.
- Talk with your children about safety and social distancing guidelines and expectations. Keep a 6 foot distance from others not in your family group.
Trick or treat with the people you live with.
- - - Participate in one way trick or treating and guide children to stay to the right to ensure social distancing.
Avoid congregating in groups around houses.
Carry a flashlight at night and ensure your children have reflective clothing.
Wear a face mask covering BOTH your mouth and nose
A costume mask (such as for Halloween) is not a substitute for a cloth mask.
- Do not wear a costume mask over a protective cloth mask if wearing both causes difficulty breathing. Instead, consider using a Halloween themed cloth mask.
Only go to houses with safety measures in place.
Inspect candy.
Wash hands frequently with soap and water or use sanitizer containing at least 60 percent alcohol, especially before eating or after coughing/sneezing, and as soon as you return home.
Check out halloween2020.org to find exciting activities and ways to celebrate Halloween this year based on levels of COVID risks in your area.
HERE ARE SOME IDEAS FOR SAFE HALLOWEEN GATHERINGS:
Consider refraining from Halloween gatherings this year or use an online meeting platform to have a virtual party instead.
If you choose to have a gathering:
- Only have a few people over to limit the possibility of crowding. Indoor gatherings over 10 people are prohibited by EO 2020 176.
- Have all food and party favors set out individually to prevent cross contamination. (Avoid buffet style or shared food and drinks.)
Make sure there are plenty of areas with hand sanitizer with at least 60 percent alcohol.
Stay 6 feet away from others.
Wear a fun face mask, instead of a costume mask.
- State of Michigan COVID 19 Website Michigan.gov/Coronavirus Centers for Disease Control and Prevention Halloween Guidance:
- - - CDC.gov/coronavirus/2019 ncov/daily life coping/holidays Partnership for a Safe Halloween: Halloween2020.org | <urn:uuid:fa17cdf6-5ff8-436d-85ef-40fc769423a8> | CC-MAIN-2021-04 | http://www.co.marquette.mi.us/departments/health_department/docs/Halloween%20Guidance_Final%20V7_2.pdf | 2021-01-16T00:10:02+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00431.warc.gz | 137,461,966 | 665 | eng_Latn | eng_Latn | 0.993064 | eng_Latn | 0.996422 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
936,
2257,
3145
] | [
2.21875
] | 8 | 7 |
Kids, You Can Find Fossils Here
Everyone knows about fossil dinosaurs, but did you know that you can find fossils that are twice as old as dinosaurs right here in the Town of Canandaigua? Go for a walk in a gully and you will find fossils in the rocks. You may also find them on the lake shore in the gravel if you sift through the stone carefully.
Most of our fossils are what is left of sea animals that lived here 400,000,000 (400 hundred million) years ago when our land was near the equator under a warm tropical ocean. There were also a few land plants, but not very many. The remains of the animals and plants are Devonian (Duh-voh-nee-an) fossils.
When the sea creatures died their bodies settled down to the bottom of the sea and were covered with soil. As more soil washed in from the land, the soil was pressed down hard by the weight and became rock. The rock particles slowly replaced the animal parts and took the same form. Some fossils may be the imprint of where an animal was buried, or sometimes hard parts of their shell can be found.
We know that many sea animals today are brightly colored, but the fossils you find will be the same color as stone. The hardest parts of the sea animals were more likely to become fossils, so many fossils look like only part of the animal.
Here is what you need to explore a gully for fossils:
1. Take an adult along – they will be helpful in finding things and carrying rocks home.
2. Insect repellent.
3. Wear long pants, shoes that are okay to walk in a stream, and a light colored shirt.
4. A collection sack for the adult to carry.
5. A fossil identification key.
6. A magnifying glass will be helpful. Do NOT take a hammer. Hitting rocks with a hammer is dangerous to your eyes and skin.
Walk slowly and look carefully along level layers of rock in the sides of the gully. Once you find a layer with fossils, follow that layer along the gully sides and you will find many kinds of fossils.
Don't forget to look up at the tops of the trees and enjoy the walk, too.
Trilobite
Crinoid
Crinoid stems
Brachiopod
Brachiopods
Horn corals
Nautiloid
Nautiloid
Bryozoan
Snails
Bivalve clams
Bryozoan
These examples show a few forms of the fossils most commonly found locally, but further exploration will be even more interesting. Many excellent collections are available for viewing and study at Finger Lakes Community College, the Rochester Museum and Science Center, the Palentological Research Institution in Ithaca, and the Buffalo Museum of Science are all within easy driving distance. | <urn:uuid:16ddb035-a0a8-469e-810c-8e0e0b844d62> | CC-MAIN-2021-04 | http://townofcanandaigua.org/documents/files/Kids%20page%20fossils.pdf | 2021-01-16T00:14:15+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00431.warc.gz | 109,836,109 | 594 | eng_Latn | eng_Latn | 0.993986 | eng_Latn | 0.99898 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2048,
2569
] | [
3.5
] | 1 | 1 |
COLLECTIONS 3
A Big Impression
Published 2009 for the Tertiary Education Commission by Learning Media Limited, Box 3293, Wellington 6140, New Zealand. www.learningmedia.co.nz
All rights reserved. Enquiries should be made to the publisher.
Dewey number 428.6 ISBN 978 0 7903 3435 6 Item number 33435
Audio versions and educator and learner guides are available online at www.literacyandnumeracyforadults.com
3
A Big Impression
Contents
2 More than a Mountaineer
by Bill O'Brien
8 Hūria Mātenga – Hero of Whakatū by Lindy Kelly
14 A Small Footprint – A Big Impression Elsie Locke 1912–2001
by Maureen Birchfi eld
21 Melodie Robinson, Black Fern
by Huw Taylor
Mountaineer Mountaineer More than a Mountaineer More than a
by Bill O'Brien
Sir Edmund Hillary considered himself an ordinary New Zealander. So why is his face on our fi ve-dollar note? His conquering of Mount Everest brought him instant fame, but he was much more than a mountaineer.
On 29 May 1953, the thirty-threeyear-old beekeeper from Auckland crawled out of his tent perched on a rocky ledge high on Mount Everest. A ferocious wind had whipped the tent all night. Hillary said it sounded like rifle fire. His Nepali climbing companion, Sherpa Tenzing Norgay, said it sounded like the roar of a thousand tigers. With temperatures at minus 27 degrees Celsius, the men set off on the final leg of their amazing climb. For five hours, they tackled rock and ice faces, some of them vertical, until, at 11.30 a.m., there was nowhere else to climb. They were standing on the top of the world.
3
Over the next fifty years, Sir Edmund was to have many more adventures and important roles. He led expeditions to the South Pole, travelling on tractors over crevasse-covered glaciers and deep drifts of snow. He jetboated from the mouth of the mighty Ganges River, with its fearsome rapids, to its source in the Himalayas. He was New Zealand's High Commissioner to India. But of all the adventures he had, the one that dominated his life was working among the Sherpas, high in the Himalayan mountains.
One day, while sitting in a group around a smoky fire in Nepal, Sir Edmund asked a Sherpa, "What will happen to you in the future?" The Sherpa thought for a moment then said, "Our children have eyes, but they cannot see. What we need more than anything is a school in Khumjung Village."
From that comment, Hillary's idea of the Himalayan Trust was born. Donations of money and materials, along with volunteer help, soon poured in from around the world. Work began in 1961 on the first Sherpa school.
There are no roads where the Sherpas live, and it's a seventeen-day trek from Kathmandu. Pre-assembled aluminium buildings were carried on the backs of porters to the remote village. At the school's opening, forty pupils were enrolled. This was the first of many projects and a new way of life for Sir Edmund Hillary.
With other projects starting, an airstrip was badly needed. This would make it easier to get materials into the mountains. But with no roads and no heavy machinery, how could they build an airstrip? One hundred Sherpas cut down bush, dug out roots, and levelled the land. The only things they couldn't shift were some huge boulders, but the Sherpas had a great idea. They dug enormous holes beside each boulder. Using poles as levers, they tipped the boulders into the holes and covered them with earth. The ground then had to be compacted, but there was no heavy roller. Linking arms, the Sherpas did a vigorous dance up and down the airstrip. After two days of stamping, the airstrip was ready.
Lady Louise Hillary
Sir Edmund's work with the Himalayan Trust was a great satisfaction to him, but there were also times of great sadness. While building the Paphlu Hospital in 1975, Sir Edmund was waiting for his wife, Lady Louise, and his youngest daughter, sixteen-yearold Belinda, to arrive by plane. They never made it. Their plane crashed, and both were killed. Although Sir Edmund was devastated, he continued with his work for the trust. Within thirty years, the Himalayan Trust had built twenty-seven schools, two hospitals, twelve clinics, an airfield, and several bridges over raging rivers. Its work still continues.
But what happened to Tenzing Norgay? He spent many years directing the Himalayan Mountaineering Institute in Darjeeling, passing on his knowledge and skills to young mountaineers. He died in May 1986, aged seventy-three.
The Himalayan Trust has many volunteers, and Sherpas do a lot of the work. The trust's chief administrator is Ang Rita. He gained the highest school marks in all of Nepal and has two university degrees. He was one of the first pupils at the first school that the Himalayan Trust built at Khumjung.
Despite everything he has achieved, Sir Edmund will be best remembered for that great day in 1953 when he and Tenzing Norgay were the first to stand on the summit of the tallest mountain in the world.
Hero of Whakatū Hūria Mātenga Hero of Whakatū Hūria Mātenga
by Lindy Kelly
On 4 September 1863, Hūria Mātenga (Ngāti Tama, Te Āti Awa, and Ngāti Toa) woke to the sound of wind whistling around the door of her house at Whakapuaka, just out of Nelson. A dog barked nearby. Hūria sat up, listening. Outside were the noises of a great storm. Rain was beating down on the roof, the wind howled, and in the distance, Hūria could hear the pounding of waves on the rocks.
Little did she know it then, but this daughter of chief Wiremu Katene Te Puoho and grandaughter of the famous Ngāti Tama chief Te Puoho-ki-te-rangi was soon to be involved in a daring rescue that would see her name become famous throughout New Zealand.
8
Just off the shore from Whakapuaka, a ship, the Delaware, was in trouble. All night long, her sailors had battled the storm to get the ship to safety. Fearing that the vessel would hit rocks, the captain ordered the anchors thrown out. One of them was torn off the ship, and the other dragged. The Delaware was pushed by the wind and sea closer and closer to the rocky cliffs nearby. Suddenly, with a terrible crash, the ship struck underwater rocks about 100 metres from the shore.
At the pā, Hūria and her husband, Hēmi, saw the ship hit the rocks and heard the sailors' cries. Quickly, they called their friend Hohapata and started running to the shore.
Back on the ship, the strongest swimmer, a young man called Henry Squirrel, offered to swim to shore with a rope. He tied it around his middle and leaped into the water. At once, a wave picked him up and dashed him against the rocks, knocking him unconscious. The sailors hauled him back on board and laid him in a bunk. No one else wanted to swim for help. It seemed that the ship would soon be dashed to pieces and that they would all drown.
As Hūria and the others arrived on the beach, the sailors began calling to them for help. A passenger called Skeet, who could speak Māori, called to those on shore to catch a rope. The rope was thrown over and over again, but it always fell short of the shore. Finally, Hūria and the others plunged into the wild sea, grabbed the rope, and swam with it back to land.
On the shore, they tied the rope to a large rock. A sailor from the Delaware began climbing along the rope, holding on with his hands and feet. Giant waves smashed against the ship, tipping it from side to side. When it tipped towards shore, the rope went under the water, dunking the sailor into the waves and nearly drowning him. When it tipped the other way, the sailor was pulled high in the air, hanging onto the rope with all his might. He was swallowing water and losing strength. Hūria could see that he wasn't going to make it to shore.
Again, she and her companions plunged into the waves, wading and swimming until they could reach the sailor. They grabbed him and dragged him to the beach. One by one, the sailors made the perilous journey from the sinking ship. As each one became exhausted and ready to give up the struggle, Hūria and her friends risked their own lives in the huge seas to support them and help them to safety.
On the beach, more people from the pā had lit a large fire to warm the sailors as they came ashore. They wrapped the men in blankets, gave them food, and dried their clothes.
The last man to leave the ship was the captain. He took one last look at Henry Squirrel and, deciding that he was dead, left him lying on his bunk. Then he set out to climb along the rope to shore. Just as Hūria reached him, the rope broke, and the man would surely have been swept away if it hadn't been for her help.
Later, as they stood on the shore by the fire, the sailors and their rescuers were amazed to see Henry Squirrel standing on the ship calling to them for help. He had recovered after all, but now that the rope was gone, there was no way of reaching him, and he was soon swept overboard and drowned. A short time later, the ship was smashed to pieces on the rocks, and the beach was strewn with its cargo – cases, blankets, candles, saddlery, and clothing.
The settlers of Nelson were very grateful to Hūria and her companions for saving the lives of the captain and crew of the Delaware. Each rescuer was given a gold or silver watch to commemorate their brave deeds, and Hūria's portrait was painted and hung in the Nelson Art Gallery. In recent years, a Nelson tugboat was named after Hūria Mātenga, one of New Zealand's early heroes.
illustrations by Spike Wademan
Elsie Locke 1912–2001
by Maureen Birchfield
Elsie Locke made a big impression on New Zealand life, both as an author and as a fi ghter for many causes. As a writer, her career took off in 1959 after the School Journal published "The Secret Rescue". Elsie's last School Journal story, "A Present from Pudding", was published over forty years later in 2001. But she didn't just write stories. Elsie was also an activist who put a lot of energy into trying to make New Zealand a better place to live. Over the years, she campaigned for women's rights, social justice, peace, and the environment.
Early years
Elsie was the youngest of Will and Nell Farrelly's six children. She grew up in Waiuku, on the southern shore of the Manukau Harbour, where she set her children's novel The End of the Harbour. She always loved nature and used to roam the hills and swim on the wild west coast. Elsie also loved school. One of her teachers dubbed her "Elsie Energy Farrelly" because she was always on the go.
In 1930, Elsie became the first student from Waiuku District High School to go to university in Auckland. Her memoir, Student at the Gates, is about her experiences there during the Great Depression, which left thousands of people out of work. The Depression made Elsie aware of social injustice and led her to join the Communist Party, which promised an end to social inequalities. She later became disillusioned with the party and never again belonged to a political party, preferring to think and act independently.
Women's work in Wellington
With a degree in English, Elsie moved to Wellington in 1933. She lived there for eight busy years and helped found the family planning movement. She also edited a newspaper and a magazine, both called The Working Woman, and helped set up another magazine called Woman To-Day.
Elsie married Fred Freeman in 1935 but left him two years later, before their son, Don, was born. With no government benefits for solo mothers, Elsie struggled to support herself and Don.
A home in Christchurch
Things looked up for Elsie when she married Jack Locke in 1941. They lived together in Christchurch for the rest of their lives.
Three more children – Keith, Maire, and Alison – joined Don, and the Lockes' small cottage was full to bursting. Elsie and Jack, who was a freezing worker, never had much money. But their vegetable garden, and cheap meat from the freezing works, kept their family well fed.
Family life was disrupted in the mid-1940s when Elsie spent two years in hospital with spinal tuberculosis. While she was gone, relatives and friends looked after the children. Typically, Elsie made the most of her time in hospital, writing letters, magazine articles, poems, and radio talks and editing a book. Later, when she needed money to help pay for the children's education, she sent a story to the School Journal – and that was the beginning of a long working relationship.
Novelist and historian
Elsie's most successful book, The Runaway Settlers, was her fi rst novel for children. The book was published in 1965 and can still be found in bookshops and libraries today. In 1999, it won the Gaelyn Gordon Award for "Much Loved Book" – one of many awards that Elsie received for her writing.
Much of what Elsie wrote was based on New Zealand's history. She loved learning about what life was like in the past, rummaging in archives and reading old newspapers. She once wrote: "To burrow in the library for me is an adventure." She was eighty when Two Peoples, One Land was published. This book was one of the first bicultural histories of New Zealand. Elsie ensured that she got the Māori content right by consulting Māori advisers and studying te reo Māori.
Her pen was her weapon
Elsie often used her pen to fi ght for causes she believed in. She helped found the New Zealand Campaign for Nuclear Disarmament in the late 1950s. Later she wrote Peace People: A History of Peace Activities in New Zealand. She fought against a power scheme that planned to raise Lake Manapouri in the 1960s, and she opposed the felling of native forests on the West Coast in the 1970s.
Elsie also campaigned closer to home, most famously to save her neighbourhood from the expansion of a hotel. She won that battle in the High Court in 1973. She often wrote to her local council, arguing for better town planning and public transport. The Lockes never owned a car, and Elsie walked or cycled everywhere. Even on family holidays, she and her children travelled on foot or on bikes to explore New Zealand.
A small footprint – a big impression
Though small in stature, Elsie left a big impression on people who met her. School Journal writer David Hill mused: "I'm 6 feet tall. Elsie is … well, rather less than 6 feet tall. So how come when we meet, I always look up to her?"
And former Green Party co-leader Rod Donald said: "In many respects, she lived a green lifestyle much more than I've ever done, because it was a very simple lifestyle, very close to the earth, with a small footprint."
Elsie was certainly someone to look up to.
Melodie Robinson,
Black Fern
by Huw Turner
Melodie Robinson was one of New Zealand's leading rugby players. She was a member of the New Zealand Black Ferns rugby team that won the Women's World Cup tournament in Amsterdam in 1998. In 2002, she played for the team when it won the World Cup in Barcelona. She talks to Huw Turner about her rugby career.
Huw: When did you first start playing rugby?
Melodie: When I was at Otago University. Although I always wanted to play at school, there were no school teams when I started. Things have changed since then. I know of lots of schools that have girls' teams and where girls' rugby is taken very seriously.
Huw: Which club and representative sides have you played for during your career ?
Melodie: In recent years, I've played for the College Rifles club in Auckland. Before that, I played for the Wellington club and the Otago University side. The representative teams I've played for are Otago, Wellington, Auckland Storm, and, of course, the New Zealand Black Ferns. Quite a variety really.
Huw: When did you begin to make a mark in terms of representative rugby?
Melodie: I made my mark in rep rugby for the first time in 1994, when I played one game as an openside flanker in club rugby. The Otago coach watched me. I played out of my skin, and she decided that I would be her Otago openside. It was a radical change from the other loosies they'd had, who'd all been bigger than me and a lot slower. I've played all my rugby as a loose forward.
Huw: When did you first play internationally?
Melodie: I first got into the New Zealand team in 1996, after I was coached by Laurie O'Reilly for the Wellington reps. My first international game was against Australia. We won 28 to 5. In the same year, I played against France, a game that we won easily, 109 to nil.
Huw: How many times have you played for the Black Ferns? Have you got any idea how many points you've scored?
Melodie: I've got seventeen caps, and I've scored twenty points: that's with four tries, I think. During that time, there's only been one defeat, against England at Albany Stadium in 2001. That was the Black Ferns' first defeat in ten years.
Huw: Which match would you describe as your most memorable?
Melodie: The World Cup Final in Barcelona. We worked so very hard for it, and I was so much closer to the other players than I'd been on any other tour. The match was the pinnacle of everything I've set out to achieve in sport.
Huw: Who are the people who have influenced you most in your rugby career?
Melodie: My dad, because, from a young age, he taught me to love the game. The Black Ferns' coach, Darryl Suasua, who kept me motivated and in line for so many years and who taught me a lot. Myself. I wanted to succeed that much that I would have done almost anything to get there.
Huw: What advice would you give to girls who might be thinking about taking up this game?
Melodie: Try it, simple as that. If you love it, stick at it and never let ulterior motives keep you in the game. Rugby is about passion.
Huw: You'll be retiring from rugby soon. What do you plan to do with your time?
Melodie: I'm going to learn more about all sorts of sports and work harder in areas other than rugby – and I'm going to learn te reo Māori.
Melodie Robinson is now a regular sports television host and journalist. She is thought to be the fi rst woman to commentate an international rugby match.
photographs by Jo Caird
Acknowledgments
The photographs on page 2 (bottom), page 3, and page 7 are courtesy of the Royal Geographic Society; those on the cover (top left), page 2 (top), and page 6 are courtesy of the National Library of New Zealand; that on the cover (bottom left) is by Spilke Wademan; those on pages 4–5 are courtesy of the Hillary family; those on pages 15–17 and page 20 are by permission of the Alexander Turnbull Library, from the Elsie Locke Collection.
More than a Mountaineer copyright © Crown 2003 Hūria Mātenga – Hero of Whakatū copyright © Lindy Kelly 2003 A Small Footprint – A Big Impression copyright © Maureen Birchfi eld 2009 Melodie Robinson, Black Fern copyright © Huw Turner 2003
Photographs on pages
2 (bottom), 3, and 7 copyright © Royal Geographic Society, London 2 (top) and 6 copyright © National Library of New Zealand 4–5 copyright © the Hillary family 14 and cover (middle right) copyright © Gil Hanly 15–17 and 20 copyright © Alexander Turnbull Library, Wellington 18 and illustrations on cover (middle) copyright © Blue Star Print Group 19 copyright © Roger Ressmeyer/Corbis 21–24 and cover (middle left) copyright © www.rugbyimages.co.nz All other photographs and illustrations copyright © Crown
Editor: Kay Hancock
Designer: Herman de Groot | <urn:uuid:e68c31c8-0ad1-4929-b540-b49f674c3979> | CC-MAIN-2021-04 | https://ako.ac.nz/assets/Knowledge-centre/ALNACC-Resources/Reading-Collection-3/COLLECTIONS-BOOK-3-A-Big-Impression.pdf | 2021-01-16T00:30:01+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00434.warc.gz | 223,689,350 | 4,653 | eng_Latn | eng_Latn | 0.964533 | eng_Latn | 0.999056 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn... | false | docling | [
31,
412,
670,
959,
1577,
2590,
3618,
4255,
4982,
5709,
6374,
7193,
7746,
8322,
9518,
10118,
11050,
11699,
12461,
13254,
14088,
14624,
15289,
16142,
17108,
18105,
19377
] | [
3.015625
] | 1 | 0 |
Publication of Oral History Textbook
Implementing Partners
United Nations University (UNU) Network for Coexistence with Nature (NCN)
Background
NCN works for building societies in harmony with nature and developing a renewed sense of value based on the idea that clues to achieving a sustainable society lie in the accumulated wisdom and skills of people living traditional lives in rural areas. In particular, "Kikigaki Koshien" has been one of their main annual activities since 2002. Each year, a new group of 100 high school students visits 100 elderly masters who are engaged in primary industries and lead traditional and ecologically-friendly lifestyles in rural areas of Japan. The students record and transcribe the masters' descriptions of their lives and skills. Their transcripts are compiled into a book and are also available online. Their continuous activities exemplify the usefulness of their approach of conducting an oral history project to record traditional ecological knowledge (TEK) and raise awareness of the importance of such knowledge in younger generations.
The Satoyama Initiative's approach values TEK as a source for innovation, but tools for effectively recording and at the same time raising awareness of TEK are not widely available. TEK is rapidly disappearing in many parts of the world. As such, UNU and NCN will jointly develop an oral history textbook as a tool to be shared with IPSI members and others dealing with socio-ecological production landscapes.
Objectives
The publication of the oral history textbook will support the dual aims of making a record of the lives of skilled craftspeople and providing students with opportunities to connect with older generations.
The publication could be a resource book for people working or intending to work on educational activities and materials related to the topic, which in turn will serve as sources of reference and information.
The oral history textbook also envisages three important impacts, namely: 1) promoting dialogue as a nexus of mutual understanding among diverse individuals; 2) building bridges across generations; 3) enhancing positive relationships between humans and nature through the transmission of knowledge.
Proposal for the Collaborative Activity under Cluster 4, 5
Using these principles will enhance understanding and raise awareness of the significance of oral histories and the concepts of the Satoyama Initiative, including the recording of local TEK, and catalysing collective efforts of local communities.
The textbook will consist of both instructional and methodological elements, including an introduction of "Kikigaki Koshien" as an example of an oral history method, approximately 50 pages.
Milestone and Project Completion
The final product is to be published at the benchmark event Rio+20 in June 2012.
Contact details:
Nahoko Yoshino, NCN
Aya Takatsuki, UNU-IAS
2 | <urn:uuid:99ec3525-bbf0-4c1a-8f51-6539ca331fc8> | CC-MAIN-2021-04 | https://satoyama-initiative.org/old/wp-content/uploads/2013/08/12_Oral-History-Textbook_NPOnkn_UNU.pdf | 2021-01-16T00:44:47+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00434.warc.gz | 565,971,213 | 557 | eng_Latn | eng_Latn | 0.99425 | eng_Latn | 0.99582 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2229,
2910
] | [
2.390625
] | 2 | 7 |
FAITH @ HOME WEEK OF DECEMBER 13, 2020
Some ideas for exploring joy during the third week of Advent
You might like to read Isaiah 61:1-4, 8-11 with a joyful tone in a few translations this week.
Parents with littles – if you just need one or two ideas, the don't-miss ideas for young children are in green. Many of these are scalable for older and younger audiences by adjusting the language. Black font is an all-play for children, teens, and adults.
The word Advent means coming. Each week of Advent, we light a candle as we look forward to celebrating Jesus's coming. The third week, we light the candle of joy (it's the pink one!) and remember the shepherds who told the joyful news of Jesus' birth.
Read
* 1 Thessalonians 5:16-24 - talk about where joy comes from
* Psalm 126 — talk about how verses 1-3 might fit with our response to what God did for us at Christmas and what he does for us today
* Revelation 21:3-7 – talk about any connections between what is foretold about Jesus' coming in Isaiah and Revelation
Reflect
? A mission statement is a simple message to tell the world who you are and what you are about." What is the mission statement of some businesses or organizations you know? What is the mission statement of West Hills Church? https://www.whcomaha.org/mission-statement/
? Do you think this passage from Isaiah might be Jesus' mission statement? If you were explaining Jesus' mission to someone based on this passage, what would you say?
? Individually or as a family, think about ways you prepare your heart for this season.
o In what ways are you more generous in Advent and Christmas?
o
What do you look forward to?
o What would it be like to prepare your heart in the way every day?
Consider writing this on special paper, dating it and putting it on your Christmas tree – your own mission statement to go along with Jesus' incarnational mission.
? Write down a few words or sentences that describe how you would like to prepare for every day. Include something about how you would like to treat others, how you would like to see the world, and what you can do to make it better every day.
Faith Formation Journeys
-Above ideas adapted from
Do
* Draw a picture of the wrong or sad or disappointing things you wish God would fix (or use the one you during the first week in advent). On another piece of paper, draw a picture of what it would look like for God to fix those things. Glue or tape the solution picture over the problem picture. How does it feel to know that Jesus is coming back again to right all the wrong things?
* Read or watch How the Grinch Stole Christmas. What did the Grinch discover about Christmas joy? Is there anything you would like to add to what the Grinch learned?
* Play the Isaiah 61 Scavenger Hunt game. This can be done cooperatively as a family, or can be done using Zoom for different teams to play against each other competitively. If you do it competitively, each playing site will need one unbiased facilitator to hide the clues. https://teachingthem.com/2012/02/14/isaiah-61-scavenger-hunt-game/
* Check out this group's way of spreading Christmas joy, and think about how you can use YOUR special gifts to spread joy, too: https://www.youtube.com/watch?v=XI2c9yptr4U
Worship
* Go Tell It On the Mountain https://www.youtube.com/watch?v=NsX3tYbai1Q
* Joy to the World https://www.youtube.com/watch?v=-Xo64Q2ucQ8
* Light the Light the Fire of Life | <urn:uuid:acbb20f1-c03e-4e20-a0d0-a9b8cf1a1929> | CC-MAIN-2021-04 | https://348da58be13579b1c19a-fe00dae6c918b63df0d2067f3e67368f.ssl.cf2.rackcdn.com/uploaded/f/0e11234931_1606767045_faith-at-home-2020-december-13.pdf | 2021-01-16T00:15:17+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00433.warc.gz | 198,591,255 | 814 | eng_Latn | eng_Latn | 0.994963 | eng_Latn | 0.994671 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2185,
3434
] | [
2.1875
] | 1 | 0 |
FAMILY TIP SHEET
MIDDLE SCHOOL
Common Sense on Safe Online Talk
What's the Issue?
Kids love connecting with others online. Most young people talk online with their friends and family rather than strangers. As a parent, you might be concerned that a stranger with bad intent could contact your child.
"Online predatory behavior," as it is commonly known, is when adults contact kids or teens over the internet in an attempt to "groom" them for inappropriate sexual relationships. Many experts, however, have found that the more realistic threat for teens online is actually "online sexual solicitation." This means encouraging someone to talk about sex, give personal sexual information, or send sexual photos or video. (It does not always mean asking for sex.) For instance, teens might receive inappropriate requests or messages from strangers or acquaintances. However, contrary to popular belief:
* Teens (ages 13 to 17) are more at risk for online solicitations than "tweens" or children
* The majority of online solicitations come from teens themselves, or from young adults (ages 18 to 25)
* Adults that solicit teens are usually up-front about their true age and intentions (Subrahmanyam and Smahel, 2011).
Why Does It Matter?
When teens are led astray about what to look out for online, they can find themselves in unhealthy situations without realizing it. The allure of these kinds of relationships is not surprising, particularly for teens who are already vulnerable. Solicitors can provide teens with a boost of self-esteem with compliments and attention. And once teens engage in these relationships, they might agree to do things they would not normally do because of the imbalance in power between them and the solicitor. It is often not until much later that they realize that they were being manipulated.
common sense says
Discuss responsible online behavior. Talk about who it's okay to chat with and what is okay to talk about.
Remember that many young teens are beginning to experiment with flirting and relationships. This is normal. Online flirting with strangers or acquaintances is always risky. Flirting can quickly lead to inappropriate conversations or requests. It may also lead young teens to believe they are in a serious, romantic relationship with someone they don't really know. Both situations can make teens feel uncomfortable or manipulated.
Block, ignore, or leave. Most young teens know how to brush off unwanted contact. Encourage this behavior.
Make sure your child feels safe telling a trusted adult. If something creepy or inappropriate happens, young teens need to know they will not get in trouble if they tell you or another trusted adult about it.
Talk to your child about healthy relationships. It can be difficult for some young teens to recognize when others are manipulating them, especially those young teens that want to experiment or prove that they are mature. Discuss which factors make relationships healthy, and why young teens should not compromise on these values.
Look for warning signs. Does your child seem withdrawn, spend endless hours online, or appear to be hiding
something? Young teens who wind up in inappropriate online relationships often show these warning signs. If you think this might be happening, ask your child about it.
Sources
The Berkman Center for Internet & Society at Harvard University. Enhancing Child Safety & Online Technologies: Final Report of the Internet Safety Technical Task Force. 2008.
Smith, A. "Teens and Online Stranger Contact." Pew Internet & American Life Project. Oct 14, 2007. (http://www.pewinternet.org/Reports/2007/A.aspx).
Subrahmanyam, K., and Smahel, D. Digital Youth: The Role of Media in Development. 2011, Springer, New York.
Ybarra, M., and Mitchell, K. J. "How Risky Are Social Networking Sites? A Comparison of Places Online Where Youth Sexual Solicitation and Harassement Occurs." Pediatrics (2008). 121(2), pp. e350-e357.
Wolak, K., Mitchell, K., and Finkelhor, D. "Online Victimization of Youth: Five Years Later." 2006. National Center for Missing & Exploited Children Bulletin. (http://www.unh.edu/ccrc/pdf/CV138.pdf). | <urn:uuid:260f26dc-0ea4-441b-8f2b-7cf981398d1b> | CC-MAIN-2021-04 | https://tx02201707.schoolwires.net/site/handlers/filedownload.ashx?moduleinstanceid=8116&dataid=21556&FileName=Safe%20Talk%20Online.pdf | 2021-01-16T00:45:57+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00434.warc.gz | 636,772,903 | 867 | eng_Latn | eng_Latn | 0.926711 | eng_Latn | 0.997372 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3145,
4161
] | [
2.984375
] | 5 | 23 |
8.30
8.45
9am
9.30
Monday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
Tuesday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
Wednesday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
Thursday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
Friday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
10am
Daily Challenges
Daily Challenges
Daily Challenges
PE
PE
10.30
Snack
Snack
Snack
Snack
Snack
11am
Puzzles, Lego or playing
with Favourite Toys
Puzzles, Lego or playing
with Favourite Toys
Puzzles, Lego or playing
with Favourite Toys
Puzzles, Lego or playing
with Favourite Toys
Puzzles, Lego or playing
with Favourite Toys
12pm
Lunch and rest
Lunch and rest
Lunch and rest
Lunch and rest
Lunch and rest
1.30
Daily Challenges
Daily Challenges
Daily Challenges
Daily Challenges
Daily Challenges
| 10.30 | Snack | Snack | Snack | Snack |
|---|---|---|---|---|
| 11am | Puzzles, Lego or playing with Favourite Toys | Puzzles, Lego or playing with Favourite Toys | Puzzles, Lego or playing with Favourite Toys | Puzzles, Lego or playing with Favourite Toys |
| 12pm | Lunch and rest | Lunch and rest | Lunch and rest | Lunch and rest |
| 1.30 | Daily Challenges | Daily Challenges | Daily Challenges | Daily Challenges |
| 2pm | Story Time https://www.storyplace. org/ | Yoga – Cosmic Kids online https://cosmickids.com/ | Colouring | Music and Dancing – “Super Simple Songs” online |
|---|---|---|---|---|
| 2.30 | free time | free time | free time | free time |
| 3am | End of the home learning day! | End of the home learning day! | End of the home learning day! | End of the home learning day! | | <urn:uuid:7c8bd59d-d0e9-4dac-a874-1d54a8f3f2d9> | CC-MAIN-2021-04 | http://www.prioryschool.co.uk/wp/wp-content/uploads/2021/01/CATERPILLARS-Home-Learning-Timetable-January-2021.pdf | 2021-01-16T00:27:44+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00433.warc.gz | 165,229,979 | 529 | eng_Latn | eng_Latn | 0.983639 | eng_Latn | 0.987326 | [
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
487,
1410,
1790
] | [
2.90625
] | 1 | 0 |
UNICEF Education COVID-19 Case Study
China – Distance learning and school reopening
17 May 2020
©UNICEF/China/2020/Ma Yuyuan
China was the first country to face the COVID-19 pandemic, which abruptly changed the lives of over 230 million schoolaged children as the country moved to close its schools.
Keeping children learning
Rapidly, the country moved over to teaching the national curricula on online platforms, including the mammoth National Cloud Platform for Educational Resources and Public Service, which has been able to serve millions of simultaneous users. For those children with limited internet access, China offers TV lessons. These complementary digital and mass communication channels have brought structured learning opportunities and a sense of routine and normalcy to the legions of school children in the country. Teachers received rapid training offered via online tutorials and massive open online courses. In the highly connected country, many are able to follow up on their students using social media and messaging.
UNICEF has added value by bringing socio-emotional learning to the fore and empowering parents and caregivers as key educational partners. Since 17 February 2020, it has published weekly activity-based parenting messages and tips to support children's psychosocial needs through the Social and Emotional Learning (SEL) sub-page on UNICEF China's WeChat, Weibo, and Xinhua Net (social media) accounts. The number of views recorded to date reached 5,056,571 across these three platforms.
UNICEF is also working to ensure that the needs of younger children who may otherwise be overlooked are also served through daily posts on the "Morning call for babies (children)." Each post includes several key messages and a five-minute short video on topics related to early childhood education, aiming to raise parents' and teachers' awareness about children's well-being and to support their education and care practices. The number of views recorded up until 7 April 2020 stands at 6,650,855.
School re-opening – opening up better
Schools in China are reopening slowly, and UNICEF is working hard to support the Government in this new phase to open back better. For example, UNICEF has surveyed students and teachers, which revealed many are anxious about going back to school and designed a responsive communication package. This is an important step as such surveys allow educational authorities and partners to listen to children and other key members of school communities and tailor back-to-school activities accordingly. It also affords the opportunity to prevent or respond to stigmatization.
KEY FEATURES
Key features of the China approach were as follows:
* using complementary high-tech and low-tech learning platforms in a flexible manner to reach a greater number of children,
* having national curricula and education resources available digitally, facilitating a rapid switch to distance learning during this emergency,
* mobilising key partners quickly, including ICT companies to boost connectivity and bandwidth to enable millions to use online learning platforms, but also teachers, parents and caregivers,
* engaging celebrities, such as UNICEF China Ambassador Wang Yuan, to amplify messaging, as well as submit first post on #safereturntoschool,
* combatting potential stigma, and
* listening to children and teachers to inform school re-opening, including to their emotional needs, to help schools to open back better.
EMERGENT LESSONS LEARNED
* China was able to switch rapidly to online learning nationwide for all Grades 1 to 12 very quickly. It also responded quickly to support teachers in their new role as facilitators of online learning, including by providing online training, teaching strategies and examples. We can all learn from this experience.
* UNICEF added value in three main areas: 1) social emotional learning, 2) child-friendly messages, which were first informed by listening to students, parents, teachers, and principals, and 3) psycho-social support for all age-groups of children, parents or caregivers, and teachers. UNICEF social media accounts were used as a nimble way to both solicit views and to loop back to key groups.
* The results of the rapid surveys that UNICEF used to seek the views of students, teachers, principals, and parents informed the development of the package of messages that are being used in the safe return to school campaign unfolding currently. The messages are a complete package, tackling prevention, learning and other concerns. This required UNICEF to adopt an intersectoral approach: education, communication, health, and gender working together.
* In a large-scale emergency, age-appropriate psycho-social support is critical for children. The pandemic provoked fear, anxiety and loneliness, all of which may affect learning, but also their overall health and well-being. Similar support for teachers and parents also needs to be factored in.
* To be relevant in a rapidly evolving emergency, it is important for UNICEF to be agile and keep pace with Government counterparts and to engage in constant and efficient communication, leveraging technology to do so.
* The crisis represents an opportunity to engage on longer-term planning to strengthen the resilience of the education system and, in particular, emergency preparedness and response. Digital resources and remote learning platforms should be included in national plans. More thought should be given to preparing teachers to facilitate online learning. This deeper planning could also ensure more equitable access, for example, to bridge better the digital divide for those without devices or internet access and to make the necessary arrangements to support the specific needs of students with disabilities.
OTHER RESOURCES
NICEFMay 2020
For other resources, including more case studies, please click here and filter by "Area of Work" (Education).
© UNICEF May 2020 | <urn:uuid:a8061d1f-aa50-4410-b96d-8da8694ea156> | CC-MAIN-2021-04 | https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_0ec4d8cbe2ca4b24914b43bf1c7d6731.pdf | 2021-01-15T23:57:54+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00433.warc.gz | 202,343,647 | 1,154 | eng_Latn | eng_Latn | 0.998329 | eng_Latn | 0.998419 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2034,
4679,
5965
] | [
2.515625
] | 1 | 0 |
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education
ECONOMICS
Paper 1 Multiple Choice
Additional Materials:
Multiple Choice Answer Sheet Soft clean eraser
Soft pencil (type B or HB is recommended)
READ THESE INSTRUCTIONS FIRST
Write in soft pencil.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless this has been done for you.
DO NOT WRITE IN ANY BARCODES.
There are thirty questions on this paper. Answer all questions. For each question there are four possible answers A , B , C and D .
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Read the instructions on the Answer Sheet very carefully.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer. Any rough working should be done in this booklet.
0455/11
May/June 2013
45 minutes
1 A tractor factory runs out of important components and has to stop production.
How does this illustrate the economic problem?
The factory lacks a competitive advantage.
The factory lacks economies of scale.
There are limited wants.
There is evidence of scarce resources.
2 The diagram shows a production possibility curve for digital televisions and CD players.
Which movement shows an increase in the use of existing resources to increase production for both digital televisions and CD players?
X to W
X to Z
Z to W
Z to Y
3 Which group linked to a firm always bears the risk of the decision to produce?
creditors
managers
owners workers
4 In a pure market economy, which secondary factor determines the distribution of goods and services?
fairness to the consumer needs of the consumer
price of the product quality of the product
5 There are a fixed number of seats at a concert. Most of the audience would continue to attend even if the seat prices were increased.
Which demand and supply diagram represents this situation?
6 Maize and fuel are used in the production of Mexican tortillas. In 2010 Mexico produced a record maize crop but in 2011 rises in the price of fuel increased costs for tortilla makers.
What is likely to have happened to the price of tortillas in 2010 and 2011?
7 When the price of shirts rises from $8 to $10, the demand for shirts falls from 1000 to 500.
What is the price elasticity of demand for shirts?
greater than 1
unitary
less than 1
zero
8 What is a likely reason why many countries' governments subsidise scientific research?
A Private sector firms may overestimate the external benefits and ignore the private benefits of scientific research.
B Private sector firms may overestimate the external costs and ignore the private costs of scientific research.
C Private sector firms may underestimate the private benefits and ignore the external benefits of scientific research.
D Private sector firms may underestimate the private costs and ignore the external costs of scientific research.
9 When the price of a good doubles the demand falls by less than half, and the revenue received by the seller increases.
What does this suggest about the good?
A it has substitutes
B it is a necessity
C it is in fixed supply
D it is perfectly elastic in demand
10 The use of a mobile (cell) phone to make payments is an example of which function of money?
a medium of exchange
a standard of deferred payment
a store of wealth
a unit of account
11 What is most likely to cause a person to save a larger proportion of their weekly income rather than spend a larger proportion of their weekly income?
a decrease in the tax on goods and services
a decrease in weekly income
an increase in interest rates
an increase in the range of products available
12 Which of the following is most likely to limit wage increases in an industry?
A an increased demand for the industry’s product
B a rise in the industry’s profits
C a rise in wages for workers in similar jobs
D the replacement of workers with robots
13 What is a function of a trade union?
A to negotiate workers’ contracts
B to promote workers to more responsible jobs
C to recruit workers for the firm
D to supervise the workers in the firm
14 Differences in earnings between higher paid and lower paid jobs have widened in developed countries.
What is the most likely reason for this?
A Immigration of unskilled workers has reduced.
B The demand for highly skilled workers has increased.
C Unemployment rates have remained low.
D Women are paid the same rates as men.
15 Which characteristic relates to perfect competition and which to monopoly?
| perfect competition |
|---|
| abnormal profit barriers to entry few firms price taker |
16 Cocoa and sugar are used in a factory to produce chocolate.
What is a fixed cost in the production of chocolate?
A cocoa
B electricity
C rent
D sugar
17 In August 2008, Infosys, an Indian information technology company, bought Axon, a UK information technology company.
Which type of integration is this?
A conglomerate
B horizontal
C vertical backwards
D vertical forwards
18 The multinational Indian Tata Group, which has companies in chemicals, consumer goods, engineering and communications, has been buying foreign companies.
What does this action most likely suggest about the company?
It intends to achieve a domestic monopoly position.
It intends to increase its level of specialisation.
It intends to reduce fixed costs.
It intends to spread risks by diversification.
19 The table shows the costs of a firm.
| units of output | variable costs ($) |
|---|---|
| 10 20 30 40 | 20 50 80 110 |
What is the value of the firm's fixed costs?
$20
$30
$60
20 What is the most likely result of an increase in interest rates?
A a rise in investment
B a rise in borrowing
C a fall in consumer spending
D a fall in productivity
21 What is most likely to be the responsibility of a central government?
A the provision of immigration officials at an airport
B the provision of security cameras in a shopping centre
C the provision of security staff at a bank
D the provision of ticket inspectors on a train
$80
22 In the first six months of 2011 a construction company, Morgan Sindall, saw its profits fall. Part of the reason was the increased competition from foreign competitors.
Which government policy is most likely to help such a company?
increasing benefits to the unemployed
increasing tax-free allowances on new building projects
putting a quota on imported raw materials used by the company
raising interest rates
23 The graph shows the impact of a tax on the supply of petrol (gas).
What can be concluded from this graph?
A the government will receive no tax revenue
B the impact of the tax will be shared between the consumer and the producer
C the impact of the tax will fall entirely upon the consumer
D the impact of the tax will fall entirely on the producer
24 In developed economies there are changing patterns of employment.
What explains why fewer work in agriculture but food production has increased?
increased incomes and more leisure
mechanisation and the use of scientific methods
movement to factory jobs in manufacturing
shift to office work using computers
25 The table gives information about some economic indicators in a number of countries.
| | inflation % | interest rates % |
|---|---|---|
| country W country X country Y country Z | 1.4 3.7 3.6 2.1 | 3.4 8.7 7.3 6.0 |
What may be concluded from this information?
A Countries with higher inflation have higher interest rates.
B Countries with higher interest rates have lower inflation.
C The country with the lowest inflation had the highest unemployment.
D The country with the lowest unemployment had the highest inflation.
26 The table shows the percentage share of GDP held by the richest 20% and poorest 20% of the population in each country.
Which country had the greatest extremes of income and poverty?
27 On 17 October 2006, the US population reached 300 million and was predicted to increase to 400 million by 2043.
Which change would mean that the US population moves in the opposite direction to that predicted?
a change from net immigration to net emigration
the birth rate falling more slowly than the death rate
the death rate falling below the net immigration rate
the infant mortality rate decreasing more rapidly than the increase in life expectancy
28 What is most likely to be an indicator that a country is a developed economy rather than a developing economy?
a dominant service sector
a high birth rate
a lack of capital-intensive production
a low level of adult literacy
29What is thought to be a benefit of global free trade?
It increases the opportunity for domestic producers to specialise.
It increases the protection for domestic producers.
It reduces a country's reliance on other countries.
It reduces the transport costs involved in trading.
30 The table gives the retail price of a paperback book as printed on its back cover.
What is needed to make a clear comparison of the price in the four countries?
direct tax rates
exchange rates
inflation rates
level of import tariffs
Copyright Acknowledgements:
Question 22
© Business Section; The Daily Telegraph; Telegraph Media Group Ltd; 9 August 2011.
Question 26
© World Bank Social Indicatiors; The World Bank; 2002.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. | <urn:uuid:581801d6-e79c-4ed7-b516-328e0e6e784e> | CC-MAIN-2021-04 | https://smarteduhub.com/files/documents/0455_s13_qp_11.pdf | 2021-01-15T23:41:37+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00434.warc.gz | 585,156,102 | 2,110 | eng_Latn | eng_Latn | 0.996395 | eng_Latn | 0.999196 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1021,
1867,
3068,
4286,
5175,
6223,
7306,
8484,
9233,
10081
] | [
2.234375
] | 13 | 3 |
Introduction and Preparation for the Focus Area – More Animals
Introduction
During the first 18 months of life, children are usually referred to as young infants (birth to 8 months) and mobile infants (8 to 18 months). Children between the ages of 18 and 36 months are usually called toddlers.
In Focus Area #7, More Animals, children are involved in activities that focus on living things: animals. They are involved at a foundational level in the science component of STEM (science, technology, engineering and math).
As in all of the Focus Areas, there are experiences that support all of the Domains of Child Development and Early Learning with a strong emphasis on the following Domains: Language Development LD) and Emergent Literacy (EL).
Toddlers encounter animals in their yard, in their neighborhood, in creeks, lakes and ponds, and as they travel with their family. They may see rabbits, squirrels, frogs, turtles, bugs and spiders. Animals are a part of children's environment. Through both planned and spontaneous experiences, caregivers can provide opportunities for toddlers to discover many things about these animals.
_________________________________________________________________________________________
Teacher Notes
- In this Focus Area, More Animals, there are three Topics of study:
o Squirrels and Rabbits
o Frogs and Turtles
o Bugs and Spiders
- Many of the experiences in this Focus Area have an age designation of either Young Toddler (YT) or Older Toddler (OT). However, these two age designations do not specify age in months.
- Use your knowledge of individual children to determine which experiences are appropriate for which children in your care.
- Consider extending a Topic of Study over several weeks. There is so much toddlers can learn about this topic. Carry over activities from one week to another because toddlers enjoy and learn best through repetition.
Arkansas Minimum Licensing Requirements (Rev. 1.1.15) requires the following:
400 PROGRAM – 401 Program Requirements for all ages
5.1 The facility shall have an approved curriculum with weekly activity plans appropriate for the developmental needs of each group of children.
To assist your program in meeting this requirement, refer to Developing Weekly Activity Plans for Adventures for Toddlers for information on how to develop your plans. In addition, 2 different examples of blank Weekly Activity Plan sheets are included. Feel free to make copies of the plan sheet you select and use it each week. To help you in planning, there are 4 samples of completed Weekly Activity Plans that you may use as guides when developing activity plans for your group of children.
Should you choose to develop your own Weekly Activity Plan sheet, feel free to use the information presenter here as a guide.
.
Picture File
- Collect pictures that relate to this Focus Area – More Animals. Examples of pictures to collect include:
o pictures of animals: rabbits, squirrels, turtles, frogs, bugs and spiders
Include small (index card size) as well as larger pictures.
Consider mounting the small pictures on index cards. Laminate or cover all of the pictures with clear, self-adhesive paper for durability.
- Post some of the pictures on the wall at toddler's eye level. Observe to see if toddlers look at the pictures and point to and/or name the objects or people in the pictures. Join them and expand on what they say. For example, say to Megan who is looking at a collection of squirrels, "Megan, you're looking at a squirrel that is climbing a tree and this one that is holding an acorn in its paws."
- Put some of the small pictures in a container and place it in the library area so that it is accessible to children. Observe a child as he takes the pictures out of the box. Should the child bring a picture to you, involve him in discussing what he sees in the picture. "The spider is spinning a web. We read a book about the very busy spider spinning her web."
- Keep some of the pictures in a basket or tote bag within easy reach. Use the pictures with an individual child or a small group of children. Invite them to name the animals and to talk about what is happening in the pictures. Allow children to look at the pictures on their own. Model and talk with them about the proper way to handle the pictures.
- Determine if funds are available to purchase The Infant /Toddler Photo Activity Library, a Pam Schiller resource published by Gryphon House. See Resources for ordering information.
Teacher Note: Refer to Curriculum Tips and Techniques – Picture File, for additional information about how to organize a picture file.
Resources
- Children's books can be purchased online, from school supply catalogs or local book stores.
- Check with your local library for the availability of children's books.
- The Infant/Toddler Photo Library from Lakeshore Learning (50 photos and activity cards focusing on the following topics: Transportation, Farm animals, Nature, Pets, Home, Food, Community Helpers, Emotions)
- CDs which can be ordered online or from school supply catalogs:
o Baby Beluga by Raffi
o Songs for I Love You Rituals 2 with songs by Dr. Becky Bailey and music by Mar Harman
o Sea Gulls Music for Rest and Relaxation by Hap Palmer
o Quiet Time by Raffi
o Singable Songs for the Very Young – Great with a Peanut Butter Sandwich by Raffi
o Toddlers on Parade, KIMBO Educational
o Toddlers Favorite Music – for Little People
Toddler Environment
The toddler environment should always provide equipment and materials for language experiences, manipulative exploration, gross motor and block play, sensory exploration, pretend play and outdoor exploration. The following additions to the environment are intended for the entire Focus Area: More Animals.
Language Area
- Add the following book:
o Gray Squirrel, Gray Squirrel, What Do You See?
- Add stuffed animals such as rabbits, squirrels, frogs and turtles
- Add container of pictures that have been laminated or covered with clear self-adhesive paper. (See Picture File, page 2 for examples of types of pictures to collect.)
Manipulative Exploration
- Add animal puzzles
- Sensory Bottles with bugs and spiders (also Sensory Exploration)
Gross Motor & Blocks
- Add small boxes of different sizes
- Add small vinyl animals: squirrels, rabbits, frogs, turtles, bugs and spiders
- Add a small tree branch
- Add lily pads and logs from vinyl or paper that have been laminated or covered with clear self-stick adhesive
Sensory Exploration
- Add Sensory Bottles with bugs and spiders
- Add sensory tub with sand, vinyl frogs and turtles, and vinyl bugs and spiders
- Add sensory tub with water, vinyl frogs and turtles, and aquarium net
- Add tub of cotton balls with tongs (ice)
Pretend Play
- Add stuffed rabbit in a basket
- Add stuffed frogs and turtles
- Post pictures of animals such as rabbits, squirrels, frogs, turtles, bugs and spiders in the pretend play area
- Add the book, Gray Squirrel, Gray Squirrel, What Do You See?
Outdoor Exploration
- Read Our Bug Book to the children on the playground.
- Take a magnifying glass outdoors and involve older toddlers in looking for bugs.
- Use sidewalk chalk to create lily pads on the sidewalk and invite children to jump from one lily pad to the next.
- Involve children in looking for squirrels on playgrounds with large trees.
- Hide plastic bugs and spiders on the playground and invite children to find them.
- Provide large snap-together cubes for children to crawl through.
Teacher Note: Discourage children from killing bugs they see on the playground.
Safety Note: It is the responsibility of the child care program and each employee to ensure the safety of toddlers in the program. This includes the materials and equipment provided for children's use. Should you have safety questions, the developers of this curriculum suggest that you consult with your Child Care Licensing Specialist for technical assistance.
Curriculum books such as The Creative Curriculum for Infants, Toddlers & 2s, 2 nd Edition, contain safety information. See Curriculum Tips and Techniques, References and Resources, for additional resources.
.
Family Connection and Engagement
Send home a note to families stating that for the next few weeks the children will be involved in the focus area: More Animals. They will participate in experiences that focus on animals they may see in their environment. How families can be involved in this focus area will depend on the situation of each child and his or her family.
Consider some of the following ways to involve the families:
- Invite families to send pictures of animals. Specify the animals that the children will be learning about.
- Suggest that families call their child's attention to animals they see in their backyard, their neighborhood, in the park, in lakes and ponds, or as they are riding in the car. | <urn:uuid:bc4264cc-80b1-40b8-9dde-70e9c8dbcae5> | CC-MAIN-2021-04 | https://ecep.uark.edu/_resources/pdf_other/02_adventures_for_toddlers/137_at_7.0_more_animals_introduction_and_preparation.pdf | 2021-01-15T23:20:19+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00437.warc.gz | 321,643,290 | 1,857 | eng_Latn | eng_Latn | 0.997409 | eng_Latn | 0.997828 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2817,
5479,
8208,
8934
] | [
4.40625
] | 1 | 0 |
Fosse Villages Neighbourhood Plan- Huncote Primary School Consultation.
The consultation with Huncote Primary School took place on 31 st October. Approximately 27 children from year 6 took part. The majority of children lived in the village, a few lived in the parish and only one or two were from outside the parish. The event was based around a map of Huncote parish with an enhanced map of the village itself. The children were in smaller groups on 4 to 8. Ms Rhydell Poole from the Parish Council attended and provided useful background on issues in Huncote and Mr Stuart Bacon also attended part of the session.
Huncote is a small village with a small older centre, there has been significant growth in the 70's and 80s and the school and recreation ground are located in the newer areas. There are a number of shops and a leisure centre ( the Pavillion) and a variety of local employment sites. The parish has a population of approximately 1174, with 680 households. The majority of houses are semi-detached or terrace. The parish is has sites for quarrying and aggregates and is dissected by the M69.
The format of the event was a brief introduction to the purpose of the neighbourhood plan. This was followed by an the children identifying their own homes and key buildings on the maps. After this the children were asked to identify things they liked about Huncote and things they didn't like. Then they were asked to identify things that could be improved. As there was time at the end the children were asked to consider where new homes could be built in the village.
The Children were very positive about their village. They identified a large number of positive aspects, including
* old buildings
* Community centre
* recreation ground and BMX track
* countryside including Croft Hill and Croft Lake and the Brook
* sport facilities at the Pavilion and playing fields
* pubs and shops including a garage
* village green and the park
* allotments
* community events
* Quarry
* school
* Old peoples home
* Farms including an animal aid centre
The things they didn't like included
* heavy traffic – including lorries
* Speeding traffic and roads dangerous to cross
* litter and dog poo
* vandalism at bus stop and park
* difficulty cycling safely and problems of pedestrians affected by cycling in narrow alleys
* lack of school bus and other public transport
* Not enough variety of shops and empty shops
* the need for more sports facilities like tennis court
* Farm smells and some noise (including Church Bell)
* Changes to village facilities – including Pavilion changing to a golf range
* No doctor or dentist
* too many new houses
* Paths in forest poorly kept
* concerns about behaviour, including young people playing 'chicken'
The things they would like to see improved were:
* Traffic, including a village bypass or traffic calming or lights
* road crossing near shops
* disabled access
* more sports and recreation equipment, including tennis court and improved BMX track and tree house.
* more buses – including reinstating free bus to Brockington
* CCTV or other measures to stop vandalism
* New Park
* More leisure facilities, including tourism possibilities like outdoor pursuits
* off road car parking
* more shops -some wanted big shops, others only small shops including a cafe
* More events including a youth club
* public toilets
* kiosk on the park
* more litter bins
* bingo for older people
* Doctors and dentist
* Barefoot nature walk (to encourage visitors) and bird feeders
* Bigger school if village grows
* Other tourist recreation including petting zoo, cargo lift at Croft Hill and big attractions like snowdome
The children discussed some of the pros and cons of their ideas and realised some suggestions were not feasible. Ms Poole told the children some of the parish councils plans for a new park.
The final activity was for the children to consider where any new housing in the village could go. The children identified two main areas around the village. There is limited space for nfilling in the village itself. The first area was to the North of the village, east of Forest Rd and south-east of the village off the Narborough Rd. Both of these locations are currently being considered by developers.
Helen Chadwick and Denise Knipe | <urn:uuid:e0f228e9-371e-42c3-9dd2-7e6275e9ad13> | CC-MAIN-2021-04 | https://www.leicestershirecommunities.org.uk/uploads/huncote-primary-school-consultation-report.pdf | 2021-01-15T22:54:54+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00436.warc.gz | 848,223,043 | 906 | eng_Latn | eng_Latn | 0.999632 | eng_Latn | 0.999681 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2658,
4297
] | [
2.578125
] | 1 | 0 |
What's IDEA? # 23
the Big
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 6.5 million eligible infants, toddlers, children, and youth with disabilities. This series is designed to offer information about IDEA as amended in 2004. Each fact sheet will focus on a different aspect of IDEA.
Accessible Instructional Materials (AIM)
Adapted from: Accessible Instructional Materials: A Technical Guide for Families and Advocates (2011), The National Center on Accessible Instructional Materials at CAST and PACER Center.
Some students have disabilities that make it difficult, if not impossible, for them to access the printed materials that are used in their classrooms every day. In addition to students who are visually impaired, there are other students who may have trouble accessing printed materials. Students with physical disabilities may be unable to hold and turn the pages of a standard textbook. Students with reading disabilities may not be able to process the information they need from their textbooks. These students would benefit from having their materials provided in specialized formats so they can access the information. Specialized formats could include large print, braille, audio or digital versions of books, or computer programs. Materials provided in these specialized formats are called Accessible Instructional Materials (AIM). When IDEA was reauthorized in 2004, it included a requirement that elementary and secondary school students with disabilities who need print instructional materials in an accessible format receive them in a timely manner. So, if you think your child may benefit from (AIM), what are the steps you need to take to get these materials for your child in a timely manner?
First of all, your child needs to qualify for special education and have an Individualized Education Program (IEP). The need for AIM is determined at IEP meetings. The team follows these four steps:
1. Establish the student's need for AIM through student assessment. A good time to have this discussion would be when you are considering the accommodations and modifications the student might need.
2. Select which type of specialized format is needed by the student.
3. Determine how to acquire the materials in a timely manner.
4. Consider the supports that will be needed for effective use of AIM by the student.
First of all, the team needs to establish that the student needs AIM. The team will look at the student's abilities. They may ask some of the following questions: Can the student see the materials? Can he or she physically manipulate the material without strenuous effort? Does the student have the physical stamina to read for extended periods of time? Does the student have the decoding, fluency, and processing skills needed to gain the information from grade-level printed materials?
Secondly, the team needs to consider the format that will best enable the student to:
* Work as independently as possible,
* Access information contained in printed materials,
* Develop literacy skills, and
* Participate in educational activities.
Parents Reaching Out
Your One Stop Resource for a Stronger Family
The team should also consider the student's interests, memory, listening skills, tactile skills, and English language proficiency. Other considerations will include the environment where the materials will be used. Is there a need for different materials in the classroom and at home? Can the student use the same format for different subject areas or, for example, does she need large print for math but an audio format for language arts? Be aware that your child will need some time to practice with the materials and learn how to use them. This time will vary depending on the complexity of the format. For example, a student will generally adapt more
quickly to a large print book than to digital text, which is electronic content delivered by a computer or another device. Digital text is more complex because it has many variables (size, contrast, read aloud options) to accommodate a student's needs.
Next, the team needs to have a plan for how to acquire AIM. There are a variety of sources and the school is responsible for providing the materials. One source for materials is the National Instructional Materials Access Center (NIMAC). To obtain materials from NIMAC, a student must have an IEP and be certified by a competent authority as having a "print disability" as defined by copyright statute. The person who is considered the "competent authority" depends on the student's disability. However, NIMAC regulations state, "If an IEP team has determined that a student needs accessible instructional materials in order to receive a free appropriate public education (FAPE), the specialized formats must be provided even if the student does not have a print disability as defined by copyright statute." In New Mexico, the Public Education Department has a state coordinator for NIMAC. This person would designate Authorized Users who may obtain files from the NIMAC. The IEP team would want to contact the state coordinator at the Special Education Bureau (505-827-1460) for more information on becoming Authorized Users.
Lastly, the IEP team will want to consider the type of supports the student, teachers, and/or family may need in order to use AIM. Will new technology be needed? What training might be needed and who will provide it? Will the student need accommodations or modifications such as preferential seating, additional time to complete tasks, breaks, or the option of providing responses orally instead of in writing? All of these issues need to be discussed and documented in the IEP so you can make sure the necessary supports will be provided.
The requirement for providing AIM to students is a new provision in IDEA. In fact, your child's school may not be aware of this mandate. As parents, a few of the ways we can promote the use of AIM are by: sharing information about AIM, learning the process for obtaining materials from the NIMAC and other sources, and communicating with IEP teams and school administrators about accessible materials that are available free of charge for eligible students.
If you have questions about AIM, feel free to contact a family liaison in the Parent Training Information Center at Parents Reaching Out – 505-247-0192 or 1-800-524-5176. We can answer your individual questions or direct you to more resources.
Listed below are two resources that can give you more information and details.
Accessible Instructional Materials (AIM): Basics for Families at: http://aim.cast.org/learn/aim4families or www.pacer.org
National Center on Accessible Instructional Materials – http://aim.cast.org
"What's the Big IDEA?" fact sheets are developed by Parents Reaching Out under a grant from the US Department of Education, Office of Special Education. Views expressed do not necessarily represent the policy of the US Department of Education and should not be assumed to be an endorsement by the federal government. | <urn:uuid:b46f0894-1ee2-47d4-a616-a421cc8a9251> | CC-MAIN-2021-04 | https://39ye4i1nkkq14s05u37fmrfb-wpengine.netdna-ssl.com/wp-content/uploads/2019/01/23-Accessible-Instructional-Materials-AIM.pdf | 2021-01-15T23:08:51+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00436.warc.gz | 195,593,077 | 1,404 | eng_Latn | eng_Latn | 0.997401 | eng_Latn | 0.997432 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3360,
7241
] | [
3.65625
] | 1 | 3 |
Nevada Forest Health Highlights 2016
The Forest Resource
Components of Change
Nevada is unique in its forested component among the western states. The state is characterized by some 300 forested mountain "islands" separated by wide non-forested basins. Eighty-six percent of the state is non- forest and about 83 % of the land is federally owned. Though the area of forest land is relatively small, the value of this resource is immeasurable in terms of commodities, recreational uses, and aesthetic properties. Healthy wildland and urban forests provide multiple benefits for Nevada's diverse population. Although little of Nevada's 11.1* million acres of forestland produces commercial timber, it does provide other wood products, watershed protection, wildlife habitat and recreation opportunities. Together with the urban forests in the state's communities, Nevada's forests are a critical resource in this sparsely forested state.
The majority of the forested lands are publicly owned (92%). Approximately 866,989 acres of forest land are in state and private ownership (using SW Regap data with the BLM 2007 land status layer data). From a statewide perspective, the majority (76%) of Nevada's forests are composed of pinyon and/or juniper species. Other forest types are restricted to the riparian areas and higher elevations in the state's 314 mountain ranges. Detailed information is available from the Interior West FIA.
Nevada's forests are host to several common pests which plague Western forests. Widespread stress to the trees - brought on by drought conditions weaken individual trees creating favorable conditions for the pests. Wildfire is a major change component for Nevada's forest and rangelands. The year 2016 was a saw a larger acreage burned from the previous past two years. Approximately 265,156 acres were burned in 2016 as compared to 42,479 acres in 2015.
Forest Health Issues
In 2016, most of the estimates of mortality caused by insect outbreaks have continued to decrease significantly from 2015 levels. This occurred even with the ongoing drought in Nevada. Acreage affected across the state continues to decrease. Pinyon engraver beetle caused the most damage statewide affecting 1,632 acres. Mountain Pine Beetle continues to be a problem but no major outbreaks were recorded. Damage from Mountain beetle was only recorded on 995 acres. Jeffrey Pine beetle damaged increased to 686 acres, and mainly found to be a problem on the Nevada side of Lake Tahoe. Fir Engraver and western pine beetle damage were both recorded in 2016 and only affected 431 acres, and 68 acres respectively. Aspen stands statewide were affected with increased amounts of Aspen decline and Dieback for a total of 3,434 acres. This was caused by the lingering effects of Aspen
Leaf Spot from 2016. Dieback has been detected by aerial surveys in the west since 2003 and is caused by several agents including drought stress, insects, diseases, fire exclusion, and grazing by animals.
Anticipated Drought damage did not really show last year during aerial surveys.The most drought stress observed was located in cities and towns that were definitedly cutting back on allowable watering of urban trees. Excellent precipitation during the winter of 2016-2017 has removed all of nevada from drought and forested lands will be monitored to see how they respond this year.
White Satin Moth is being detected throughout Nevada but the impact still seems to be minor. Damage was located in Carson, Douglas, Elko, and Washoe Counties. Aerial surveys detected only 72 acres statewide. Insect populations in areas previously identified as heavily infested were are still present and causing minor damage. Natural predators such as wasps and ants have found the moths on their larval stage and have been actively feeding on this new food source. This in turn may be causing the population, and levels of infestation and damage to decline. This insect will be monitored in 2017.
Forest Health Project Highlights
The Nevada Division of Forestry has been very active statewide in 2016, preparing and implementing forest health projects on both private and state park lands
In Nevada. An ongoing 35 acre project in Big Bend State Park along the Colorado River is nearly complete, focusing on salt cedar removal and eradication and restoring the site to native mesquite trees. Campgrounds are also being treated to have salt cedar removed, and replanted to native tree and plant species to improve the condition of the park.
Projects completed using Western Bark Beetle Grant funds were completed on 17 private landowners, state and county parks and which completed restoration work on 266 acres. Projects varied in size and treated multiple insect in disease problems ranging from bark beetle control and removal of damage trees, dwarf mistletoe removal, pinyon engraver management, salt cedar eradication, and thinning to improve species composition and tree stocking levels. Tree planting of native hardwoods and conifers affected by wildfire and drought. Monitoring projects are being designed for planting restoration projects to monitor native plant growth and planted native tree survival.
The Nevada Division of forestry has worked cooperatively with the City of Sparks Nevada, and Washoe county Parks & Recreation on planning and implementing projects of urban parks and dispersed recreation areas. These projects involved hazard tree removal, thinning maintenance of overstocked area, pruning for insect, disease and wind damage, and a juniper mistletoe reduction project. These two projects are ongoing and will treat 67 acres.
In 2010, the USFS provided grant funding to the Nevada Division of Forestry to develop an education and implementation program to the citizens of Nevada on identifying the invasive bark beetles that they may encounter in their urban environments. In 2016 the NDF Forest Health Specialist investigated numerous possible invasive bark beetle sightings. As of this time the site visits did not find any evidence of invasive species being present. The Nevada Division of Forestry continues the cooperative effort with the Nevada Department of Agriculture in trapping and monitoring for both native and invasive species. This positive working relationship allows both agencies to coordinate and expand their efforts to quickly identify and mange for these invasive species, if positively identified within Nevada. In 2016 Emerald Ash Borer, European & Asian Gypsy Moth, Walnut Twig Beetle, Asian Longhorned Beetle, Banded Elm Bark Beetle and Sirex Woodwasp were all part of this program. No positive trap results were identified in 2016. Mediterranean Pine Engraver has been positively identified within and around Las Vegas. This is the first positive ID outside the state of California. It has been found in single leaf pinyon and non-native Aleppo pine which is a widely planted shade tree. The extant and damage from the beetle will be closely monitored and any management guidelines or treatments with be coordinated with the Nevada Department of Agriculture.
For More Information: Forest Health Protection Ogden Field Office USDA Forest Service 4746 S. 1900 E. Ogden, UT 84403
Interior West Forest Inventory & Analysis USDA Forest Service 507 25 th St Ogden, UT 84401
Nevada Division of Forestry 2478 Fairview Dr Carson City, NV 89701 | <urn:uuid:db7d1340-10af-4274-865f-37a0309bfae5> | CC-MAIN-2021-04 | http://forestry.nv.gov/wp-content/uploads/2017/04/2016-Forest-Health-Hilites.pdf | 2021-01-16T00:21:27+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00438.warc.gz | 36,674,701 | 1,510 | eng_Latn | eng_Latn | 0.994712 | eng_Latn | 0.996947 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2802,
5222,
7417
] | [
2.203125
] | 1 | 2 |
Helping your dog cope when home alone
Dogs are naturally social animals, so it's normal for them to feel worried when they're left on their own. They aren't born knowing how to feel okay when they're all by themselves, so it's important to teach your dog to feel confident and relaxed about being home alone.
Teaching a dog to cope when home alone should ideally start when they are still a puppy. If your dog is already showing serious signs of separation distress, such as making a mess or a lot of noise, then please contact your vet who can make sure they're in good health, and then refer you to a qualified behaviourist.
Setting your dog up for success!
First teach them to be confident and relaxed when you are home, but busy and unable to give them your attention:
Make sure your dog has a comfy and cosy bed or covered den all of their own, away from the main thoroughfare of the house and distracting activities. Make sure they are never disturbed whenever they are in their bed.
Encourage them to spend time in their bed when you are engaged in another activity, watching TV or cooking for example, by giving them a tasty chew or a food-releasing toy there. They'll soon learn to enjoy these times when you are busy and can't give them direct attention, and they'll see their bed as a great place to be in by themselves. This will help them to cope better when you're not there at all.
It's normal for dogs to want to be with us but teaching your dog not to follow you around the house is a good idea because it will help them not to rely on you being present all the time. If they do follow you, don't speak to them, make eye contact or touch them. Don't feel mean doing this, you're just teaching them that following you everywhere is boring! This will help them when you actually have to leave them all alone.
If your dog persists in following you, it's important that you don't tell them off or to "go away". Even though you're trying to discourage them you might make them anxious and confused so they might seek your attention even more! Remember to ignore unwanted behaviour and reward good behaviour.
Now start teaching your dog to cope as you move a little further away
It's important to introduce and practice separation gradually and very slowly build up your dog's tolerance for being on their own. Pick a time to practice when you and your dog are both calm and relaxed.
* You can use baby-gates across doorways to teach your dog that you can be at a distance from them without them having to worry. They'll be able to see you, hear you and smell you but just not physically connect with you.
* Just before going through the baby-gate scatter some treats onto the floor for your dog to search for, or give them a toy, chew or food-releasing toy to play with by themselves. They'll be learning that being alone is okay because they'll be having a good time! If you haven't got a baby-gate don't worry, just gently close the door, but be aware you're completely going out of sight, so this is a big step! Stay outside only for a very short time to begin with.
* Start with very short periods (e.g. just one minute to begin with) then gradually build up the length of time you are away from your dog, as long as they remain relaxed.
* Gradually increase the time before you return to the room. If your dog becomes worried or shows signs of anxiety, try staying closer to the gate if you are using one, or go back to leaving him for a shorter duration. If they cannot cope with this level of separation stop and contact a qualified behaviourist for guidance.
Preparing for success when you are leaving your dog alone at home
* Take your dog for a good walk and ensure they go to the toilet before you leave. Remember to leave them with water and food if they haven't eaten already.
* Prepare your things beforehand so you can leave quickly and calmly without agitating your dog by rushing around stressed.
* Establish a leaving routine, use a special word or phrase (that you only use when you leave), for example "stay and be good". Routine lets your dog know what happens next, and consistency helps your dog feel secure.
* Leave your dog with food-releasing toy or something safe that is long lasting and tasty to eat. Ideally it should last at least 15 minutes and be as delicious and fun as possible, for example a Kong toy stuffed with dry kibble dog food or wet tinned dog food. Refrigerating it in readiness might help make it last a little longer.
* Leave an old item of clothing that smells of you in your dog's bed.
* Leave the TV or radio on to help muffle any external noises.
* Once they can cope alone, think about how long your dog can go between toilet breaks and don't leave them for longer than this period of time.
If your dog is struggling to learn to cope being all by themselves a qualified behaviourist will be able to help you teach them.
Dogs Trust provide lifelong behavioural support for all our adopted dogs.
If you need help for your Dogs Trust Dog please email:
email@example.com | <urn:uuid:92a91e90-18d6-449f-a265-b5fc27576075> | CC-MAIN-2021-04 | https://www.dogstrust.ie/help-advice/advice-for-owners/helping%20your%20dog%20cope%20when%20home%20alone.pdf | 2021-01-15T23:03:26+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00439.warc.gz | 755,659,629 | 1,074 | eng_Latn | eng_Latn | 0.998406 | eng_Latn | 0.998707 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2127,
4767,
5052
] | [
2.78125
] | 4 | 1 |
Write Your Own Story Instructions:
Read the story, then do a portrait page of how you see the character, and write your own story.
Story Prompt for The Little Painter:
What would you paint if you were the Little Painter?
The Little Painter
ONCE UPON A TIME…
there was a little boy who loved to paint. He lived in the woods with his grandmother. Every day, she would take him for long walks and teach him the secrets of the forest.
She showed him how to dig up the roots of small plants and how to boil their leaves. She would make magical mixtures to cure his colds, sticky medicines to put on cuts and spices to drink to keep him strong. She showed him how to whistle the songs the birds sing while building their nests.
The little boy never spoke a word. He would draw pictures of what he wanted or needed.
If he was thirsty, he drew a tall glass of cold milk or steaming cup of hot chocolate. If he was hungry, he drew a plate of crackers or a ripe juicy apple.
On their daily walks in the woods, with a pencil and pieces of paper, the boy would draw wildflowers and the singing birds. How he wished he could have a box of paints and a brush to make his drawings come alive.
For his birthday his grandmother couldn't buy him paints and a brush. Instead, by crushing the petals of bright spring flowers she made colors for him. By weaving long blades of grass, she made fine thick brushes.
For many years, they lived happily together. They wandered in the woods, baked fresh breads, cooked spices and cleaned their cabin. Sometimes, while she told him stories or recited poems, the boy would comb her long white hair.
One day, too tired to go out his grandmother said, "Dear little grandson, please go into the woods and draw me a picture of my favorite flowers."
With his pencil and his pieces of paper, the little boy went into the woods, alone. When he returned, it was dark. Nothing was cooking on the stove for dinner. The boy went to his grandmother resting in her bed and gave her his drawings.
She thanked him and said, "tomorrow dear grandson, you must go by yourself into the woods and bring me a picture of my favorite singing birds. I do miss them, so."
For weeks, the grandmother sent the little boy out into the woods by himself. She would smile at his drawings. To her they were alive and beautiful.
The little boy knew his grandmother was very old and this made him very sad.
One night, with the full moon's light shining in through the window, he heard his grandmother talking in her sleep. "Dear forest, give me the strength to go into the woods to collect the wildflowers. I must crush the colors from their petals for my grandson."
The next morning when the boy woke up, there on his grandmother's bed were all the drawings he'd done for her. But they were not in plain pencil. They were painted in beautiful colors of red and blue, pink and gold, yellow and green.
The little boy was very excited. He rushed to his grandmother to show her the brightly painted flowers and birds. On the table, beside her bed were bowls filled with all the colors from the bright spring flowers.
That night, in the moonlight, the little boy's grandmother spoke in her sleep. This time, she said, "Dear forest, I haven't the strength to go into the woods to find blades of grass to weave a brush for my grandson to paint the bright colors of the wildflowers and the delicate feathers on the wings of the singing birds. I do miss them, so."
When the little boy got up the next morning, on the table beside his grandmother's bed was a lock of her long white hair. The strands of hair were woven into a brush.
Through the day, as he worked by her side, the little boy could see that his grandmother was growing weaker. He could hear her breath becoming softer and shorter.
That night, as the clouds covered the moon's light, once again, in her sleep, the little boy's grandmother spoke, "Dear forest, I wish that I could walk forever hand in hand with my grandson in the woods. I will miss him, so."
And when the boy awoke, silently, he went to his grandmother's bedside. Quickly, he drew.
He dipped the woven lock of her hair into the bowls of colors and began to paint. With each stroke of the brush, the soft pink of her cheeks, the bright blue of her twinkling eyes, and the stark white of her flowing hair began to shine on the paper.
When she woke up, the little boy showed his grandmother the wonderful painting.
With the bit of strength left in her, she smiled at him and spoke these last few words, "I love you, grandson. Now, I will never leave you, because you are my Little Painter."
From that day on, whenever the little boy went into the forest alone his grandmother would be there to greet him. Enjoying the brightness of Spring, the changing leaves of the Fall and the chill of the Winter, The Little Painter and his Grandmother would walk together hand in hand. | <urn:uuid:c6fdfc97-a97d-4865-b122-e44399317393> | CC-MAIN-2021-04 | https://www.invitationalbooks.com/wp-content/uploads/2020/04/the-little-painter.pdf | 2021-01-15T23:40:41+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00438.warc.gz | 848,171,885 | 1,086 | eng_Latn | eng_Latn | 0.998346 | eng_Latn | 0.999489 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
223,
1408,
2920,
4467,
4930
] | [
3.46875
] | 1 | 0 |
W/C 22.06.2020: Learning Project - Transport
Age Range: Y3/4
| | Weekly Reading Tasks |
|---|---|
| Monday- Your child can listen to a free audiobook during their daily walk here. Talk to your child about how it made them feel listening to a book in nature. | |
| Tuesday- Read ‘Downhill Racers’ using Oxford Owl. Encourage your child to answer the questions at the back of the book in full sentences. | |
| Wednesday- Encourage your child to find a car advert in a magazine/newspaper and find the meaning of any new vocabulary, especially technical words! | |
| Thursday- Ask your child to read the poem Look at the Train! They can write their own poem about a mode of transport using onomatopoeia (when a word describes a sound and mimics the sound of the object/action) to evoke sounds and rhythm. | |
| Friday- Challenge your child to complete an author study of one of their favourite authors. Can they create a list of their famous books and tick the ones they have read? Can they learn enough about the author to write a biography of their life? | |
| | Weekly Writing Tasks |
| Monday- Visit the Literacy Shed for this wonderful resource on Ruckus. Or ask your child to design a ticket for their chosen mode of transport. This should include space for the destination, date, cost of ticket, expiry date and class. | |
| Tuesday- Ask your child to write an advert advertising a job to work as a pilot, train driver or bus driver. Include persuasive language to encourage applicants. | |
| Wednesday- Your child can plan and write a journey story. Where is the main character going and why? What happens on his/her journey? How does the main character overcome this? If you have access to a PC, your child can type up the final version of their story after they have proofread it. | |
Friday- Families should only be allowed to use their car 3 times per week. Can your child write a for/against argument about this, with adult support? They should consider the impact it would have on the family/environment.
Friday (theme)- Ask your child to survey the transport which goes past your home. Tally the different vehicles/vehicle colours and then create a bar chart or pictogram. Write statements about the data e.g. Silver was the most popular colour car.
Learning Project - to be done throughout the week
The project this week aims to provide opportunities for your child to learn more about transport. Learning may focus on modes of transport, transport in the past, the science behind transport, road safety and how to be safe around water.
* Transport Inventors - Ask your child to find out about famous transport inventors such as Henry Ford and The Wright Brothers. Create fact files about these inventors. Can your child draw sketches of different modes of transport then and now. Can they place different modes of transport on a timeline using their invention date?
* Colourful Collage - Ask your child to create their own transport collage. Encourage them to draw, colour or paint a variety of vehicles or make a large collage of one vehicle. Ask them to use bold colours to really make their vehicles stand out! The collage could be made using cut up squares from magazines and leaflets. Share the collages at #TheLearningProjects.
* Obstacle Course - Ask your child to find any toy transport (cars, trains, etc) they may have at home, then they can design an obstacle course for their vehicle to travel around. This could be on a track or floor involving ramps inside or in the garden. Another idea - get each family member to make a paper aeroplane and throw each one in turn and see whose travels the furthest. Ask your child to measure the lengths of the distance travelled and record these on a bar chart. Recommendation at least 2 hours of exercise a week.
* Let's Talk Transport -Talk as a family about transport in your life. Talk about how you get to school and work. Do you get your food delivered? Does anyone in the family operate a mode of transport? Is it their job? Discuss the first family car owned. Ask your child to mind map all of the ways your family relies on transport and then to imagine a life without it.
* Transport Around the World - Ask your child to look at how people travel around in India. Buses, cycle-rickshaws, autorickshaws, e-rickshaws, tempos (big, brutal-looking autorickshaws), taxis, boats, tongas (horse-drawn carts), metros and urban trains provide transport around India's cities. Encourage them to compare this to Venice and how the people there travel around (gondola and sandolo tours all around the city). Can your child design a new vehicle suitable for each of these places thinking carefully about suitable and local materials?
STEM Learning Opportunities #sciencefromhome
Brilliant Boats
* Using just 1 sheet of paper and some paperclips design a raft that will hold as many coins or marbles as possible. You can download the activity card here to help you.
Additional learning resources parents may wish to engage with
* BBC Bitesize - Lots of videos and learning opportunities for all subjects.
* Classroom Secrets Learning Packs - Reading, writing and maths activities for different ages.
* Twinkl - Click on the link and sign up using your email address and creating a password. Use the offer code UKTWINKLHELPS.
* White Rose Maths online maths lessons. Watch a lesson video and complete the worksheet (can be downloaded and completed digitally).
* Times Table Rockstars and Numbots. Your child can access both of these programmes with their school logins. On Times Table Rockstars, children should
aim to play Soundcheck for 20 minutes daily.
* IXL online. Click here for Year 3 or here for Year 4. There are interactive games to play and guides for parents.
* Mastery Mathematics Learning Packs. Take a look at the mastery mathematics home learning packs with a range of different activities and lessons.
* Y3 Talk for Writing Home-school Booklets and Y4 are an excellent resource to support your child's speaking and listening, reading and writing skills.
The Learning Projects are based on the National Curriculum expectations for the key stage which your child is in. It may be that your child finds the tasks set within the Learning Project for their year group too simple. If this is the case, then we suggest that your child accesses the Learning Projects which are set for the key stage above. Equally, if the projects are too challenging, then we advise that your child accesses the projects for the key stage below.
If your child requires more of a challenge, or you believe that there are some gaps in their learning then Century Tech is a fantastic resource that is currently free for home learning. The app is designed to address gaps and misconceptions, provide challenge and enables children to retain new knowledge. It uses artificial intelligence to tailor the learning to your child's needs. Sign up here.
#TheLearningProjects in collaboration with
www.robinhoodMAT.co.uk | <urn:uuid:a37a3c74-86ad-4e5b-8e5e-829e8f2629d9> | CC-MAIN-2021-04 | https://yenton.bham.sch.uk/pdfs/homelearning/y34-0622.pdf | 2021-01-15T23:20:40+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00437.warc.gz | 1,095,738,450 | 1,493 | eng_Latn | eng_Latn | 0.998842 | eng_Latn | 0.998666 | [
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1802,
5593,
6991
] | [
4
] | 19 | 0 |
"Bundelkh and Cuisine in Present Instances; Referring From Ancient to
Current Scenario"
(Ajay Kumar Singh, Head of Department, IHM, Bhopal
Chandrakant Divakar, Assistant Professor, Jagran Lakecity University, Bhopal)
Abstract: -
Chandel Rajput ruled the dynasty of Chandela's Jejakabhukt, known as Bundelkhand, starting from Nanuka, Vakpati to Hammira for about 500 years, from the 9th century to the 13th century.
This is Ghazni. Central India is known for its artistically sculpted temples, which have been one of the main attractions since an era of eroticism. Study reflects another real reason: The ruler
king made a tradition of building at least ten temples during his time, a country of worries, history, landscapes and preparing food, but their dishes became very archaic as the time drove.
The cuisine of the Bundelkhand region is rather rich and of varied quality because of the variety of ingredients such as the use of pure ghee, mustard oil, combinations of herbs and spices, the
use of large quantities of cloves, star-anise and cinnamon, extreme hot and cold weather conditions and the culture of the people of this region. Since most non-vegetarian dishes have
been prepared from game meats, vegetarian dishes are also made from the ingredients from the local rivers and ponds.
In order to attract international food lovers / tourists, these dishes can be re - introduced by the hotels that serve the hospitality industry in the region of Bundelkhand, although few of them have already started these dishes in the menu of their hotels and restaurants. Moreover, this research paper will focus on this cuisine's extinct dishes.
Key words: Chandela, Cuisine, Bundelkhand, Extinct -dishes, ingredients, nanuka.
Overview
The Jejakabhukti individuals like the delicately cooked dishes of different tastes, texture, appearance and flavors, which include the variety of vegetarian and non - vegetarian dishes.
The main uses of the main ingredients are cloves, whole red chilies as the area is in the warm climate, so that their cuisine tends to be spicy, the use of species such as patthar phool, star anise, Shahi jeera, bay leaves, coriander seeds are also used in large quantities, since these peculiar flavoring ingredients play a vital role in the formation of a thick gravy. Rest assured, once you taste the many mouth-watering dishes, it will be difficult for you to stop your hands and satisfy your heart. Maybe many who didn't visit Bundelkhand didn't hear.
The region's staple diet is wheat as it grows locally. There are numerous ingredients, but lotus root (Kamal kakdi), known locally as MURAR & water chestnut, is the main ingredient in this area, which is used to prepare numerous dishes where the shell of the green tender water chestnut is removed and a signature vegetarian dish is made (paniphal curry).
The cooking method varies between stewing, roasting, broiling, braising and frying. The Rajput liked non-vegetarian dishes, i.e. mutton, fish and games (particularly hunted). They were cooked in desi ghee and flavored with herbs and spices, and preferred cooking in a "dum" style. This area is covered by its adjacent area, which had some influence on Uttar Pradesh cooking style. Some of the region's popular dishes are also discussed.
Bundelkhand is a group of small districts in Uttar Pradesh and Madhya Pradesh. Although it is located in the heart of India, it is one of the most ignored areas in the country.
One of my people's biggest problems is the lack of efficient use of resources. We have many well - connected rivers such as Betwa, Ken with Yamuna and Narmada boundaries. Even my hometown of Lalitpur is surrounded by nine dams, but every year there is a heavy water shortage. Once rich in forests and vast agricultural lands, there is now very little vegetation due to lack of water conservation schemes. Infertile land is also one of the main causes. Only 45 percent of the Bundelkhand crop area has access to irrigation, which is also the primary source of groundwater.
Since 2003, they have been facing drought almost every year, leading to enormous crop destruction. In other years, we have faced either heavy floods or late monsoon.Since the majority of farmers are already poor and grow crops by taking loans, their inability to pay back forces them to take drastic action.
Both the central government and the state government provide enormous relief packages annually, but in vain. The central government announced 7266 crore for development in 2015, but not even 10 percent is actually used.
Local politicians take advantage of illiteracy of farmers in elections. Votes are never casted on the basis of development but caste, creed or religion. Many governments came and went, but bundelkhand is still "backward".
Farmers are dying of debts, land is being excessively exploited, even rainfall, increasing poverty and literacy, zero industrial growth, government ignorance, corruption has created such a deep web that cannot be easily resolved. The only way to revive the glory of Bundelkhand is through proper ground planning, increased industrial development and massive water conservation methods.
There is high food availability in three districts of Jalaun, Lalitpur and Hamirpur. Due to the good coverage of canals, high fertilizer consumption and high yield, the availability of food grains and calories in these districts is higher. There is also a high availability of livestock that has made these districts a high food supply area. Despite the drought, the availability of live stocks is high, as livestock farming is an integral part of the rural economy.
In recent years, significant progress has been made in improving live stocks through breeding, the removal of unwanted animals and the upgrading of indigenous cattle with improved bulls of well - tried India breeds and the distribution of seeds of improved fodder varieties.
The Jhansi and Banda district have moderate food availability. While the availability of food grain and calories is low, the availability of livestock is high due to drought and migration. It is often said that UP Bundelkhand has more cattle than human population.
People from Jhansi and Banda migrate due to drought after selling their livestock to people who still live, which is why the availability of livestock per capita is higher. It is also possible that UP Bundelkhand has a high population of livestock due to Hindu reverence for cows and buffalos.
District Banda's agricultural development is not in line with the standard and hilly weather patterns of the district Jhansi does not allow large - scale agriculture and land cultivation under improved agricultural practices. That is why there is moderate food availability. Mahoba and Chitrakoot offer little food.
Although the available calories for consumption are higher (due to the inclusion of onions, potatoes, oilseeds and sugar), the low availability of food grains and livestock has led these districts to fall into the low food availability category.
These districts have also been cursed by droughts for the past few years, which is the main reason why these study districts have low food availability. But at the aggregate level, the data shows that UP Bundelkhand's availability of food grains is good for the most part.
This is due to the NFSM (National Food Security Mission), which aimed to increase production (especially for pulses suitable for dry land farming) by expanding the area and creating employment opportunities and strengthening the economy at the farm level in order to restore farmers ' confidence.
History
Jejakabhukti's Chandela was a royal dynasty in Central India. Between the 9th and 13th centuries, they ruled more of the Bundelkhand region, previously called Jejakabhukti. Initially, the Chandelas ruled as Kanauji Gurjara-Pratiharas feudators. The Chandela ruler' Yashovarman' became virtually independent in the 10th century. Although he continued to recognize the sovereignty of Pratihara.Their power rose and also declined due to battles with neighboring dynasties, especially the Malwa Paramaras and the Tripuri Kalachuris. The Chandelas have faced raids by northern Muslim dynasties, including the Ghazni and the Ghurids, since the 11th century onwards. The power of Chandela ended in the early 13th century after the invasions of Chahamana and Ghurids.
The Chandelas have been recognized for their art and architecture, especially the temples in their original capital, Khajuraho. They also built several temples famous for their carvings. Besides that, there are many palaces and forts. Including Ajay-garh Kalinjar's fortresses, their later capital Mahoba. It's all about Chandela's royal dynasty.
Mythical legends do not know the origin of the Chandelas. The records and classical texts, such as Balabhadra-vilasa and Prabodha-Chandrodaya, suggest that the Chandelas belonged to the legendary lunar dynasty (Chandravansha). Furthermore. A Khajuraho inscription also shows that the first king of the dynasty, Nanuka, was a descendant of sage Chandratreya and Atri's son. However, one of the inscriptions gives a slightly different account, in which Chandratreya is referred to as Indu's son, also known as Moon and Atri's grandson.
The gravestone of Baghari and the inscribed of Ajaygarh contain similar mythical accounts. Among the Chandelas ancestors, the Balabhadra-vilasa also names Atri. Another inscription in Khajuraho tells us about King Dhanga Chandela as a member of the Yadavas Vrishniclan (who also claimed to be part of the Lunar dynasty).
The later medieval texts then describe the Chandelas among the 36 clans of Rajput. These include Mahoba-Khanda, Varna Ratnakar, Prithviraj Raso and Kumarapala-charita. There are many legendary stories that the old generation has told young people to keep the legacy of the dynasty alive in this era in several parts of the country.
Culinary Excellence
Bundelkhand's land has a teacher's chronicle. It stands out among everyone, be it cultural heritage, art & crafts, hand loom, culture or delicacies. In addition to the culinary delicacy, we cover some of the region's authentic and unsung cuisines.
Starting the grand feast with the year's old Budelkhandi traditional dish called Bara, it's made from split black lentil dumplings, soaked in buttermilk, tempered with mustard seeds and served with crushed sugar. One can still find this dish in clay jars in some of the villages. The credit of protecting and restoring the year-old traditional cuisine goes to the homemakers, who kept it alive.The other cuisine that needs special mention here is Maida, made from the small pieces of gram meal fried in oil and cooked in thin tomato-based gravy. If you don't like too much spicy food, you can always choose a light meal called Maheri that's a bit like khichdi. The platter is light yet filling!
For non-veg lovers, Bundelkhand offers some un-matched traditional cuisines including Bundeli Gosht, Kadaknath Murgha, and Keeme Ki Tikki. Interestingly, Kadaknath Murgha is also known
Vol: 01 Issue: 01 2019
as 'Kali Masi' because of its dark colour. It is one of the varieties of chicken, mainly found in the areas of the Madhya Pradesh.
When it comes to Bundelkhandi desserts, you can have endless options. Ras Kheer and Lapsi are one of the most delicious sweet dishes to shoot! Anarsa is a traditional dish that needs special attention, a deep fried sweet dish made from rice flour and jaggery (gud).
Inspired by the indigenous tribes of Madhya Pradesh, Orchha, Jhansi and Datia, the food is a tribal cuisine experiences and their traditional style of preparation; use of raw materials and extensive consumption of different types of millets make it distinguishable from the cuisine of other regions. Bundelkhandi cuisine traces its roots back to the Jain food; the specialty of the cuisine is its unique amalgam of wheat and milk with local culinary products. I started with the Bara (black split Lentil dumplings, soaked in buttermilk, tempered with mustard seeds, served with crushed sugar).
The dumplings are not too soggy, but soft enough and the milk of the butter is calming. I didn't like the crushed sugar confusing the platter, so I decided not to use it.
The vegetarian thali had much more options than the non-vegetarian one. The Bhate ka Bharta, roasted aubergine mash, onions, tomatoes, pounded spices, finished on 'Sil-Batta' (the traditional grinder) was the definition of 'simple is charming'. There was not a trace of oil in the dish, yet it was perfectly cooked and adequately mixed with spices.
The Maheri -slow cooked broken wheat with buttermilk was a bit like khichdi. It was light yet filling. The Keeme ki Tikki which is grounded minced lamb and gram lentils cakes went so well with the gooseberry chutney that was on the table. Again, this is a gridled preparation, so less oil. The Bundeli gosht and shikaar gosht tasted similar but the chef explained that people of Bundelkhand call the later 'shikaar' even now because traditionally, it was hunted meat cooked with freshly pounded spices.
The meal's catch was Kadaknath Murgha. The Kadaknath is an Indian chicken race located in the Madhya Pradesh area, where the meat is black. It's not surprising that the black meat turns you off, but I would prefer the shikaar any day.
There was a mixture of different rotis in the bread basket - Jowar ki roti (sorghum flour flat bread), bajre ki roti (millet flour bread), adraini struggle (deep - fried flat bread made from specific proportions of wheat flour and gram flour and some spices), and tikkad (thick whole wheat bread).
There are also other accompaniments on the table, such as Sannata Raita (spiced and tempered yoghurt), Launji (tomato relish), Mattha Mirch (dried chilies, soaked in butter milk and deep fried), and Nainu (fresh homemade white butter). Dessert isn't lavish and rich but the Magadh ke Ladoo -Indian sweet made from flour and fudge milk -is a good way to end the fascinating spread. Post meal, you don't feel heavy or sedate like you do with a lot of others. Bundelkhand has mastered the art of creating a light yet satisfying spread. -The Bundelkhandi Food Festival is on at Masala Art, Taj Diplomatic Enclave, till today; lunch and dinner
Few of the Chandela's popular dishes can be included in the menus of every house, dhaba, restaurant, hotel and even Indian cuisine. Some of the region's popular dishes are -
* AWANRIYA: A dish made from pureed amla (Indian gooseberry) mixed with gram meal baked like kadhi, tempered with asafetida, red chili powder and ghee.
* PAPREE: It's served as a gram flour snack, garam masala; ajwain and deep fried and looks like a papad.
* MAHERI:Coarsely ground maize is cooked with buttermilk.
* THADE BHATE: Small brinjals which are stuffed with mixture of spices, ginger, garlic, onion & condiments ground together & then cooked in enough oil specialty is no water is used as it has enough thick gravy.
* MURAR KE KEBAB:Lotus root stems are cooked with Bengal gram, whole spices & ground together on stone, flatten into tikki shape & deep fried, served with chutney.
* BARA:It literally resembles with dahi Vada, Vada is made from deskinned black gram, but curd is not beaten properly, garnished with powdered red chillies, crushed broiled cumin seeds& served with green coriander / tamarind chutney.
* BAFORI KI SABJEE: This dish is steamed magodi of moong dal, prepared in gravy.
* SEETA PHAL KA RAITA:Yellow pumpkins boiled, passed through the grater mixed with curd tempered with asafoetida, red chilli powder.
* DOBRI:It is a sweet dish made from Mahua, milk, charoli nuts & other dry fruits.
* MURGH CHANDELA:Chicken is cut in required cuts & marinated with all whole spices, ginger, garlic, green chilies& curd, cooked with pure desi ghee.
* GOSHT BUNDELA:Mutton is marinated with all whole spices, ground ginger, garlic, green chilies& onion, cooked in mustard oil.
* CHIRONJI KA HALWA: charoli nuts are ground & cooked with desi ghee & sweetened.
Objective
The aim of this research is
* Exploring cuisine opportunities.
* Introducing the Chandela dynasty's local culture through cuisine.
* Knowing the original cuisine of bundelkhand.
* Bundelkhand cuisine has its own role in central India, which can be introduced in gourme t cuisine at international level.
Methodology:
In these areas, such as Khajuraho, Chhatarpur, Mahoba, Jhansi, Damoh, Hamirpur and other Bundelkhand areas, a thorough visit was made.
Some help of the electronic media was also taken in this survey.
Though, the interviews conducted to a good number of People, still majority of the locals and the staff members of hotel were unavailable. Because of the number of tourist is huge now, that is why it cannot be reached to one and all. It was very difficult to approach the executives of the hotels as most of them were busy. Despite prior appointments, they were inaccessible at times being engaged elsewhere.
The respondents due to non-availability of time could not discuss many aspects of the topic in depth. Many respondents were just not interested in interacting as they considered it to be a waste of time, a non-lucrative approach. This negative approach was quite impairing.
Vol: 01 Issue: 01 2019
Conclusion:
The cultures of the central state Madhya Pradesh are different from the rest of the country. In addition to this, the cuisine of the Bundelkhand region has no exception. People have not visited this central state, might not have heard about this cuisine. Many small tribes reside in this state and they are not fully exposed to the modern world. Due to this reason, the specialty remained in their lands and among them. Festivals were some of the prominent occasions when the best of dishes were made and served among them.
Excellence in the cooking methodologies was at par in that era. There were recipes which were prepared brilliantly and had wonderful combinations of the spices and several other ingredients as well. Introducing these excellent dining dishes in the modern way will help people to perceive the extended knowledge about the dynasty and their disremembered taste of the various cuisines.
Reference:
* Harihar Vitthal Trivedi (1991). Inscriptions of the Paramaras, Chandelas,Kachchapaghatas, and two minor dynasties. Archaeological Survey of India. OCLC 863257691.
* Om Prakash Misra (2003). Archaeological Excavations in Central India: Madhya Pradesh and Chhattisgarh. Mittal Publications. ISBN 978-81-7099-874-7.
* Peter Jackson (2003). The Delhi Sultanate: A Political and Military History. Cambridge University Press. ISBN 978-0-521-54329-3.
* R. K. Dikshit (1976). The Candelas of Jejākabhukti. Abhinav. ISBN 9788170170464.
* Sushil Kumar Sullerey (2004). Chandela Art. Aakar Books. ISBN 978-81-87879-32-9.
* SisirkumarMitra (1977). The Early Rulers of Khajurāho. Motilal Banarsidass. ISBN 9788120819979. | <urn:uuid:dbfded42-3290-454e-98b8-7c7becbb53b4> | CC-MAIN-2021-04 | http://ihmahmedabad.com/download/others/Journal%20Index/5%20-%20Bundelkhand%20Cuisine%20In%20Present%20Instances.pdf | 2021-01-15T23:20:13+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00438.warc.gz | 45,896,104 | 4,328 | eng_Latn | eng_Latn | 0.995174 | eng_Latn | 0.997567 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1736,
4037,
6482,
8736,
11078,
13358,
15611,
17270,
18940
] | [
2.1875
] | 1 | 0 |
INFORMATION FROM YOUR VETERINARIAN
ADVICE FOR PET OWNERS
Caring for your pet's teeth and gums
Dental disease is a common health problem in dogs and cats. It can lead to bad breath; swollen, bleeding gums; loose teeth; difficulty eating; and even more severe problems. But you can easily avoid these problems by regularly visiting your veterinarian for professional exams and cleanings and by caring for your pet's teeth at home.
What causes dental disease?
A thin film of protein from saliva, food particles, and dead cells forms on your pet's teeth and gums. If this layer is allowed to thicken, it becomes a perfect environment for bacteria. Bacterial plaque buildup along the gum line can lead to gingivitis, or inflamed gums, and infection. Gingivitis can lead to periodontitis, an inflammation of the deeper tissues surrounding the teeth. In severe cases, periodontitis may be associated with the spread of infection to other parts of the body, including the heart and kidneys.
Human toothpaste may be toxic in pets if ingested, and human toothbrushes are too big for a pet's mouth.) Several brands and flavors are available to help coax your pet into a brushing regimen. Place a small amount of flavored pet toothpaste on your finger, and offer it to your pet daily for several days as a reward or treat. This will condition your pet to view brushing as fun and rewarding. Once your pet accepts toothpaste as a reward, use your index finger to simulate the brushing motion of a toothbrush, while praising the pet and giving the daily dose of flavored toothpaste.
What your veterinarian can do to prevent dental disease
At your pet's dental appointment, your veterinarian will first examine its mouth and teeth for problems such as plaque, calculus, or gingivitis; broken or missing teeth; discolored teeth; masses; or obvious periodontal disease. Then your veterinarian will anesthetize your pet to examine its mouth more thoroughly and to clean its teeth. The in-depth exam may reveal that your pet needs treatment such as tooth extraction or special therapy for advanced gum disease. Dental X-rays may also be needed to find problems that can't be seen by visual examination. Finally, after examining and cleaning your pet's teeth, your veterinarian will polish them and may apply fluoride.
Brushing your pet's teeth at home
Brushing your pet's teeth can go a long way toward preventing dental disease. Some pets resist brushing, but most eventually accept it, especially if you start a brushing routine when your pet is young (10 weeks to 10 months). Aim at brushing your pet's teeth once a day or at least twice a week.
Step 1: Choose a pet toothpaste your pet likes. (Don't use human toothpaste or toothbrushes on your pet.
Information provided by R. Michael Peak, DVM, DAVDC, Tampa Bay Veterinary Specialists, 1501-A Belcher Road S., Largo, FL 33771.
Step 2: In five to seven days, introduce a softbristled pet toothbrush. You can apply a small bit of the flavored toothpaste at the beginning and end of brushing to reinforce the conditioned behavior. The brushing technique for dogs and cats is similar to that for people. Position the bristles at a 45-degree angle to the tooth. Make small circular strokes at the gum line while rotating the bristles outward to remove debris. Start at the back teeth and work forward and around to the other side. Eight to 10 strokes are usually sufficient for a given area. To brush the inner surfaces of the teeth, try inserting a toy into the front of the pet's mouth to hold it open while you brush.
Other ways to prevent dental disease
Toys, treats, rawhide chews, and specially formulated foods are available to help keep your pet's teeth clean, but use these in addition to brushing your pet's teeth. Most of these toys and foods have a mild abrasive action to help wipe away the thin layer of protein that builds up on teeth. Others are treated with enzymes to help reduce bacteria. Your veterinarian may also recommend gels, sprays, rinses, or special treats or foods that chemically retard plaque. When buying treats or foods, look for the Veterinary Oral Health Council (VOHC) seal of approval. For a list of approved products, visit www.vohc.org.
Follow-up exams are important to monitor home care and signs of dental disease. Keep in mind that if home dental care is not provided, then professional cleanings may be needed more often. And if your pet is having difficulty accepting home care, contact your veterinarian so you can work together to find an agreeable solution. Remember, by taking care of your pet's teeth and gums, you're helping care for its overall health. ■ | <urn:uuid:3f0dfed5-85a5-4be2-9cc3-eafb26cfbb4e> | CC-MAIN-2021-04 | http://www.newmanveterinary.com/Teeth_Gums_Client%20Handout.pdf | 2021-01-15T23:31:54+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00438.warc.gz | 161,971,511 | 1,000 | eng_Latn | eng_Latn | 0.998877 | eng_Latn | 0.998877 | [
"eng_Latn"
] | false | docling | [
4652
] | [
2.734375
] | 3 | 11 |
YEAR 5 : Autumn 1 TO INFINITY AND BEYOND
Events
RE & Values
Daily Move A Mile
Swimming - weekly
TO BE COMPLETED BY TEACHERS
Rules for Living
Sept: Thoughtfulness / Responsibility Oct: Freedom / Tolerance
Computing - Databases
To investigate how "big data" is used in our world.
To understand file extensions can identify software used to create a file, but files may be accessed/edited using other software
To understand computers store/process data as 0s and 1s, known as binary form.
To have a broad understanding of the school's computer network and the role of the server/master computer.
To understand network devices can be identified by IP address.
To understand that we can use tools to improve the accuracy and efficiency of our digital searching.
To understand any internet activity leaves a permanent trail.
To understand that databases provide a way to store, organise, retrieve and analyse sets of data.
To understand database structure determines the queries it can answer.
To understand the stages in database development.
To organise their work confidently in agreed locations, using appropriate filenaming conventions and folder structures.
To save drafts of their work and use these to support critical review through which they evaluate and improve their work.
To understand some of the ways they can use to report concerns about content and contact.
PE – Swimming
Swims competently, confidently and proficiently over a distance of at least 25 metres
Uses a range of strokes effectively e.g. front crawl, backstroke and breaststroke. Performs safe self-rescue in different water-based situations.
PE – Dance
Beginning to exaggerate dance movements and motifs (using expression when moving)
Demonstrates strong movements throughout a dance sequence.
Combines flexibility, techniques and movements to create a fluent sequence.
Moves appropriately and with the required style in relation to the stimulus.
e.g using various levels, ways of travelling and motifs.
Beginning to show a change of pace and timing in their movements.
Uses the space provided to his maximum potential.
Improvises with confidence, still demonstrating fluency across their sequence.
Science – Earth and Space
Identify and name the components of the solar system (i.e. Sun, Moon, Earth and other planets). Locate the Sun, Earth and other planets in the solar system.
Recognise that the Earth and other planets orbit the Sun.
Recall that the Earth takes one year to orbit the Sun.
Recall that the Earth rotates on its' axis and this takes one day.
Describe the movement of the Earth, and other planets, relative to the Sun in the solar system.
Use simple physical models to explain effects that are caused by the movement of the Earth.
Recognise that the Moon orbits the Earth.
Explain that gravity is a force of attraction and it is what holds the planets in orbit around the Sun and the Moon in orbit around the Earth.
Describe the movement of the Moon relative to the Earth.
Explain that the changes in the appearance of the Moon over a period of 28 days arise from the Moon orbiting the Earth once every 28 days.
Describe the Sun, Earth and Moon as approximately spherical bodies.
Recognise that the Earth, Sun and Moon are spherical and support this with some evidence.
Recognise that it is daylight in the part of the Earth facing the Sun.
Recall that a shadow from the Sun changes over the course of a day.
Explore and describe how a shadow from the Sun changes over the course of a day.
Explain in terms of the rotation of the Earth why shadows change and the Sun appears to move across the sky during the course of the day.
Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky. Explain why it is night time in Australia when it is day time in England.
Explain how ideas about the solar system have changed over time.
Geography
Identify the position and significance of latitude/longitude and the Greenwich Meridian. Linking with science, time zones, night and day
Art – Generic Skills
Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures. Compare ideas, methods and approaches in their own and others' work and say what they think and feel about them. Adapt their work according to their views and describe how they might develop it further. Annotate work in sketchbook.
Modifies parts of a sequence as a result of self and peer evaluation. Uses more complex dance vocabulary to compare and improve work.
PE - Evaluation
Watches and describes performances accurately.
Learn from others how they can improve their skills.
Comment on tactics and techniques to help improve performances.
Make suggestions on how to improve their work, commenting on similarities and differences.
PE – Healthy Lifestyle
Can describe the effect exercise has on the body Can explain the importance of exercise and a healthy lifestyle. Understands the need to warm up and cool down.
PE – Autumn 2 Games (Basketball)
Music – Responding and Reviewing – Holst 'The Planets'
Know how pulse, rhythm and pitch fit together.
Use a range of words to describe music (eg. duration, timbre, pitch, dynamics, tempo, texture, structure, beat, rhythm, metre, silence, riff, ostinato, melody, harmony, chord, flat, sharp, dotted rhythm, staccato, legato, crescendo, diminuendo).
Use these words to identify strengths and weaknesses in own and others' music Describe different purposes of music in history/ other cultures
Singing Assembly - Controlling sounds through singing and playing (performing)
Show control, phrasing and expression in singing.
Hold part in a round (pitch/structure).
Perform in solo and ensemble contexts using a variety of techniques, confidently, expressively and in tune.
MFL (French)
Listening
Understand the main points from a spoken passage made up of familiar language – e.g.
- short rhyme or song
- basic telephone message
- weather forecast
Speaking
Ask and answer simple questions
Talk about personal interests.
Know how to pronounce some letter strings.
Reading:
Understands the main point(s) from a short written text.
Match sound to print by reading aloud familiar words and phrases.
Use a book or glossary to find out the meanings of new words.
Writing
Write a few short sentences with support using already learnt. Spell words that are readily understandable.
Intercultural Understanding:
Respect and understand cultural diversity.
Understand how symbols, objects and pictures can represent a country. | <urn:uuid:f3660c87-2478-419c-928f-ad2a0f9e007d> | CC-MAIN-2021-04 | https://www.longmeadow.herts.sch.uk/_site/data/files/curriculum%202020/year%205/61943BF869124277E4FC955F354E215D.pdf | 2021-01-15T23:27:59+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00441.warc.gz | 892,594,782 | 1,368 | eng_Latn | eng_Latn | 0.99715 | eng_Latn | 0.997627 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4661,
6825
] | [
4.4375
] | 1 | 0 |
Missouri Educator Gateway Assessments
FIELD 077: EARTH SCIENCE TEST FRAMEWORK
April 2020
Approximate
Missouri Educator Gateway Assessments TEST FRAMEWORK
FIELD 077: EARTH SCIENCE
EARTH'S PLACE IN THE UNIVERSE
0001 Demonstrate knowledge of the origin, evolution, and structure of the universe.
For example:
1.1 Analyze current scientifically accepted theories for the origin of the universe (e.g., the Big Bang) and their supporting evidence.
1.2 Demonstrate knowledge of types and characteristics of different forms of energy and matter (e.g., ordinary matter, dark matter, dark energy) and evidence for the existence of dark matter and energy.
1.3 Demonstrate knowledge of the current scientifically accepted theories of the formation and characteristics of different types of galaxies in the universe, including the Milky Way.
1.4 Demonstrate knowledge of data, methods, and technologies used to understand the size, structure, and motions of objects in the universe (e.g., stars, exoplanets, galaxies).
1.5 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to the origin, evolution, and structure of the universe (e.g., simulating matter separation during universe expansion, sorting galaxy images into groups) and make connections between science, engineering, and daily life (e.g., creating spectrographs from common materials, exploring telescope designs).
0002 Apply knowledge of stars and their life cycles.
For example:
2.1 Demonstrate knowledge of types, formation, and characteristics of stars and other objects in the universe (e.g., nebulae, black holes, quasars, pulsars).
2.2 Apply the Hertzsprung–Russell (HR) diagram to the life cycle of stars.
2.3 Analyze the process of nuclear fusion and nucleosynthesis in stars, including the sun.
2.4 Demonstrate knowledge of how the properties of stars can be used to determine their age, distance, and relative motion.
2.5 Demonstrate knowledge of the history and perception of constellations and individual stars, including how they vary based on location.
2.6 Apply knowledge of the characteristics and structure of the sun, energy transfer mechanisms between the sun's core and Earth (e.g., sun spots, solar flares, solar wind), and the effects on Earth of variation in the sun's energy output.
2.7 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to the stars and their life cycles (e.g., constructing the life cycle of a specific star based on information provided, building a model of the life cycle of the sun) and make connections between science, engineering, and daily life (e.g., examining false color images of stellar objects and then translating that to invisible electromagnetic spectra, identifying stellar spectra and sorting them according to observed patterns).
0003 Analyze the solar system and the interactions of the Earth-sun-moon system.
For example:
3.1 Demonstrate knowledge of the current scientifically accepted theories of the formation and early history of the solar system and the characteristics of objects within the solar system (e.g., planets, comets, asteroids, moons, dwarf planets).
3.2 Apply knowledge of Newton's and Kepler's laws to understand the position and motion of objects in the solar system and the apparent motion of stars and planets as seen from Earth.
3.3 Demonstrate knowledge of the formation and characteristics of the moon and the relationship of Earth and the moon (e.g., tidal locking, change in orbital distance, stabilization of Earth's axis).
3.4 Analyze how the interaction between Earth and the sun produce the seasons and associated changes (e.g., sun's path, angle of incidence of solar radiation).
3.5 Analyze how the interaction between Earth, sun, and moon produce the phases of the moon; eclipses; tides; and the length of the year, month, and day.
3.6 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to the solar system and the interactions of the Earth-sun-moon system (e.g., exploring Kepler's laws, constructing explanations of the apparent motions of celestial objects) and make connections between science, engineering, and daily life (e.g., observing an eclipse safely, tracking the position of the sun in the sky over time).
EARTH'S SYSTEMS: GEOSPHERE
0004 Apply knowledge of Earth's internal structure and the history of Earth.
For example:
4.1 Demonstrate knowledge of the current scientifically accepted theory of the layered structure and composition of Earth, the source and movement of heat in Earth's interior, and the methods and technology used to study Earth's interior.
4.2 Demonstrate knowledge of the current scientifically accepted theory of the Earth's origin, key events in Earth's history (e.g., uniformitarianism), and the consequences of those events for Earth's geosphere, atmosphere, hydrosphere, and biosphere.
4.3 Apply knowledge of the current scientifically accepted theory of the origin of life, major events in the history of life (e.g., mass extinction events, diversification), fossilization processes, and the fossil record.
4.4 Demonstrate knowledge of the geologic timescale, absolute and relative dating, and the relevant techniques and technology used for determining dates.
4.5 Apply principles of stratigraphy (e.g., law of original horizontality, law of superposition), including to reconstruct the geologic history of a sequence of deposits.
4.6 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to Earth's internal structure and the history of Earth (e.g., examining radiometric dating using a model system, graphing the geological timeline with major events annotated) and make connections between science, engineering, and daily life (e.g., observing stratigraphic bands to correlate rock type with the geologic timescale, relating seismic data to where the wave is traveling within Earth).
0005 Analyze plate tectonics and the impact of plate movement.
For example:
5.1 Demonstrate knowledge of the current scientifically accepted theory of, and historical evidence for, plate tectonics.
5.2 Demonstrate knowledge of the mechanisms that drive plate movement and the spatial and temporal scale of plate tectonic activity.
5.3 Analyze interactions of tectonic plates (e.g., seafloor spreading, subduction of oceanic plates, collision of continental plates, development of sea trenches).
5.4 Analyze the geologic and topographic features that result from tectonic processes (e.g., seamounts, island chains, rift valleys, intrusions, midocean ridges, mountain chains, volcanos, earthquakes, tsunamis).
5.5 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to plate tectonics and the impact of plate movement (e.g., observing convection currents using common materials, examining types of rock stress using common materials) and make connections between science, engineering, and daily life (e.g., using evidence to rebuild Wegener's idea of Pangaea, calculating the rate of Hawaiian island formation and movement).
0006 Apply knowledge of Earth materials, the rock cycle, and the processes of weathering, erosion, and deposition.
For example:
6.1 Demonstrate knowledge of the formation, characteristics, and classification of common rocks (e.g., granite, limestone, basalt, shale, schist, sandstone, chert) and rock-forming minerals and of the methods used to identify minerals (e.g., hardness, cleavage, streak, specific gravity, special properties).
6.2 Analyze the processes that drive the rock cycle and the characteristics and properties of sedimentary, igneous, and metamorphic rocks.
6.3 Apply knowledge of the processes and effects of weathering, the susceptibility of different types of rock to weathering, factors that affect the rate at which rocks weather, and the process of soil formation.
6.4 Apply knowledge of erosional agents (e.g., wind, water, glaciers), erosional processes and effects, and factors that affect erosion rates and patterns.
6.5 Apply knowledge of depositional processes and the topographic features that are formed by various agents of weathering, erosion, and deposition (e.g., beaches, dunes, mesas, valleys, eskers, moraines).
6.6 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to Earth materials, the rock cycle, and the processes of weathering, erosion, and deposition (e.g., growing a salt crystal, identifying unknown rocks and minerals based on common characteristics) and make connections between science, engineering, and daily life (e.g., using knowledge of rock weathering, determining the ideal location for a sandy beach on a shoreline, examining the properties of rocks to determine their suitability for different engineering challenges).
EARTH'S SYSTEMS: HYDROSPHERE, ATMOSPHERE, WEATHER, AND CLIMATE
0007 Demonstrate knowledge of the processes of the hydrosphere and characteristics of oceanic and freshwater systems.
For example:
7.1 Analyze the physical and chemical properties of water (e.g., surface tension, water's role as a solvent), the phase changes of water, the kinetic molecular theory, and associated energy changes of water (e.g., latent heat, specific heat).
7.2 Demonstrate knowledge of the hydrologic cycle, the processes that move water through the cycle (e.g., infiltration, runoff, transpiration, evaporation, condensation, precipitation), and the relationship to heat transfer.
7.3 Demonstrate knowledge of characteristics of surface (e.g., lakes, streams, glaciers) and groundwater and freshwater reservoirs (e.g., aquifers, water table), and factors that affect the storage and movement of groundwater (e.g., porosity, permeability, aquitards).
7.4 Demonstrate knowledge of the physical and chemical characteristics of ocean water, characteristics of ocean layers and zones (e.g., benthic, pelagic, tidal), and the current knowledge of the topography of the ocean floor.
7.5 Demonstrate knowledge of ocean circulation and currents (e.g., thermohaline circulation, surface currents) and factors that influence them, and the causes and characteristics of different types of ocean waves (e.g., surface, tidal, tsunami).
7.6 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to the processes of the hydrosphere and characteristics of oceanic and freshwater systems (e.g., exploring solid properties that direct groundwater flow using a model, modeling the distribution of water on Earth) and make connections between science, engineering, and daily life (e.g., examining the molecular structure of water and seeing how it interacts with other molecules in the environment; exploring factors that create and maintain salt and freshwater reserves, such as estuaries).
0008 Demonstrate knowledge of the composition, structure, and processes of the atmosphere.
For example:
8.1 Demonstrate knowledge of the evolution and changing composition of Earth's atmosphere over time, its current composition, the structure and properties of its layers, and the impact of outside forces (e.g., gravitational, magnetic).
8.2 Analyze processes of energy transfer in the atmosphere (e.g., insolation, latent heat of water) and the role of uneven heating in the generation of winds.
8.3 Demonstrate knowledge of global wind patterns, factors that affect prevailing wind speed and direction (e.g., Coriolis effect, geographic barriers, elevation).
8.4 Demonstrate knowledge of factors influencing the formation of fog and clouds (e.g., adiabatic temperature changes, dew point) and the relationship of different cloud types to those factors.
8.5 Demonstrate knowledge of factors affecting the interactions of the atmosphere with water, land surfaces, solar wind, and biosphere (e.g., plant cover, albedo, ocean absorption, retention of heat, auroras).
8.6 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to the composition, structure, and processes of the atmosphere (e.g., predicting how much insolation that a certain area receives, modeling the rain shadow effect) and make connections between science, engineering, and daily life (e.g., comparing radar images showing where weather is occurring with air pressure maps, using instrumentation to measure wind and examine where the force originates).
0009 Demonstrate knowledge of Earth's weather and climate.
For example:
9.1 Demonstrate knowledge of the characteristics and movements of highand low-pressure systems, air masses, and fronts; their effects; and the conditions under which they form.
9.2 Analyze factors that affect weather conditions (e.g., movement of jet streams, topography, proximity to large bodies of water).
9.3 Demonstrate knowledge of the use of weather models and data (e.g., barometric pressure, dew point, humidity), the use of instruments for collecting weather data, and the interpretation of weather maps and symbols.
9.4 Demonstrate knowledge of the biotic and abiotic characteristics of Earth's major climate systems, factors that influence regional climates, and how to compare and contrast climate and weather.
9.5 Analyze evidence for climate change in the past and factors that have caused past fluctuations in climate.
9.6 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to Earth's weather and climate (e.g., examining the causes of common types of weather, observing when the probability of precipitation increases based on environmental factors) and make connections between science, engineering, and daily life (e.g., designing and building a weather station, analyzing weather maps to make future forecasts about a given location).
EARTH AND HUMAN ACTIVITY
0010 Analyze geochemical cycles, natural resources, and energy.
For example:
10.1 Demonstrate knowledge of the cycling of elements (e.g., nitrogen, carbon, phosphorous) through Earth's geological, hydrological, atmospheric, and biological systems and factors that affect their movement.
10.2 Analyze the characteristics, availability, distribution, and management of renewable and nonrenewable natural resources (e.g., wind, freshwater, soil types, biological resources).
10.3 Analyze the formation, extraction, availability, and use of geologic resources (e.g., precious metals, minerals, ores, fossil fuels); and the effects of these processes on the biosphere.
10.4 Analyze the advantages and disadvantages of renewable and nonrenewable sources of energy (e.g., solar, geothermal, wind).
10.5 Demonstrate knowledge of how access to natural resources has historically influenced human societies and how the extraction and use of natural resources affects human health and societies today (e.g., overuse of fertilizer, increased available food supplies).
10.6 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to geochemical cycles, natural resources, and energy (e.g., predicting which renewable and nonrenewable energy sources are best for an area given parameters, examining energyefficient housing) and make connections between science, engineering, and daily life (e.g., mining chocolate chips from cookies to simulate ore production and examine a cost-benefit analysis, determining the location of natural resources based on the geologic history of the area).
0011 Demonstrate knowledge of natural hazards and their effects on human societies.
For example:
11.1 Analyze the causes and characteristics of natural hazards and catastrophic events (e.g., tornadoes, tsunamis, droughts, earthquakes, volcanoes), including the ability to predict different events.
11.2 Demonstrate knowledge of the models and technologies (e.g., tiltmeters, satellite imagery) used to predict certain natural hazards and catastrophic events.
11.3 Demonstrate knowledge of the short- and long-term impacts of natural hazards and catastrophic events on human communities and societies.
11.4 Demonstrate knowledge of strategies and technologies to limit and to mitigate the causes and effects of natural hazards.
11.5 Demonstrate knowledge of the evidence for global climate change, the possible mechanisms behind climate change, and the likely effects of climate change on Earth systems and human societies.
11.6 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to natural hazards and their effects on human societies (e.g., graphing gas concentrations in ice cores, exploring ancient climate change by looking at leaf fossils) and make connections between science, engineering, and daily life (e.g., designing model levees, analyzing hurricanes using technology).
0012 Demonstrate knowledge of the effects and mitigation of human activities on Earth systems.
For example:
12.1 Analyze the effect on Earth systems of human population changes and per-capita consumption of natural resources over time, including how population and consumption vary across the globe.
12.2 Demonstrate knowledge of positive and negative effects of human activities (e.g., release of greenhouse gases, sulfur dioxide, enacted legislation to improve air quality) on the atmosphere, strategies for monitoring these effects, possible mitigating solutions, and future improvements.
12.3 Demonstrate knowledge of positive and negative effects of human activities (e.g., pollution, nutrient runoff, overuse of groundwater, development of water-saving technology) on the hydrosphere, strategies for monitoring these effects, possible mitigating solutions, and future improvements.
12.4 Demonstrate knowledge of positive and negative effects of human activities (e.g., fracking, mining, clear-cutting, crop rotation, development of no-till drill) on the lithosphere, strategies for monitoring these effects, possible mitigating solutions, and future improvements.
12.5 Demonstrate knowledge of positive and negative effects of human activities (e.g., urbanization, introduction of invasive species, overfishing, improved agricultural methods) on the biosphere, strategies for monitoring these effects, possible mitigating solutions, and future improvements.
12.6 Analyze how a change in one Earth system due to human activities may lead to changes in other Earth systems (e.g., permafrost melting leading to increased methane release, loss of Arctic sea ice leading to increased atmospheric water vapor, restricted use of pesticides leading to increased raptor populations).
12.7 Apply knowledge of scientific principles, crosscutting concepts, and engineering practices to the effects and mitigation of human activities on Earth systems (e.g., using the cyclone method to collect and remove air pollutants, examining green infrastructure and low-impact development) and make connections between science, engineering, and daily life (e.g., applying environmental indicators to determine the water quality of a nearby stream or wetland, designing a sanitary landfill).
CHEMISTRY
0013 Apply knowledge of chemistry concepts.
For example:
13.1 Apply knowledge of predominant historical models of the atom; the experimental techniques used to refine and revise those models; and the properties of elements, including development of the periodic table and basic periodic trends in the elements.
13.2 Distinguish between various forms of matter (i.e., pure substances and mixtures).
13.3 Analyze the various types of chemical bonds (i.e., covalent, ionic, and metallic), predict what types of bonds specific elements will form, and apply general rules of nomenclature.
13.4 Analyze energy transfer during chemical reactions and identify exothermic and endothermic reactions.
13.5 Analyze and identify types of reactions in terms of conservation of mass, energy, and charge; and balance common chemical equations.
13.6 Apply the mole concept and solve basic stoichiometry problems.
13.7 Demonstrate knowledge of solutions, suspensions, and colloids; analyze the acid/base nature of solutions; and predict the extent of dissociation.
PHYSICS
0014 Apply knowledge of physics concepts.
For example:
14.1 Apply concepts of mechanical forces and interactions to describe the motion of an object (e.g., position, velocity, and acceleration; Newton's laws; momentum and collisions; the universal law of gravitation).
14.2 Apply concepts of electric and electromagnetic forces in a variety of situations (e.g., Coulomb's law, Ohm's law, circuits, electromagnets).
14.3 Apply knowledge of energy and the conservation of energy, including kinetic energy, potential energy, and thermal energy, and conversions among them (e.g., evaluate real-world devices that convert energy from one form to another).
14.4 Apply knowledge of relationships between frequency, wavelength, and speed of a wave; wave reflection, refraction, and superposition; principles of optics; and applications of waves in technologies for information transfer.
Copyright © 2020 Pearson Education, Inc. or its affiliate(s). All rights reserved. Evaluation Systems, Pearson, 300 Venture Way, Hadley, MA 01035
This document may not be reproduced for commercial use but may be copied for educational purposes.
BIOLOGY
0015 Apply knowledge of biology concepts.
For example:
15.1 Apply knowledge of the structure of prokaryotic and eukaryotic cells; the function of membranes and organelles; and the processes of photosynthesis and cellular respiration.
15.2 Analyze how bacteria, plants, and animals obtain, store, and use energy, nutrients, and water to maintain homeostasis, including through the use of the levels of biological organization in multicellular organisms.
15.3 Demonstrate knowledge of cellular division and the cell cycle.
15.4 Apply knowledge of the synthesis, structure, and function of nucleic acids; factors controlling gene expression; the processes involved in protein synthesis; and basic methods and applications of genetic engineering (e.g., restriction enzymes, DNA sequencing, recombinant DNA).
15.5 Analyze the patterns and processes of inheritance, including asexual and sexual reproduction.
15.6 Demonstrate knowledge of population genetics and the primary mechanisms of evolution, natural selection, and speciation.
15.7 Analyze how biotic and abiotic factors affect carrying capacity and biodiversity of an ecosystem, population curves, the types of relationships that exist between organisms in communities, and factors that produce change in communities.
15.8 Analyze energy flow and biogeochemical cycling in ecosystems and the trophic roles of organisms in different ecosystems (e.g., food chain, food web). | <urn:uuid:1928cfe0-6452-44e6-96aa-40631dddaa96> | CC-MAIN-2021-04 | http://www.mo.nesinc.com/Content/Docs/MO077_obj_FINAL.pdf | 2021-01-15T23:54:39+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703497681.4/warc/CC-MAIN-20210115224908-20210116014908-00441.warc.gz | 170,573,268 | 4,553 | eng_Latn | eng_Latn | 0.912424 | eng_Latn | 0.976385 | [
"lvs_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 | [
104,
1414,
2835,
4303,
5956,
7121,
8844,
10838,
12401,
13771,
15408,
16733,
19010,
21211,
22649
] | [
1.9921875,
2.921875
] | 1 | 0 |
International Journal of Translation & Community Medicine (IJTCM) ISSN 2332-3000
Early Intervention and Prevention of Self-Injurious Behavior Exhibited by Children with Autism Spectrum Disorders (ASD)
Research Article
Shekhar, C 1* & Ganaie, S.A 2.
1 Assistant Professor, Department of Psychology, University of Jammu, J&K, India.
2 Contractual lecturer, Department of psychology, University of Kashmir Hazratbal, J&K, India.
Abstract
Autism is a Neuro-Developmental Disorder affecting socialization, communication with stereotyped and repetitive behaviors. The research Scientists all over world found that Self-injurious behavior (SIB) is a serious, chronic problem influencing about 10% to 14% of children with Autism Spectrum Disorders. (Iwata & Rodgers, 1992). It occurs frequently in form of face slapping, head banging, and hand biting (Durand & Crimmins, 1988). Such aberrant behavior is so obvious and physically harmful that catches caregivers' and special educators' attention all the times in naturalistic settings (Durand & Crimmins, 1988). Injuries and health problems caused by this behavior could highly increase social isolation, restricted educational and vocational opportunities and costly medical and residential care (Kurtz et al., 2003). Therefore, early and appropriate intervention to decelerate such aberrant behavior is indeed needed. The purposes of this study were to assess the functions of self-injurious behavior in children with Autism Spectrum Disorders (ASD) and to explore early interventions to reduce such aberrant behavior.
Keywords: Autism Spectrum Disorders; Early Intervention; Self Injurious Behaviors Etc.
*Corresponding Author:
Assistant Professor, Department of Psychology, University of Jammu, Jammu and Kashmir, India.
Chandra Shekhar,
E-mail: firstname.lastname@example.org
There has been increased concern in developing successful interventions for problem behaviors in Autism spectrum disorders (ASDs) due to a rise in diagnoses of this disorder (Doughty & Doughty, 2008).
Received: June 01, 2014
Accepted: July 08, 2014
Published: July 22, 2014
Citation: Shekhar, C. & Ganaie, S.A. (2014). Early Intervention and Prevention of Self-Injurious Behavior Exhibited by Children with Autism Spectrum Disorders (ASD), Int J Translation Community Dis, 02(05), 42-45. doi: http://dx.doi.org/10.19070/2333-8385-140008
Copyright: Shekhar C © 2014. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
Introduction
Autism spectrum disorders (ASDs) are a group of developmental disabilities characterized by impairments in social interaction and communication and by restricted, repetitive, and stereotyped patterns of behavior. Symptoms typically are apparent before age 3 years. A person with Autism spectrum disorders (ASDs) may have a narrow range of interests that involve restricted behaviors and the tendency to perseverate on a single topic or activity. Patterns of repetitive and restrictive behaviors, described as stereotypes, often develop that serve multiple functions for a child (Heflin & Alaimo, 2007). Self injurious behaviors (SIB) are common in children with ASD according to research by Baghdadli, Pascal, Grisi, and Aussilloux (2003). Their findings show that 50% of children in the study experienced Self Injurious Behavior, with 14.6% at severe levels. These behaviors can have far-reaching consequences and may restrict children from reaching their full potential.
International Journal of Translation & Community Medicine, 2014 ©
Self injury is defined as repeated, self-inflicted, non accidental injury, producing bruising, bleeding or other temporary or permanent tissue damage. Self-injurious behavior (SIB) is defined as an act directed towards oneself that results in tissue damage (Tate & Baroff 1966). Self-injurious behaviors can also be defined as "actions that cause or have the potential to cause redness, bruising, or other injury to the body". A common SIB is skin picking, defined as "the scratching or picking of healthy skin…often producing tissue damage, infection, and potential scarring" (Ladd, Luiselli, & Baker, 2009, p. 55). Self Injurious Behviour especially if continues over a longer period of time has proven to be extremely persistent and difficult to treat (Altmeyer et al.,) Self Injurious Behavior are often placed on a continuum with repetitive stereotypes, and have been suggested to only differ at the moment of injury (Jones, 1987). In fact, recent reviews of repetitive behaviors in autism place Self Injurious Behavior within its broad class (Turner, 1999). Self-injurious behaviors can range from severe, life-threatening injuries to less directly damaging cases. Repetitive behaviors may cause significant impairments to children with Autism spectrum disorders (ASDs) that can consume their waking hours and interfere profoundly with daily life. Some behaviors are considered socially inappropriate and may even become stigmatizing to a child. Self Injurious Behavior in particular can have short and long term damaging effects on a child and impact the entire family. The most serious effects are tissue damage, disfigurement, health risks due to infection, and stigmatizing consequences (Humenik, Curran, Luiselli, & Child, 2008).
In 2003 a study was conducted in order to identify the risk factors for Self Injurious Behavior among children with Autism spectrum disorder. The results showed a correlation between Self
42
Injurious Behavior and lower chronological age, higher degree of Autism spectrum disorder, and lower daily living skills. These variables may be helpful in predicting the occurrence of Self Injurious Behavior. This may also reinforce the idea that maladaptive behaviors raise the risk of Self Injurious Behavior in children with Autism spectrum disorders (ASDs) (Baghadadli et al., 2003).
There are surprisingly few empirical studies on emergence, early intervention or prevention of Self Injurious Behavior, and many of those studies are discussion articles or descriptive studies of common topographies, incidence or prevalence of Self Injurious Behavior. The remainder of this manuscript will focus on the emergence, early intervention and prevention of Self Injurious Behavior by covering three broad areas pertinent to Self Injurious Behavior: Causes, Functions and early intervention and prevention strategies.
Self Injurious Behavior – Causes
Several reasons are attributed for a person who indulges in selfinjurious behavior as it ranges from biochemical to social environment. The current paper will throw light on not just the causes of self injury but will equally dwell on describing the interventions:-
Biochemical
Researchers are of the belief that self-injurious behavior can be attributed to the levels of certain neurotransmitters. Scientifically speaking, beta-endorphins are nothing but endogenous opiatelike substances in brain and due to the effect of self injury, there can be increase in production along with release of endorphins. Hence, the sudden effect can make an individual anesthetic or worse of all; he/she ceases to feel pain while resorting to the behavior. There can also be another feeling which an individual can experience and that is the feeling of euphoria as it is primarily attributed with the release of hormones.
Seizures
The frontal as well as temporal lobes also become a prime seizure activity due to self-injurious behavior. One can usually associate the following activities such as biting of hand, banging of head, hitting chain, either slapping of ear and/or head and in few exceptional cases there can also be contact of knee to face. Owing to the fact that this is an involuntary behavior, the concerned individual needs to have self-restraint. For example, his/her arms should be tied for some time when he/she will have SIB etc.
Arousal
The arousal level of a person also has its association with selfinjurious behavior. It has been proved in the research that the arousal level of a person might be increased or decreased due to self-injury.
As per the under-arousal theory, few of the individuals who have low level of arousal indulge in self-injury in order increase the arousal level. This is the typical case where self-injury is attributed as an enhanced form of self-stimulation.
However, the over-arousal theory works totally opposite where it says that few individual works at an extremely enhanced or high level of arousal but resort to self arousal only to experience reduction in the arousal level. Hence, this is the practice which is
International Journal of Translation & Community Medicine, 2014 ©
adopted for the release of anxiety and tensions.
The reason attributed for high arousal level is psychological dysfunction and it may be enhanced due to stimulating environment. Hence as the arousal is reduced, the client may be tempted to work on inflicting injury to him/her especially at the time of encountering arousal-producing stimuli.
Sensory
Scratching as well as rubbing also comes in the purview of selfstimulation. Hence, in order to attain the highest degree of stimulation, a person damages the skin in the process as well.
Frustration
Frustration also results in creating death knell for a child by inflicting self injury. Even the modal which was made by Dollar and Company in the year 1939 is a testimony to the same. Person who lacks good communication skills often becomes the subject of frustration since he/she can't grasp the things which are being said to him/her.
Communication
The problems which are associated with communication often become the subject of self-injurious behavior. Since, a person who can't express in a proper manner automatically gets into frustration and is thus prone to self-injury.
Social Attention
It has been proved from various researches that positive attention has the tendency to greatly increase the frequency of positive reenforcement while if the behavior is ignored then it only leads to decrease in frequency which in other way implies extinction.
Obtain Tangibles
Individual in their unsuccessful attempt of obtaining an object might also engage in self injurious behavior. In the event when the child receives the object, then it is termed as positive behavior through tangibility.
Avoidance/Escape
In order to avoid social interaction, individuals might resort to self injury. For example, in the event when the client is being told by the caretaker to do certain activities and if he/she refuses to comply, then in order to avoid the same he/she indulges in selfinjury. As a result, the whole action is then directed towards the action of client.
Self Injurious Behavior– Functions
Self injurers get immense pleasure as well as relief from emotional trauma which is hovering around them.
i. It equally gives a soothing effect in countering as well as managing intolerable feelings.
iii. It gives way to creating a pain of its own, by mastering over
ii. It also ensures increasingly high level of security thanks to external soothing. It in a way is termed to be having a regulating effect as well.
43
the pain later on. Hence, it avoids being victim of the same. iv. It equally gives them a great level of courage and zeal to mas-
v. The gestures as well as behavior gives arms and ammunition as a form of defense to the injurer from the usual and most obvious emotion of being abandoned altogether. The injurer gets to know his own state of mind as well as present condition by viewing blood and scars which was the result of physical sensation. The wounds in the body act as a source of connection to the individual with his/her both inner as well as outer world. The whole sequence of events in terms of control as well as mastery stands as a witness to optimism and hope.
ter the earlier feelings which are yet to be resolved.
Early Intervention & Prevention for CwASDs Frequency of self-injury
In order to start the whole process of intervention, one needs to be familiar and knowledgeable about the current frequency with which the behavior occurs in order to gauge the effectiveness of the intervention. The concerned person, who is looking after the child, should observe self-injury. This practice equally helps in minutely detecting even days as well as times when self injury has been quite frequent and common. Upon starting the intervention, records as well as reviews need to be placed in order to gauge the working status of intervention.
Child's safety holds paramount importance
In the process of reducing self-injury's frequency, a child's safety can't be compromised. Therefore, one needs to minutely observe how the behavior responds.
For an effective intervention to take place, at the time of selfinjury, one needs to take care about the whole action that is not reinforcing. Like in the event when the child is banging his/her head and can potentially damage his head or face, then handle the whole situation without making eye contacts and it is termed to be a reinforcing act.
Problems associated while reducing the reinforcement
Others can't reinforce self injury and it although being a great way to reduce self-injury but it is accompanied with problems. In order to ensure its effectiveness, self injury needs to be conducted upon its demonstration. Everyone should be familiar with the ways which trigger self-injury on a child and the steps to avoid its reinforcement. Or else when the person fails to take note of the reactions it did in the past, then it will potentially provoke the response (which is given the name of extinction burst). Here, reinforcement will pave the way for accolades and rewards of even deadlier and severe form. Hence, there is a dire need to limit the number of reinforcement without compromising on the safety of child. You should also use the following other methods in order to combine the reduction of rewards
Using comparably more adaptive behavior for replacing self-injury
Using a bit more adaptive behavior in place of self injury is indeed an intervention of sorts as it also primarily functions with reinforcing adaptive behavior and it holds traits like that of self-
International Journal of Translation & Community Medicine, 2014 ©
injury. Needless to say, that this is done for the child's safety. In order for the whole process to be 100% effective, steps should be taken to identity the consequences and antecedents of self-injury by taking care of an equivalent behavior. Since, this type of behavior comprises the similar functions like that of self-injury.
Functional communication Training
This training is highly beneficial amongst children who are suffering with various intellectual disabilities. Here, as a child being alone, is taught to communicate for the purpose of attention. Here, one needs to understand that the behavior comparably gains greater degree of significance than self-injury for attaining a quick as well as fast response.
Time when reinforcement is to be given
Reinforcing behavior is indeed quite an effective and great way to reduce self-injury. There are various principles which can indeed be applied in a successful manner. Like Differential Reinforcement of other behavior (DRO) assists in providing positive reinforcement at the time especially when there is no display of positive reinforcement for a greater time period. Differentia Reinforcement of Incompatible behaviors (DRI) works towards eliminating self-injury. Since, it reinforces other behaviors which don't show any compatibility with self injury. Non Contingent Reinforcement (NCR) is another technique which provides reinforcement irrespective of how self-injury is presented.
Making the tasks functional and compatible
In the event when the task is meant to be reinforcing self-injury, then during such times, it is best to reduce the aversiveness of task as it stands out to be an important thing to reduce self-injury. In order to make the process effective, keep a note of frequency of self injury after every task and compare their nature at the end. The task seems to be more aversive if there is a higher frequency of self-injury. In the event when it is difficult to gauge, then systematically modify it by changing the elements. Since, when the task is less aversive then self-injury decreases. It is also important to simplify the task and it happens when you break it down thus enabling the child to stick with one act at a time.
Protective devices
In the event when the self injury is quite severe, then one should not hesitate in wearing the protective devices. It protects the parts from permanent injury especially at the time when self-injury is quite severe. However in the process, restraints should be used in the following manner: 1]. Professional physiotherapist needs to provide 2]. Reviews is done constantly in order to gauge the chance for its removal 3]. Clinical Psychologist devises the part of programme 4]. The overall over time is reduced due to planned programme. It can be understood in the form of an illustration where as a child wears an arm splint is restricted to hit his/her head.
Applied Behavior Analysis (ABA)
Applied behavior analysis (ABA) is the process of applying interventions that are based on the principles of learning. ABA methods are used to increase and maintain desirable adaptive behaviors, reduce interfering maladaptive behaviors, develop new skills
44
and generalize behaviors to new environments or situations.
Positive Behavioral Support (PBS) is an approach that tries to increase positive behaviors, decrease problem behaviour and improve the child's or adult's lifestyle. The PBS method focuses on the interactions between people with autism, their environment, their behaviour and learning processes to develop the best lifestyle for them.
Educational Intervention
Education has been defined as the fostering of acquisition of skills and knowledge to assist a child to develop independence and personal responsibility. It encompasses not only academic learning but also socialization, adaptive skills, communication, amelioration of interfering behaviors and generalization of abilities across multiple environments.
Individualized Education Programmes (IEPs) properly designed and systematically practiced are an effective way to deal and prevent problem behaviors such as self injurious behaviors etc. and help to learn appropriate adaptive skills.
Social Skills Training
Social skills are necessary to be a competent adult in any society. Joint attention training may be especially beneficial in young, preverbal children with ASDs, because joint attention behaviors precede and predict social language development.
Social skills training focuses on child's responding to the social overtures of other children and adults, initiating social behavior, and minimizing stereotyped behaviors while using a flexible and varied repertoire of responses and self-managing new and established skills.
A social skills curriculum should target social skills groups, social stories, visual cueing, social games, video modeling, scripts, peer-mediated techniques. Play and leisure curriculum supported primarily by descriptive and anecdotal literature are some of the methods through which the social skills of children with autism can be improved. Social Skills training is always helpful in reducing problem behaviors.
Conclusion
There are various research studies which show many options of early interventions for children with Autism spectrum disorders (ASDs) who experience Self Injurious Behavior. But firstly we have to conduct the functional behavior assessment of children with Autism spectrum disorders (ASDs) in order to form a hypothesis of the function of the behaviors. A behavior analysis
International Journal of Translation & Community Medicine, 2014 ©
will disclose the relationship between the Self Injurious Behavior and the antecedents and consequences of the behavior. Then an intervention plan can be developed that is specific for the individual. Various researches on early interventions for Self Injurious Behavior include some reinforcement strategies, along with other methods to reduce the behaviors. But the reality is that there is no single intervention to prevent or decrease Self Injurious Behavior in children with Autism spectrum disorders (ASDs) due to the individualized characteristics of the child and the behavior. Autism spectrum disorders (ASDs) presents in a broad spectrum of features and Self Injurious Behavior can present itself in many different aspects. The key is to base the intervention on the results of the functional behavior assessments, when the functions of the behaviors are known.
There is need for future research to identify possible early interventions for children who exhibit Self Injurious Behavior. Early intervention could make a big difference in the ability of these children and lessen the effect that these behaviors can have on their life.
Acknowledgements
We thank to Research Scholar Ms. Tamanaah, Ganie Zahoor, Ganie Parveez, Ganie Khursheed and Prof. S.S.Bali (Aasra Jammu J&K).
References
[1]. Bachman J.A (1972) Self injurious behavior: A behavioral analysis. Journal of Abnormal psychology 80:211-244.
[3]. Baghdadli A, Pascal C, Grisi S, Aussilloux C (2003) Risk factors for selfinjurious behaviours among 222 young children with autistic disorders. Journal of Intellectual Disability Research 47:622-627.
[2]. Carr E.G (1977) The Motivation of self Injurious Behavior: A review of some hypotheses. Psychological Bulletin 84:800 – 816.
[4]. Doughty S.S, Doughty A.H (2008) Evaluation of body-pressure intervention for self-injury in autism. Behavioral Development Bulletin 14:23-29.
[6]. Mahatmya D, Zobel A, Valdovinos M.G (2008) Treatment approaches for self-injurious behavior in individuals with autism: Behavioral and pharmacological methods. Journal of Early and Intensive Behavior Intervention 5:106-118.
[5]. Heflin L.J, Alaimo D.F (2007) Students with autism spectrum disorders: Effective instructional practices. Columbus, OH: Pearson.
[7]. Soares D.A, Vannest K.J, Harrison J (2009) Computer aided self-monitoring to increase academic production and reduce self-injurious behavior in a child with autism. Behavioral Interventions 24:171-183.
[9]. Murphy G, Wilson B (1985) Self injurious Behaviour. Kidderminster: British Institute of Mental Handicap Publications.
[8]. Hall S, Oliver C, Murphy G (2001) Early development of self-injurious behaviour: An empirical study. American Journal on Mental Retardation 106(2):189-199.
[10]. Durand V. M, Crimmins D. B (1988) Identifying the variables maintaining self injurious behvaior. Journal of Autism and Developmental Disorders 18:99-117.
[11]. Allen C (1995) Helping with deliberate self-harm: Some practical guidelines. Journal of Mental Health 4:243-248.
45 | <urn:uuid:f2834577-6936-4092-ad51-7ddcfb48880b> | CC-MAIN-2017-04 | http://scidoc.org/articlepdfs/IJTCM/IJTCM-2333-8385-02-501.pdf | 2017-01-20T01:41:08Z | crawl-data/CC-MAIN-2017-04/segments/1484560280763.38/warc/CC-MAIN-20170116095120-00557-ip-10-171-10-70.ec2.internal.warc.gz | 249,420,934 | 4,694 | eng_Latn | eng_Latn | 0.991541 | eng_Latn | 0.995409 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
5623,
11290,
17601,
23071
] | [
1.5859375,
2.140625
] | 4 | 4 |
THINKING AT THE EDGE (TAE) STEPS
STEPS 1- 5 : SPEAKING FROM THE FELT SENSE
MAIN INSTRUCTIONS HELPFUL DETAIL
Step 1: Let a felt sense form
Choose something you know and cannot yet say, that wants to be said. Have this knowing as a felt sense (a distinct bodily-felt unclear edge) to which you can always return.
Write a few paragraphs from your felt sense in a very rough way.
What you choose to work on needs to be in a field in which you are knowledgeable and experienced. Do not work on a question, but on something that you know. There is something that you know very thickly from years of experience but which is difficult to talk about… it may seem illogical…marginal… unconventional…awkward…or it may simply be that language seems not to work here. If having a felt sense is unfamiliar to you, please consult www.focusing.org.
From your felt sense, write the central crux in one short sentence, with one key word or phrase, even though the sentence doesn't really say it.
Underline the key word or phrase in the sentence.
Write down one instance.
To find the crux, ask what in this do you wish to articulate? Then, within this, what is the live point for you?
The sentence is just a starting point. It does not need long deliberation. For the moment it states the crux of what you are tracking.
To help find the key word, you can ask yourself if you had a whole theory which word says what the theory would be about.
You may want to find a specific example first and then write the sentence.
You need a specific example, an event or a time when it actually happened.
MAIN INSTRUCTIONS HELPFUL DETAIL
Step 2: Find what is more than logical in your felt sense
Find what does not make the usual logical sense and write an illogical sentence.
What seems illogical may be the most valuable part. Please assure yourself that you are not dropping this out.
If you have difficulty writing an illogical sentence, you can write a paradox.
In a paradox something is said to be "x and also not x."
Step 3: Notice that you don't mean the standard definitions of the words
Write the usual (dictionary) definition of the underlined word in step 1 and notice that it is not what you mean.
You recognize, "that's not what I meant." This word would communicate something else. If you are saying something new, none of the words in their usual public meanings will say it exactly.
Take out the underlined word and write your sentence with a blank slot.
Return to your felt sense and let another single word come to say what you mean.
Write the usual definition of the second word.
Return to your felt sense and let a third word come.
Write the usual definition of the third word.
Accept the fact that there is no established word for this knowing.
Make sure it is not just a synonym, but a word with a somewhat different meaning.
When you consider its existing public meaning, you see that the second word does not fit either.
The public meaning of the third word is also not what you meant.
No word fits. None should, if this is new.
HELPFUL DETAIL
Step 4: Write a sentence or fresh phrase to say what you wanted each of the three words to mean
Put the original first word back in the slot in your sentence from step 1.
Although you cannot change the public language, you can write a whole fresh sentence or phrase to say what you had wished the single word to mean. Write what you wanted the word to mean, what this word pulls out from your felt sense which the other two do not.
Now put the second word in the slot. Write a phrase or sentence to say what it pulls out from the felt sense.
This time, do not give up your sense. Insist that your sentence does speak from your felt sense. Do not let the word say what it usually says. Wait until you feel this whole sentence speaking from your felt sense, even though most people might not understand it so.
You will need fresh new phrases to say what you wanted the word to mean in your sentence. Rather than large public words, let a new phrase come straight from your felt sense.
Do this with the third word.
Step 5: Expand what you wanted each word to mean by writing fresh, linguistically unusual sentences
Using the main words or phrases from step 4, write a somewhat odd sentence or two in order to expand even further what you now mean by each of the words or phrases.
In each of the new sentences, underline what is new and important.
Check whether you used any major public words in step 4. If so make fresh phrases to replace those words. Let what is new and specific in your felt sense express itself into freshly phrased language.Your sentences might make no sense unless they are understood as you mean them. Here are examples of linguistically unusual sentences: "Knowing the rules is a container from which new ways open." "Definitions stop cellular growth." "Be-having shows something it has." If you let your felt sense speak directly, something linguistically unusual can come.
HELPFUL DETAIL
Write a "string" of the three original words and the main fresh phrases in the underlined slot in your sentence from step 1. At the end of your string add "… ." Now you have an elaboration of what you are trying to say.
Play with the grammar and order. Eliminate excess words until you have a sentence you like.
The "…" indicates that you are taking the felt sense along with all the words.
STEPS 6 – 8 FINDING PATTERNS FROM FACETS (INSTANCES)
Step 6: Collect Facets
Collect facets, any instances that have actually happened.
Choose three facets and write them with the details which relate to your felt sense. Underline specifics that bring something you might want to keep.
A facet need not illustrate all of your felt sense. A facet can be anything that relates to the felt sense, including times when it came up, what someone said, any incidents even if you cannot tell yourself why they are relevant. Include odd or private things such as "the time the dentist said…." Ask yourself "what has ever happened that has something to do with it?"
Copy your original facet from step one here. Now you have four facets.
General ideas and metaphors are not facets. It isn't an actual event that happened to say "it's like heating something to agitate it."
Any instance is superior to a higher order generalization because it has internal specificity. In any real life event you can discover some complex structures which are actually there.
HELPFUL DETAIL
Step 7: Allow the facets to contribute detailed structure
With each facet:
Notice that there are many intricate relationships between details. Find a relationship between some details that is relevant to your felt sense.
In any actual experience there are relationships between details which can give you a new elaboration. Let each facet give you one specific pattern which you did not have before.
Apply this relationship to an entirely different kind of situation.
Then restate this relationship in general terms so that it becomes a pattern which can fit many other situations.
Example: The dentist has his thumb in my mouth holding a piece of cotton while he tells me his politics. Children, employees and prisoners are powerless to talk back. The pattern is: Speaking to a person who cannot talk back can be intrusive.
Step 8: Cross the facets
You might want to ask: "What does looking from the second facet let me see in the first facet, that I could not see just from within the first facet?"
You might already have done this. "Crossing" means attributing the point of one facet to the other. What new aspect of the first facet might become visible if you try to say that it has the same pattern as the second facet?
Write a sentence to capture any new pattern that you want to keep.
"Crossing" two things involves considering the one item as if it were an instance of the other. Then you can get something more if you also consider the second as an instance of the first.
If no facet contains the whole central thing, this may be found by crossing them.
HELPFUL DETAIL
Step 9 Write freely
Write freely what you are thinking at this juncture.
This is a free space to write where you have come so far, what you have understood, what excites you.
STEPS 10 – 14 BUILDING THEORY
One purpose of TAE has now been achieved — to articulate an implicit knowing and make it communicable. If you wish, you can go on to build a formal, logical theory.
Step 10: Choose terms and link them
Choose three words or phrases to be your temporary main terms. Name them "A," "B," and "C."
A term is not a sentence. For example, "something that moves from the inside" is a term. A sentence always has at least two terms, a subject and a predicate.
Look at your words, phrases and patterns from all of the preceding steps. Make a list of possible candidates for main terms. Choose what feels most important.
Imagine a triangle connecting the three terms. Choose the terms so that most of your territory and your central crux fall within the triangle. Other important ideas can be brought in later at step 12.
Since the terms arose from the same felt sense, there will be a way in which such a connection is true.
Now define A in terms of B, and also in terms of C. First write each equation as an empty formula: "A = B." "A = C." Replace the = sign with the word "IS." Fill in the words or phrases which A and B and C stand for. Now you have two sentences which might be quite right or quite wrong.
If necessary modify the sentences. Keep the word "IS" to hold the place where the new pattern will emerge. Don't fill the relations in with old familiar connections. Insure that you keep the crux of your felt sense.
You can be free to play with many possible sentences that relate the terms. Since A= B and A = C, perhaps B is some kind of C, or C is some kind of B, or B which has A in it is in some special way C. You can play with logic that is open, not fixed.
Also without logic, be free to make sentences in which you split up the terms, combine them, or make a new term or two.
You can guide by zeroing in on an "IS" between terms that centrally expresses your felt sense.
End step 10 when the crux of your felt sense is centrally expressed by two or three terms with "IS" between them. If your terms have changed, freshly choose the central terms and name them A, B, and C.
Write them as "A IS B" and "A IS C."
HELPFUL DETAIL
If the sentence is grammatical and true and speaks from your felt sense, let it stand. If not, keep the word "is" (or "are") and add or change as little as possible so that the assertion is true and speaks from your felt sense. For example, instead of "A produces B" you can say "A is something which produces B." If the sentence seems too inclusive, you can say "some A is," "A is at least," "A is one kind of B."
Now you have one true sentence that connects A and B, and one that connects A and C.
Your partner can help by suggesting sentences to relate the terms, so that you can respond more exactly from your felt sense.
HELPFUL DETAIL
Step 11: Ask into the inherent relations between the terms
Add the word "inherently" after the "IS" in each of your two sentences. A IS inherently B. A IS inherently C.You do not yet know what this will turn out to mean.
Now dip into the intricacy of the felt sense to find out why A is inherently B. How are these two things inherently connected? What is the very nature of "A," such that it has to be "B" or has to be in this relation to B? Write down what you find. Name the inherent connection. Now you have a link between A and B. This link is a new term.
Do this also with "A IS inherently C."
Since "A" and "B" come from the same felt sense, it will be the case that "A" is inherently "B," not only that it happens to be "B."
The inherent link is not something that is already well known in the public space. It is rather your meaning of A which is already something which is B. For example: "What is the ability to wait such that it is inherently something which allows new growth?" The inherent link is not the obvious public fact that waiting takes time and time is needed for growing. The inherent link that was found in this example was "waiting is a gift of attention, and the gift of attention is something that makes for new growth." So "gift of attention" is the new term.
This requires entering into the felt sense behind the two terms. Ask "What is A?" "What is B?" You discover some respect in which your meaning of A is already in your meaning of B. There has to be an "Aha, of course! A always was nothing but the sort of thing that has to be B."
You may get "A is X, and "aha, I see that B is also X." So via the fact that they are both X, they are inherently related to each other. X is an inherent link between A and B.
A TAE theory is both logical and experiential. The equal sign does not eliminate the different intricacy of each term. That is why equating can be exciting and informative. On the formal logical side the two terms are interchangeable, but on their experiential side the inherent equation is an understanding. It is not really an equation of identical units like 1 = 1.
HELPFUL DETAIL
Step 12: Choose permanent terms and interlock them
Freshly build your "illogical" crux. Ask yourself how your central crux should be stated using some of the terms and inherent links you found in step 11. Formulate the sentence so that one main term "IS" a combination of the other terms that you choose to state your crux.
Choose three or four main terms.You will be able to bring in more terms later on.
Now take the term following the "IS" from the above crux statement. Rewrite the crux statement to assert that this second term IS some combination of all of the other terms in the statement.
Now do this for the third term. Each term is now defined by a statement which consists of some combination of all the other terms.
Consider each sentence in this rotation. Does it really say what your meaning of that term is? Even though the sentences may seem to say the same thing but in a different order, you will probably find that some of them need more specificity which will enable you to make more inherent link terms in order to express your meaning.
If you have developed more specificity in any sentence, build the additions back into the other statements. How the other terms are now defined includes the changes and additions you have made in any one term.This is one way your theory develops further.
This is what is meant by "interlocking" your terms. The illogical crux is defined into each term, not just between them.You will end up with sentences in the form of: A IS B which IS C, B is A which IS C, C is A which is B, or some variant of these.
One needs to ask oneself: "Is this really a sensible definition of that term?" This leads to the discovery of more specific meanings and link terms.
Since A IS B which IS C, if you have added D in how you define C, then A is now defined by B which IS C and D. So you need to insure that this fits your felt sense of A and B. If it does not, you need to change or add something.You are building new logical relationships between new terms so you do not want to impose the usual relationships.
Now ask which of the phrases from earlier steps your theory needs next,so it can say what you set out to say. Add these one by one. Derive each from the terms you just defined. "Derive" means to find the inherent relation between the new term and one of the earlier ones. Explain and write the inherent relation.
Now that the terms are logically and experientially linked by your odd pattern you can generate interesting sentences by substituting terms for each other in the following way: If F = A and A= B then F = B. The sentence F = B is new. Or if F = A, which includes G, and A = B, then F = B, which includes G.
By substitution you can develop the inferential power of a formal progression of sentences to lead to conclusions. The conclusions may or may not be acceptable to your felt sense. If they are not acceptable you must re-enter your felt sense to make a further distinction. In this way the power of logic and experience help elaborate your theory.
Repeat these instructions as many times as necessary to bring
HELPFUL DETAIL
Once you have a term, keep it the same for every occurrence of that term. The logical power depends on the terms staying the same. Later you can create many differently worded versions, for instance in letters, papers, or conversations.
There is an excitement because you can see you are going to be able to derive and define each next thing from your theoretical nucleus. The pattern of your theory enters into each new term and may provide internal explanations of it.
Each new term becomes inherent in each of the other terms through their logical linkage. Check to see if this accords with your felt sense.
Some substitutions may surprise you and extend your theory. When you obtain a new sentence but it seems wild or false, pinpoint what seems wrong and make a change without losing what was new. For example, suppose by substitution you get F is B.This might seem ungrammatical and false but it can be exciting to rethink the nature of "B." Might "B" have this odd patterning? How might that be true of "B"? Then — aha! — it might suddenly emerge for you that this is indeed so! It might say more about the nature of "B" than is generally known.
in the terms you need from the earlier steps.
Less formally, some of the words and phrases which you have not yet used can be grouped under one or another of the main terms to which it could be equivalent. You can then substitute them into your odd pattern, to generate more sentences which logically follow. In this way you can immediately make many statements which are generated by your new pattern.
HELPFUL DETAIL
Once a logical system exists, its inferences are "formal," which means the inference happens from the logical connections regardless of the content. If your terms lead to a logically tight inference which your felt sense will not accept, some change is needed. Small changes or additional terms at that point will usually correct it. If not, then the logical system has to be reopened. Otherwise keep the logical system closed so that it can operate. When the system operates both logically and in accord with the felt sense then its further "formal" inferences can be powerful, surprising and significant.
Step 13: Apply your theory outside your field
This step is an intermission.
The new pattern in your terms can serve as a model. Apply just the pattern to one or more large areas such as art, religion, education, metaphor.
Write a sentence with the form: Something about ______(an aspect of some topic) is like _______(your pattern). Now wait for something to leap up which makes the sentence true. Write an explanation of what you find.
Any small topic or event might also be understandable in an interesting new way through your theory.
How might your pattern allow you to say something about human nature, or society, the state, groups, interpersonal relations, the physical sciences, truth, beauty, ethics, writing, sexuality, language — any large idea?
In the dentist example in step 7, the pattern applied to education might be: non-intrusive education requires an active role for students.
For example: "Something about learning (a topic) is like the inside having two outsides (the pattern).
We know that the pattern you have articulated can happen in human experience because it did happen in your facets. Applying your theory may reveal something that is or should be true.
(Main Instructions)
(Helpful Detail)
Step 14 Expand and apply your theory in your field
This is the serious development of your theory. It may continue for years. To expand your theory you can ask: what next question arises, or to what further understanding might the theory lead, or what closely related factors are not covered?
Add inherent links if necessary so that the further terms you add become derived.
After a new term is linked, see by substitution what your other terms are able to say about it.
You can expand your theory further and further in this way.
Apply your theory to any related areas or observations in your field which you would like to be able to explain or clarify. Where might your theory make an important difference? Freshly define this in the terms of your theory.
If your theory implies something you don't mean, what further term or distinction would correct it?
Recalling an actual instance may help you formulate a new distinction.
Once a theory is developed, further distinctions and implications follow without you inventing them. Then you ask, "What is this?" You may suddenly realize you have derived an important thing which you had not even wondered about.
Sometimes your theory refuses something which is expected or which would be elegant or neat. Since the theory emerges from the intricate connections implicit in the felt sense, when it "talks back" it has reasons you can find.
Your novel pattern can restructure any specific aspect of your field.
You are creating new concepts. Do not let fixed definitions or old ways of thinking limit what you say, even if your topic falls under a large category with a well established view. Do not hesitate to restructure it, as you did with a large area in step 13. We call such restructuring a "reversal" of the usual way in which anything new and specific tends to be quickly submerged under the existing assumptions about the larger topic. Rather, for example, one specific concept about apes may require a restructuring of Zoology as a whole.
People sometimes believe that their new theory "must be" what some older existing theory "really means," if correctly understood. But the older theory alone does not give people this precise understanding.
The function of a theory is social. Being able to speak precisely from your felt sense builds your understanding into our world. | <urn:uuid:12ee0d92-3abd-4938-a772-0a7adeae2f16> | CC-MAIN-2017-04 | http://www.focusing.org/pdf/TAE-Steps-From-The-Folio-2000-2004-crp.R6.pdf | 2017-01-20T01:36:59Z | crawl-data/CC-MAIN-2017-04/segments/1484560280763.38/warc/CC-MAIN-20170116095120-00557-ip-10-171-10-70.ec2.internal.warc.gz | 458,060,239 | 4,915 | eng_Latn | eng_Latn | 0.999299 | eng_Latn | 0.999392 | [
"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 | [
1578,
3039,
4960,
6423,
8009,
9444,
11012,
13149,
15219,
17422,
19641,
21888,
22018
] | [
3.53125,
1.265625
] | 2 | 4 |
-SQA-SCOTTISH QUALIFICATIONS AUTHORITY
Hanover House 24 Douglas Street GLASGOW G2 7NG
NATIONAL CERTIFICATE MODULE DESCRIPTOR
-Module Number-
0067940
-Session-1986-87
-Superclass-
KH
-Title-
GRAPHIC REPRODUCTION: INTRODUCTION
-DESCRIPTION-
Type
A general module applicable to commercial printing, publishing, and two-dimensional design.
and
Purpose
This module is intended for students who require a basic understanding of graphic reproduction.
Preferred
No formal entry requirements.
Entry Level
Learning
The student should:
1. identify the characteristics of camera - ready copy and use a method of scaling originals;
Outcomes
2. know materials and equipment used for graphic reproduction and the basic stages of photographic processing;
3. produce a line negative from prepared art work;
4. know and apply the relevant methods and equipment to produce half-tone negatives;
5. prepare an assembly of text and line material for reproduction.
6. comply with the regulations, procedures and safe working practices specified for the activity areas;
Content/ Corresponding to the Learning Outcomes: Context
1. characteristics of camera-ready copy for line and half-tone reproduction. Selection of different types of line original and continuous tone originals. Use of crop, bleed and register marks. Calculate scale of reproduction using simple formula or percentage calculator discs. Calculate reproduction proportions using simple formula or diagonal line method or calculations discs.
2. functions of the main parts of a process camera, camera set-up procedure.
A range of high contrast photographic materials, photographic processing, quality control.
3. from prepared artwork and Greyscale production of a line negative suitable for offset lithography, screen process or other plate making process, i.e. calculate reproduction scale and finished size, set up process camera and expose film, process film, assess finished negative, identify common faults and any remedial action required. Use of exposure calculator. Effects of enlargement and reduction.
4. contact screen half-tone techniques. Types of screen used. Use of reflection and transmission densitometers. Calibration tests required and use of greyscale in setting-up system for half-tone reproduction.
From prepared continous tone original production of half-tone negative using proven half-tone system.
5. procedures and techniques, equipment and materials used in negative or positive film assembly. Hand assembly of text, line and/or half-tone films to conform to prepared layout.
Procedures in photographic contacting.
6. introduction to safety procedures relating to camera equipment and photographic processing chemicals and equipment. Hazards involved when using electrical equipment, light sources and photographic chemicals. Care and use of equipment. Correct handling and use of chemicals.
Suggested Learning and Teaching Approaches
Assessment Procedures
Learning Outcome 3 could be taught through participative demonstrations and explanations of a selected range of materials and equipment used. These should be carried out in workshops/studios with related tutorials.
Learning Outcomes 1, 2 and 4 - 6 should be activity-based within studio/workshops with the member of staff acting as supervisor.
For most sections of this practical activity students should work individually.
Students' activities should be based on assignments of the type indicated below and the tutor should prepare precise briefs for each assignment.
Assignment
Students will participate in the production of a practical assignment which will include:
a) a study of the characteristics of camera-ready copy;
(c) photographic processing;
(b) scaling of originals;
(d) line and half-tone negative production;
(f) assembly of text and line matter.
(e) quality control;
Based on this assignment, each student will produce worksheets/illustrated log to outline a selected range of materials, equipment and procedures used for graphic reproduction.
Identification of faults, and safe working practices will be integral parts of this assignment.
All Learning Outcomes must be validly assessed.
The student must be informed of the tasks which contribute to summative assessment. Any unsatisfactory aspects of performance should, if possible, be discussed with the student as and when they arise.
Acceptable performance in the module will be satisfactory achievement of the performance criteria specified for each learning outcome.
Where cutting scores are stated these are intended to be for guidance. The precise cutting score for a test will depend on the difficulty of the test and will have to be decided by the Tutor aided by the Assessor.
The following abbreviations are used below:
LO Learning Outcome
IA Instrument of Assessment
PC Performance Criteria
LO1 IA(1) Selection test.
PC The student selects photographic copy indicating the type of reproduction required for line or half-tone reproduction;
The cutting score will be 80%.
IA(2) Written/calculations exercise consisting of two problem type questions.
PC The student correctly calculates:
(a) scale of reproduction;
(b) finished reproduction proportions.
LO2 IA
Objective test consisting of fifteen questions.
PC The student correctly identifies:
(a) materials;
(b) equipment;
(c) stages of photographic processing.
The cutting score will be 70%.
LO3
IA Finished article.
PC The student correctly produces a line negative which:
(a) complies with established 'Greyscale' standard;
(b) has a quality comparable to an agreed exemplar.
LO4
IA(1) Finished article.
PC The student correctly produces a half-tone negative using relevant materials and equipment in which:
(a) the film dot density is correct;
(b) the quality is comparable to an agreed exemplar.
IA(2) Objective test consisting of fifteen questions.
PC The student correctly identifies:
(a) reasons for using half-tone;
(b) materials;
(c)
equipment;
(d) image specifications.
The cutting score will be 70%.
LO5 IA Practical exercise.
PC The student produces a film assembly in which:
(a) the film is cut accurately;
(b) the assembly is square;
(c) the assembled elements are according to layout;
(d) the quality is comparable to an agreed exemplar.
LO6
IA Observation checklist used in conjunction with practical work in other Learning Outcomes (in which the following elements must be included).
PC The student:
(a) wears all necessary safety clothing and equipment;
(b) behaves in a manner appropriate to the work environment;
(c) uses tools, chemicals and equipment safely.
06/11/94 | <urn:uuid:617bfe35-f3a7-42fe-99ac-d0633d357a02> | CC-MAIN-2017-04 | http://www.sqa.org.uk/files/nu/0067940.pdf | 2017-01-20T01:41:45Z | crawl-data/CC-MAIN-2017-04/segments/1484560280763.38/warc/CC-MAIN-20170116095120-00570-ip-10-171-10-70.ec2.internal.warc.gz | 685,570,980 | 1,277 | eng_Latn | eng_Latn | 0.977916 | eng_Latn | 0.984587 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1068,
2904,
4741,
5846,
6657
] | [
2.578125
] | 1 | 4 |
Graduated Problems
List of Contents
The Rectangle …
… continued
The Pyramid
Rectangles
A graduated set of problems
What do you understand by the word 'rectangle'?
Write an explanation or definition of the word.
Is a square also a rectangle? Explain your reasons.
What other mathematical words do you associate with a rectangle?
.
Describe the symmetry properties of a rectangle.
1. A rectangle measures 7.5 cm by 13.8 cm. What is its area?
2. A rectangle measures 3.4 cm by 9.5 cm. What is its perimeter?
3. A rectangle has an area of 64.32 cm² and one edge measures 4.8 cm.
What is the length of the other edge?
4. A rectangle has a perimeter of 32.6 cm and one edge measures 5.6 cm.
What is the length of the other edge?
5. A rectangle has an area of 100 cm².
List at least four possibilities for the lengths of its edges.
6. A rectangle has a perimeter of 100 cm.
List at least four possibilities for the lengths of its edges.
7. A rectangle has an area of 80cm². What is -
(a) the smallest
(b) the greatest
possible perimeter it can have?
8. A rectangle has a perimeter of 80 cm. What is -
(a) the smallest
(b) the greatest
possible area it can have?
9. A rectangle measures 5.2 cm by 16.5 cm.
What is the length of its diagonal?
10. The diagonal of a rectangle measures 26.5 cm and one edge is 9.6 cm.
What is the length of the other edge?
11. One edge of a rectangle is 6.8 cm long.
List at least three possibilities for the sizes of its other edge and its diagonal.
12. The diagonal of a rectangle is 11.4 cm long.
List at least three possibilities for the sizes of its edges.
13. A rectangle has a diagonal of length 21.4 cm. What is -
(a) the smallest
(b) the greatest
possible area it can have?
© Frank Tapson 2004 [Res2R:2]
Rectangles (continued)
14.
A rectangle measures 6.9 cm by 14.2 cm. What is the size of the angle between the diagonal and the longer edge?
15. A rectangle measures 7.3 cm by 10.1 cm.
What is the size of the smaller
angle at which the diagonals cross?
16. The shorter edge of a rectangle measures 5.6 cm and its diagonal 10.8 cm. What is the size of the angle between the diagonal and the longer edge?
17. The longer edge of a rectangle measures 13.7 cm and its diagonal 18.2 cm. What is the size of the angle between the diagonal and the longer edge?
18. The longer edge of a rectangle measures 8.46 cm and the angle between this edge and the diagonal is 34.7 degrees.
What is the length of the shorter edge?
19. The angle between the longer edge of a rectangle and the diagonal is 26.3 degrees. The shorter edge measures 4.21 cm.
What is the length of the longer edge?
20. The angle between the diagonal and the longer edge of a rectangle is 40.2 degrees. The length of the diagonal is 13.3 cm.
Find the length of the longer edge.
21. The shorter edge of a rectangle is 11.4 cm long and makes an angle of 57.6 degrees with the diagonal.
Calculate the length of the diagonal.
22. The diagonal of a rectangle makes an angle of 29.5 degrees with one edge. One edge of the rectangle measures 9.37 cm. What is the length of the other edge?
23. The diagonals of a rectangle cross each other at an angle of 75 degrees. One edge of the rectangle measures 16.3 cm. Find the length of the other edge.
24. A rectangle has an area of 25.92 cm² and a perimeter of 24.6 cm. What are the lengths of its edges?
25. The diagonal of a rectangle measures 50.5 cm and its area is 1266.72 cm². Find the length of the longer edge.
26. A rectangle has a perimeter of 68.6 cm and a diagonal of length 26.5 cm. What is the area of the rectangle?
27. The angle between the diagonal of a rectangle and one edge is 28.7 degrees. The area of the rectangle is 57.3 cm². What is its perimeter?
© Frank Tapson 2004 [Res2R:3]
Pyramids
A graduated set of problems
It is useful in studying these problems to cut out a net (in paper) like that shown on the right. This can then be folded as needed as a help in understanding how the various pieces of information are related. The net shown can be folded up (along the dashed lines) to make a right, square-based pyramid.
. What is the meaning of "right" in the description above?
Describe other sorts of pyramids
In all of the following questions, the word "pyramid" means a right, square-based pyramid.
Slant height
Slant height
Base edge
Base edge
Slant edge
Slant edge
1. A pyramid has a base edge length of 3.4 cm and a perpendicular height of 11.4 cm. What is its volume?
2. A pyramid has a volume of 158.4 cm 3 and a perpendicular height of 13.2 cm. What is the length of its base edge?
3. Find the length of the slant edge of a pyramid which has a base edge of length 9.36 cm and a slant height of 5.95 cm.
4. What is the perpendicular height of a pyramid having a base edge 13 cm long and a slant height of 9.7 cm?
5. A pyramid has a perpendicular height of 13.5 cm and a slant edge length of 18.4 cm. Find its volume.
6. Find the angle between one triangular face and the base, for a pyramid having a base edge of length 3.6 cm and a perpendicular height of 7.4 cm.
7. The angle between a triangular face and the base of a pyramid is 63º and the slant height is 17.1 cm. What is the perpendicular height?
8. A pyramid has a volume of 108 cm 3 and an angle of 74º between its base and any of its triangular faces. Find its perpendicular height.
9. What is the length of the base edge of a pyramid which has a slant edge of length 14.2 cm and an angle of 52º between its base and any triangular face?
10. The slant edge of a pyramid measures 25.2 cm and it has a volume of 2438 cm 3 . What is the length of the base edge?
11. A pyramid has a volume of 240 cm
3
and a slant height of 13.3 cm.
Calculate its perpendicular height.
© Frank Tapson 2004 [Res2R:4] | <urn:uuid:017e9e2d-ff16-4ab3-81c3-41d317395e42> | CC-MAIN-2017-04 | http://cleavebooks.co.uk/trol/troln.pdf | 2017-01-20T01:37:58Z | crawl-data/CC-MAIN-2017-04/segments/1484560280763.38/warc/CC-MAIN-20170116095120-00567-ip-10-171-10-70.ec2.internal.warc.gz | 57,062,113 | 1,527 | eng_Latn | eng_Latn | 0.994693 | eng_Latn | 0.997457 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
79,
1777,
3785,
5784
] | [
4.25
] | 3 | 5 |
An Australian Government, State and Territory health initiative.
www.healthyactive.gov.au
© State of Western Australia 2004, reproduced with permission. HP0855
It's easy to find a way to get some extra fruit and vegies in your day.
1
Why go for 2 and 5?
Most people know that fruit and vegetables are good for you. The fact is, eating more fruit and vegies may be the single most important dietary change needed to improve health and reduce the risk of disease.
Most Australian adults eat one or more serves of fruit per day. Half eat about 2-3 serves of vegies per day. You need 2 serves of fruit and 5 serves of vegies - so, you are already halfway there.
A lifetime habit of eating adequate fruit and vegetables every day can help protect against:
* Coronary heart disease
* Some forms of cancer
* Overweight and obesity
* Constipation
It can also help to:
* Reduce blood pressure and blood cholesterol levels
* Improve control of diabetes
Enjoying a wide variety of nutritious foods every day like vegetables, legumes; fruits; breads and cereals; lean meat, fish, poultry or meat alternatives; milk products; and water is essential for good health and well being.
For further information on healthy eating visit the healthy active website (www.healthyactive.gov.au) or call 1800 020 103 for a free copy of The Australian Guide to Healthy Eating.
How much is enough?
The Australian Government recommends that adults eat at least 2 serves of fruit and 5 serves of vegetables per day. The amount for children depends on their age.
Pregnant and breastfeeding women should aim to eat 4 to 5 serves of fruit and 6 to 7 serves of vegetables to meet the extra demands of the body.
What is a serve?
One serve of VEGETABLES is 75 grams or:
1 medium potato
1 cup salad vegetables
One serve of FRUIT is 150 grams of fresh fruit or:
2 small pieces (e.g. apricots)
Choose fresh fruit instead of fruit juice or dried fruit. Juices have lower fibre content than fresh fruit. Dried fruit, if eaten in large quantities, can contribute to tooth decay because it contains a concentrated form of sugar that sticks to your teeth.
Are you getting enough?
Recent research shows that most Australians would benefit from increasing their fruit and vegetable intake.
In 2001, 70% of Australians over 12 years usually ate less than 4 serves of vegetables per day. Half usually ate 2 or more serves of fruit 1 .
1 National Health Survey 2001, Australian Bureau of Statistics.
2
Are you there yet?
Circle the answer which best describes your intake.
How did you score?
A score of 2 or 3 for any question means that you could easily improve your fruit and vegetable intake. Now we'll show you how you can do it.
How to get there.
It's easy to 'Go for 2 and 5'. Simply add an extra serve to the meals and snacks you already eat. Here's how:
Go for convenience.
Vegetables only take minutes to cook in the microwave, so add a variety to your main meals.
Fruit comes in its own convenient 'wrapper'. It makes the ideal snack to pop in your bag.
FRUIT
Breakfast
* Add to breakfast cereal or yogurt
* Top toast with sliced bananas
* Grate apple or pear into pancake mix
* Blend soft fruit like bananas, strawberries or canned fruit with skim milk, yogurt, and ice for a frothy fruit smoothie
Snacks
* Pack fresh fruit for a quick snack at any time
* Freeze bananas, grapes, strawberries and oranges for an icy snack
* Puree fruit and pour into ice-block moulds to add to drinks
* Add fresh or dried fruit to muffin or cake mixtures
Main meals
* Include dried fruit in recipes for stuffings
* Add fruit to savoury salads
* Add fruit to baked fish or chicken
* Add chopped dried fruit to couscous (eg. apricots or apple)
Desserts
* Chop fruit into bite-sized pieces and thread onto skewers for a colourful kebab
* Cut into pieces, add to a parfait glass with yogurt
* Serve fresh seasonal fruit for dessert
* Puree stewed fruit as a topping for desserts or swirl into yogurt
4
5
VEGETABLES
Breakfast
* Top toast with cooked mushrooms, tomatoes, capsicum or sweet corn
* Chop and add to an omelette or savoury pancake
* Heat chopped leftover vegetables and serve as a topping for toast; add an egg or reduced-fat cheese for a more substantial meal
Snacks
* Top English muffins or crumpets with diced vegetables and sprinkle with reduced-fat cheese for a quick mini pizza
* Serve carrot and celery sticks, florets of broccoli and cauliflower, and strips of capsicum with a low fat dip
* Grate or dice onion, carrot, zucchini, potato and corn into a savoury muffin or pikelet mixture
* Grate beetroot and butternut pumpkin to add colour to your salad or sandwich
Main meals
* Make meat go further by adding extra vegetables in a stir-fry or casserole
* Add vegies in season or legumes (eg dried beans, peas or lentils) to soups for added flavour and taste
* Add extra vegies, dried peas, beans or lentils to recipes for: meatloaves, patties and stuffings, stews and casseroles, pies, nachos, pasta and rice dishes, pizza and pancakes
* Always serve main meals with cooked vegetables or a salad
* Use capsicum, zucchini, pumpkin, eggplant, cabbage and lettuce leaves as edible containers
with savoury fillings
* For easy wedges, cut potato, sweet potato, pumpkin and parsnip into wedges; microwave until cooked; mix with a teaspoon of vegetable oil, dried mixed herbs and seasoning, and grill until crispy
For more ideas and recipes visit www.gofor2and5.com.au
Food value.
By looking at the nutritional value of fruit and vegetables you can see why eating them regularly helps you feel better and protects the body from disease.
Remember to include some raw fruit and vegetables, high in vitamin A and vitamin C and cruciferous vegetables every day. Scientists are continually discovering why fruit and vegetables are good for your health.
VITAMINS
Fruit and vegetables are good sources of vitamin A, vitamin C and folate.
Vitamin A is found in large amounts in dark green, yellow and orange fruit and vegetables, eg carrots, pumpkin, spinach and rockmelon. Beta-carotene is the main form of vitamin A in fruit and vegetables. Vitamin A keeps skin and eyes healthy and also defends the body against infection.
Vitamin C is found mainly in fruits and vegetables such as tomatoes, capsicum, broccoli, cabbage, citrus fruit (eg oranges), rockmelon and kiwi fruit. Vitamin C helps your body to absorb iron from food - another good reason to include fruits and vegetables at every meal!
Fruit and vegetables are rich in antioxidants. These include vitamins A, C, E and carotenoids such as beta-carotene.
6
7
WHAT ARE ANTIOXIDANTS?
Oxidation occurs as part of the body's natural functions. Oxidation produces free radicals, which attack cell tissues. Further oxidation occurs through exposure to cigarette smoke and sun damage. Oxidation is linked with poor health and premature ageing.
Antioxidants protect the body from the damaging effects of oxidation, supporting the immune system and protecting against disease. While the body naturally provides antioxidants, it also relies heavily on antioxidants supplied through the diet.
Regular consumption of antioxidant rich fruit and vegetables can help protect against the risk of cancer and heart disease.
Folate is found in green vegetables, dried peas, beans and lentils. Folate has been found to prevent the birth defect spina bifida.
CRUCIFEROUS VEGETABLES
The cruciferous family of vegetables (cauliflower, broccoli, Brussels sprouts and cabbage), along with vegetables rich in vitamins A and C, may help to protect against some types of cancer.
DIETARY FIBRE
Fruit and vegetables are also a good source of dietary fibre. High fibre foods are filling, so they help to satisfy your appetite for longer. There are two main types of dietary fibre – soluble and insoluble. Soluble fibre, found in fruit, oats, barley, dried or canned beans and some vegetables, may help lower blood cholesterol levels. Insoluble fibre, found in wholegrain breads, cereals and vegetables, can help to prevent constipation. So it is important to eat a wide variety of high-fibre foods every day.
ENERGY VALUES
All fruit and vegetables except olives and avocados are low in fat and this keeps their energy value low. Green leafy vegetables and those with a high water content such as cabbage, lettuce, cucumber, and celery have a low energy value.
PHYTOCHEMICALS
Phytochemicals are plant chemicals, which are thought to protect against some diseases including heart disease and cancer.
Five easy steps to make sure you always eat a variety of good food.
1. Plan all your meals and shopping list before you shop. Check that you have included lots of fruit and vegetables.
2. Once in the store, be flexible enough to take advantage of specials. Swap to fruit or vegetables in season if they are cheaper, eg grapes or nectarines may be 'in'.
3. When fresh fruit or vegetables are in limited supply, check the price of frozen or canned varieties. These may be a substitute at a better price.
4. Choose brands of frozen or canned fruits and vegetables with 'reduced' or 'no added' fat, salt or sugar.
5. Shop regularly – 2 to 3 times a week if you can. Less to carry, and fruit and vegies will be fresh, look good, taste good and keep their nutritional value.
Go for more.
Many people think that fruit and vegetables are expensive. This is because they change price due to supply. Check the price per kilogram and you will find that fresh fruit and vegetables in season are always less expensive than other foods.
* Check the price and quality of bulk buckets or bags of fruits and vegetables. They are usually ripe and a good buy to use immediately.
* When one fruit or vegetable is out of season or expensive, substitute with another type.
* Make the most of fruit and vegetables when they are plentiful. Buy extra and prepare for future use. For example, make vegetable soup, or stewed fruit to freeze for later.
* Plan meals around vegetables, rice and pasta first and then meat for flavour. Try capsicums stuffed with rice and minced meat or stir-fried vegetables and meat, fish or chicken served with noodles.
* Extend meat dishes with cheaper vegetables such as carrots, potatoes and cabbage.
* Add in a vegetarian dish once a week. Use vegetables with rice, pasta, and different types of dried beans and lentils.
Go for value for money.
When we buy foods that are 'value for money' we achieve 'value for health'. Try spending in line with the Australian Guide to Healthy Eating.
2
Spend most on foods you should eat the most of. They include fruit, vegetables and legumes, and cereal and grain foods (eg. breads, cereals, rice, pasta, noodles).These foods contain vitamins, minerals and fibre and are the food nutritionists recommend you should eat the most of. Eat more of these foods every day.
Spend moderately on foods you should eat in moderate amounts. They include lean red meat, fish, chicken, eggs, cheese, milk and nuts. These foods contain protein, vitamins and minerals (such as iron and calcium). We need some of these foods every day in moderate amounts.
Spend least on foods you should eat the least of. They include chocolate, crisps, sweet biscuits, cordials, soft drinks, coffee, fatty meats (sausages, bacon), and pies. These foods are high in fat, sugar and salt and do not provide many nutrients. Only eat sometimes and in small amounts.
2 An Australian Government funded publication, 1998.
10
11
How to handle your fruit and vegetables with care.
Keep fruit and vegetables fresh by protecting them from heat and light on the way home. Store them correctly as soon as possible.
Always wash fruit and vegetables before you eat or prepare them.
USE HEALTHY COOKING METHODS
Make the most of the nutritional value of fruit and vegetables by limiting the amount of added fat, salt and sugar. Try healthy cooking methods such as steaming, grilling, baking, dry roasting, microwaving, or barbecuing.
Store to keep.
Look for storage tips on leaflets provided by the growers.
These are often near the display.
GREEN LEAFY VEGETABLES AND SALAD VEGETABLES.
Store, unwashed, in the crisper, or in vented plastic bags in the refrigerator. Try using some of the products designed to extend the life of fruit and vegetables eg Special bags or 'ExtraLife' disk.
CITRUS FRUIT, APPLES AND PEARS.
Best stored unwashed in the refrigerator. If this is not possible then store in a cool and well ventilated place.
BANANAS.
Store at room temperature. Do not refrigerate. Find a cool place if it is very hot.
MUSHROOMS.
Best stored in paper bags in the refrigerator.
ROOT VEGETABLES - CARROTS, TURNIPS, BEETROOT, PARSNIP. Store in plastic bags or the crisper compartment of the refrigerator.
ONIONS, POTATOES AND GARLIC.
Store in a cool, dark, dry and well ventilated place.
Try the following two quick and easy recipes to include more vegies into your day!
The Five in Five Stir-Fry (Serves 4)
INGREDIENTS: 2 cups uncooked rice 1 teaspoon vegetable oil 250g chicken breast (skin removed), cut into strips 1-2 cloves of garlic, crushed 1 medium onion, chopped 2 medium carrots, sliced thinly 1 stick celery, sliced 1 red capsicum, sliced 125 g snow peas, trim ends 1 bunch bok choy or 1 cup of cabbage, roughly chopped 2 teaspoons cornflour 2 tablespoons reduced-salt soy sauce 1/2 cup chicken stock 1 tablespoon sweet
chilli sauce
METHOD:
Cook rice following directions on packet. Whilst rice is cooking, heat oil in a wok or large pan. Stir-fry chicken until almost cooked (3 to 4 minutes). Remove chicken and set aside. Cook garlic, onion, carrot, celery and capsicum for 2 minutes. Add chicken, snow peas and bok choy and cook for a further 2 minutes. In a small bowl mix cornflour and soy sauce to a smooth paste then stir in stock and chilli sauce. Pour sauce mixture to stir-fry and heat through. Serve over rice.
VARIATION:
Use lean pork loin instead of chicken.
Try noodles instead of rice.
12
13
Tropical Pizza (Serves 4)
METHOD:
Preheat oven to 200ºC.
Spread pizza base with pasta sauce. Top with ham, pineapple, capsicum, mushrooms and cheese. Sprinkle with dried herbs. Bake for 10 to 15 minutes until heated through and browned.
HANDY HINT:
Make 8 mini pizzas using 4 halved English muffins for the base.
Quicker than picking up take-away pizza! Serve with a crisp green salad.
INGREDIENTS:
25 cm pizza base or
Turkish bread
1/4cup tomato pasta sauce
100 g ham, chopped
225 g can pineapple pieces
(in natural juice), drained
1 medium capsicum, red or green, chopped
100 g mushrooms, sliced
100 g mozzarella cheese, grated
1 teaspoon chopped herbs (basil, oregano or parsley) or a pinch of dried mixed herbs
14 | <urn:uuid:83f7954b-862e-4b63-852a-c8a2fbbfda59> | CC-MAIN-2017-04 | http://www.healthyactive.gov.au/internet/healthyactive/publishing.nsf/Content/2and5book.pdf/$File/2and5book.pdf | 2017-01-20T01:35:25Z | crawl-data/CC-MAIN-2017-04/segments/1484560280763.38/warc/CC-MAIN-20170116095120-00569-ip-10-171-10-70.ec2.internal.warc.gz | 494,838,371 | 3,366 | eng_Latn | eng_Latn | 0.992621 | eng_Latn | 0.998085 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
234,
2483,
3995,
6636,
9332,
11507,
14022,
14763
] | [
2.828125
] | 3 | 4 |
Dinosaur Extinction: Changing Views
J. David Archibald
Department of Biology San Diego State University, San Diego, CA
12
If you played a word association game with people and asked them to respond with the first word that popped into their heads, more than likely, the response for "fossil" would be "dinosaur." If you asked them "what killed the dinosaurs" more than likely they would say "an asteroid." Just as there are many unanswered questions about how dinosaurs lived, so too there are many unanswered questions about how they died. Before we can address the specific question of dinosaur extinction, we must examine the general topic of extinction.
David Archibald is
Extinction: No One Gets Out of Here Alive
Before the beginning of the 19 th century the idea that species could become extinct was not widely believed. In the western culture, it was believed that all species of plants and animals were perfectly created in a matter of days. Certainly a creator would not allow his creations to disappear from Earth. The work of the renowned French paleontologist, Georges Cuvier soon showed that some species have disappeared. He compared the teeth of the two species of living elephants with those of fossil elephants and their relatives. The teeth of fossil mastodons and mammoths were so different from those of the two living species that Cuvier concluded that the mastodons and mammoths no longer existed. Very soon the work of Cuvier and others showed that not only had extinction occurred, but that it had been a very common event throughout Earth's history.
. . . it appears that marine regression, an asteroid impact, and massive volcanism each probably played a significant role in what is the best known mass extinction in Earth's history.
Dave Archibald
Scientists even began to use extinction to measure geological time. Probably best known for this kind of work is the English geologist Charles Lyell. Lyell compared collections of modern marine invertebrates (clams, snails, etc.) to collections of fossil marine invertebrates from different aged rocks and places in Europe. He found that the older and more different the collections of fossil invertebrates were from modern invertebrates, the more extinction had occurred.
Professor of Biology and Curator of Mammals at San Diego State University. He received his Ph.D. from the University of California, Berkeley in 1977. He has written numerous articles, essays, reviews, and monographs on the systematics and evolution of early mammals, biostratigraphy, faunal analysis, and extinction. His fieldwork has taken him from the American West to Middle Asia. His 1996 book Dinosaur Extinction and the End of an Era: What the Fossils Say (Columbia University Press) documents what we know of the fossil record at the time of dinosaur extinction.
99
Lyell was measuring the fact that, over long periods of geological time, as species evolved others became extinct.
Today, we know that not only does extinction occur, but that of all the species that ever lived, well over 99 percent are now extinct. This figure is not an exact percentage, but rather it is an approximation, based on three factors: (a) the age of the Earth, (b) the number of species alive at any given time, and (c) an estimate of how long the average species exists.
a) Paleontologic evidence points to the origin of life on Earth at about 3.5 billion years.
b) For the number of species alive at any given time, we can use estimates of E.O. Wilson, who placed the number of known species alive today at 1.4 million, while judging that the number may be anywhere from 10 to 100 million. 1 To be conservative, we can use the lower estimate of 10 million for the number of species alive at any given time. This number overestimates the number of species alive early
each species lasts about 12.4 million years, and that life originated 3.5 billion years ago, we arrive at the staggering figure of over 2.8 trillion species that have lived on Earth! If only 10 million are alive today, this means that only one in every 280,000 species that has ever lived is alive today. Thus, 99.99 percent are extinct. This total may seem like a shocking number, but it is clear that the fate of most species is extinction rather than further evolution. Because most species become extinct, only a small percentage of species provides the future diversity. Extinction is so common that it is the rule rather than the exception. Just as evolution is an ongoing process adding new species, extinction is an ongoing process that eliminates species.
Armed with this information, we might think that the extinction of species that we humans are causing today is normal or even common. Such an assumption would be wrong. The great many extinctions occurring today because
of human activity fall into an extremely rare category known as mass extinction. In the past 540 million years, during the Phanerozoic Era, there have been five times when the numbers and rates of extinction became so high that they stand out from all other times in the geological past (Fig. 1). A sixth mass extinction is now underway, but this time humans are the culprits.
In Fig. 1, each point on the graph represents the number of extinctions per million years for families of marine invertebrates and vertebrates for that particular interval of geo- in the history of life, but underestimates the number of species alive later in geological time.
c) In the late 1980s Niles Eldredge estimated how long a variety of species survived. An average duration for a species based on his various estimates was 12.4 million years. 1
We now need to make a few calculations. If we use the estimate that the number of species at any given time is about 10 million, that
100
Dinosaurs: The Science Behind the Stories logical time. The solid line is called a regression line and can be thought of as showing the average extinction rate through geological time. The dashed lines surround 95 percent of all the points shown on the graph. Each of the five spikes falls well outside the 95 percent interval, indicating much higher rates of extinction five times in the past. These five spikes are generally recognized as times of mass extinction.
Fig. 1. The five major mass extinctions in the past 540 million years as demonstrated by extinctions of marine invertebrates and vertebrates. From Archibald (1996) after Raup and Sepkoski (1982). 1
When we add up all the extinctions that have occurred in the past, we find that mass extinctions probably account for no more than about 10 percent of all extinctions. The other 90 percent or more are normal or background extinctions that are the counterpart to evolution. Although the five mass extinctions comprise a relatively small percentage of total extinctions during Earth history, each represents a major reorganization of the Earth's biota. The severest of the big five reorganizations occurred at the end of the Permian some 250 mya (million years ago). There was over 90 percent species extinction, although this is not obvious from Fig. 1.
The most famous mass extinction, however, is the one that included the last of the dinosaurs, the terminal Cretaceous mass extinction 65 mya. 2 This mass extinction wiped out the dominant land vertebrates and opened the evolutionary way for mammals that until that time were no larger than a small cat. Although the terminal Cretaceous mass extinction is the most famous, we still cannot say what happened with certainty in part because of the relatively poor record of its best-known victims—the dinosaurs.
The K/T Extinction
The Late Cretaceous (from about 100–65mya) is not only the last geological time interval from which dinosaurs are definitely known, it is also one of the best sampled for dinosaurs. The name K/T comes from a combination of the names Cretaceous, in which we find fossils of dinosaurs, and Tertiary, the time in which we see the first appearance of modern groups of mammals (the K comes from Kreide, the German word for "chalk," deposits of which are common at this time in Europe; Cretaceous means "chalk-bearing").
Around the world there are literally hundreds of Late Cretaceous dinosaur sites, including such seemingly unlikely places as Antarctica and New Zealand (Fig. 2, A). One of the best-known areas for Late Cretaceous dinosaurs is in the northern part of western North America. In this area, we know that the number of genera of dinosaurs dropped from
32 to 19 during the last 10 million years of the Late Cretaceous. In other words, some 40 percent of dinosaur genera were lost in this region during that time. Whatever killed the last species of dinosaur, the record shows that they were declining during the last 10 million years
Dinosaurs: The Science Behind the Stories 101
of the Cretaceous, at least in the western part of North America.
Unfortunately, as one examines the rocks representing the end of the Cretaceous, the fossil record of dinosaurs gets worse. Only a handful of places in the world have a nearly continuous fossil record of vertebrates across the K/T boundary. The one area where we do have an adequate record of dinosaurs very near the K/T boundary is in western North America. Recently discovered sites in China, South America, and India offer hope in the future for an even better K/T record of vertebrates (Fig. 2, B).
What this means is that the vertebrate (and dinosaur) fossil record at the K/T boundary is far poorer than is usually realized. Most importantly, this means that at least for now, we cannot say anything about how fast dinosaur extinction occurred. The record is simply too poor to address this issue. Fortunately, the record is good enough that we can say something about how many species of dinosaurs and other vertebrates became extinct and how many survived. We can also say something about what is called the selectivity of these extinctions. This means that we can ask whether all kinds of species of vertebrates from bony fish to turtles were equally or unequally affected during the change from the Cretaceous to the Tertiary. In order to ask such questions we need a fossil record of vertebrate species other than dinosaurs. Indeed, we have such a record, once again in the western portion of North America. As we examine this record, keep in mind questions such as: Why did this dinosaur extinction occur? Was it only the dinosaurs that went extinct? Which other groups of animals survived?
Other Vertebrate Species Living with the Last Dinosaurs
Our K/T sites for vertebrate fossils are found in eastern Montana. It has been well documented that at least 107 species of vertebrates existed here during the closing million or so years of the Cretaceous. These species belong to 12 major groups, which are listed in Table 1. It may be surprising that of these 107 species
Dinosaurs: The Science Behind the Stories
102
only 19 are dinosaurs. You may also notice that pterosaurs (flying relatives of dinosaurs) and birds are not included in this table, even though fossil evidence indicates their existence at this time. 3 These two groups are not included because their fragile skeletons make them poor candidates for fossilization compared to most other vertebrates. Of the 107 remaining species of vertebrates, 49 percent (52 species) survived, or 51 percent became extinct. 1 Even though only about half of these species of vertebrates became extinct, the overall biological effect on the land was profound. Dinosaurs had been the dominant land vertebrates throughout the Mesozoic. Although mammals had been around for almost the same amount of time, it was only after the dinosaurs were gone that mammals truly began to flourish. More importantly, we can use the survival data in Table 1 to test the various theories of dinosaur extinction.
The Three Most Popular Theories of Dinosaur Extinction
Soon after the discovery and naming of the first known dinosaurs in the early 19 th century, people began to speculate on what had happened to them. By the 1980s, there were over 80 dinosaur extinction theories, more than for any other group of animals. With so many theories, it is no wonder that they ranged from the highly reasonable to the absurd, e.g., overhunting by aliens. 4, 3 Given so many theories of extinction, only the three best explained and testable of these will be discussed here. All three theories, to one degree or another, argue that changes in climate, whether sudden and drastic or slow and cumulative, caused the extinctions. It is important to keep in mind that none of the three theories is mutually exclusive, that is, any combination of the three may have happened. The most important question is which theory, or part of a theory, is best supported by the fossil evidence. Before testing these theories against the vertebrate fossil record, they first must be described. They are described in the order of the length of the time intervals over which they are thought to have acted, beginning with the longest.
The Deccan Traps
Massive eruptions of flood basalts on the Indian subcontinent, called the Deccan Traps, occurred at the time of the K-T boundary. Flood basalts flow from great fissures and volcanoes with moderate amounts of explosive power. They are more like the lava flows of the Hawaiian Islands than the explosive eruption of Mount St. Helens, which literally blew the mountain apart. However, the Deccan Traps erupted over four or more million years and produced enough lava to cover both Alaska and Texas to a depth of 2000 ft (610 m). The effects of such massive volcanism have not been as well studied as the effects proposed in other extinction theories. It is clear, however, that such eruptions would greatly increase the amount of very fine-grained material in the atmosphere. This "dust" would decrease the amount of sunlight reaching the Earth's surface, which would in turn lead to long-term global cooling. Both cooling and a decrease of sun reaching the Earth's surface would, over this long time interval, change the vegetation and thus, affect the animals feeding upon it.
Marine Regression
The second theory relates extinction to marine regression, which is the process whereby very shallow seas that covered much of the low-lying areas of continents drain away, back into the deeper ocean basins. 1 One of the greatest such marine regressions is recorded in rocks near the end of the Cretaceous Period, some 65 mya. Unlike the eruption of the Deccan Traps, which took place over millions of years, the terminal Cretaceous marine regression occurred over a much shorter period of time, only tens or hundreds of thousands of years. Estimates suggest that 11.2 million square miles of land were exposed during this interval, more than twice the next largest such addition of land during the past 250 million years. The landmass that was exposed is approximately equal to the area of modern day Africa. As these continent-sized shallow seas drained away, great areas of low, coastal habitat were fragmented into smaller and more isolated areas. As these habitats for terrestrial coastal spe-
Table 1. Survival and extinction of vertebrate species across the K/T boundary in the western part of North America.
The first number is the number of species that survive the K/T boundary extinction. The second number is the number of species known from the Late Cretaceous. Percent is percent survival.
cies shrank and became more distant from one another, population sizes would have decreased. Furthermore, as land emerged from the sea, land bridges were exposed, such as the Bering land bridge between Asia and North America. This new land would allow migration of terrestrial vertebrates and the potential for increased competition among previously separated species. River systems that had once flowed over relatively short distances grew in length as the shoreline receded further and further and provided greater habitat for many fresh water organisms. As new land areas were exposed with the regression of the great interior seaways, the climate cooled and climatic extremes increased, further stressing an already stressed environment.
Asteroid Impact
The argument presented in this theory is that a 6-mile wide asteroid struck Earth 65 mya, spewing very fine material high into the atmosphere where it spread around the globe. 5 The major result was the blockage of many of the sun's rays. This blockage greatly reduced or possibly stopped photosynthesis. Many indi-
Dinosaurs: The Science Behind the Stories 103
vidual plants would have been stunted or killed, and many plant species would have become extinct. Herbivorous dinosaurs and other vertebrates that fed upon these plants would have disappeared, which in turn would have caused the extinction of the carnivorous dinosaurs that fed upon the herbivores. This process appears to have taken only a few thousand years at the most.
Evidence for the asteroid impact comes from three sources:
The crater The probable crater for this impact has been located near the tip of the Yucatan Peninsula in Central America. It was appropriately named Chicxulub, which means the devil's horns in a local dialect. At 110 miles (180 km) across, it was originally thought to be the second largest such structure on Earth. More recent studies argue that it is more on the order of 60 mi (100 km), or possibly even smaller.
An increase in the element iridium at the Cretaceous/Tertiary (K/T) boundary
A high level of iridium found in rocks from this time period in many places on the Earth is a strong indication of an extraterrestrial source for the iridium, such as from an asteroid striking the Earth. Iridium, a very heavy element, like gold, is rare at the surface of the Earth except where concentrated in a small area by very deep volcanoes.
Shocked quartz Quartz grains, showing shocked lamellae (or parallel layers) in two directions at a microscopic level, indicate a great amount of rapidly applied pressure—such as might be caused by the impact of an asteroid.
Following the publication of the asteroid impact theory in 1980, a number of other possible consequences were suggested, such as acid rain, globe wildfire, sudden temperature increases and/or decreases, tsunamis, and superhurricanes. Each of these is argued to have had consequences on the world's plants and animals. 5 Some of these consequences can be tested using the fossil vertebrate record, but others cannot, notably tsunamis, and superhurricanes. We now turn to examining and testing the various theories using mostly information from the fossil record of vertebrates.
Dinosaurs: The Science Behind the Stories
104
Using the Vertebrate Record To Test Theories of Dinosaur Extinction
The most obvious pattern of extinction among the major vertebrate groups listed in Table 1 is that extinctions were concentrated in only five of these groups: sharks and their relatives, lizards, marsupials, ornithischian dinosaurs, and saurischian dinosaurs. Species in these five groups account for 75 percent of the extinctions. This pattern demonstrates that the K/T extinctions were highly selective and any theory of extinction must account for this selectivity. Because the biotic effects of volcanic eruption have not been explored extensively, but the effects are considered to be similar to the effects of an asteroid impact, these two theories will be discussed together under the asteroid impact. 1 We will start with the marine regression theory.
Marine Regression
Global marine regression began in the last few million years of the Cretaceous. As this occurred, tremendous new tracts of dry land were added. Dinosaurs may well have lived away from the seacoast near the end of the Cretaceous, but their habitats would not have been affected. The well-known dinosaur-bearing vertebrate localities near the K/T boundary, however, come from coastal plain habitats. Thus, it is from this information that we should draw our inferences of what may have occurred.
As indicated in Table 1, the fossil record shows a 0 percent survival for both dinosaurs and sharks and their relatives. With marine regression, the coastal plain habitats were being drastically reduced, stranding dinosaurs in ever-smaller areas—this is similar to what humans are doing to the habitats of large mammals in Africa today. The loss of habitat stressed the dinosaur populations, setting them up for any other biotic insults such as that from even a small asteroid impact or from massive volcanism. At the same time, the coastlines were retreating away from the Western Interior taking the sharks and relatives with them.
Sharks could follow freshwater courses up to a few hundreds of miles or kilometers, but not thousands of miles or kilometers. Their marine connections were severed. Much larger and longer rivers replaced the small coastal streams, which continued to support many species of freshwater fish, turtles, amphibians, and crocodilians. This too is supported by the evidence shown in Table 1. In fact, freshwater species did very well, with descendants such as paddlefish, sturgeon, gar, snapping turtles, and alligators still plying the Missouri-Mississippi river systems. 1
The lowering of sea level reconnected once separated landmasses, such as eastern Asia and western North America. The fossil record shows that the earliest relatives of what would later evolve into hoofed mammals and whales probably reached North America at this time (65 mya)—their possible ancestors being placental mammals known in Asia 20 million years earlier. These new North American placental mammals had teeth that resembled those of the opossum-like marsupials living in North America at this same time. The marsupials arose in North America over 100 mya and were very common for at least the 20 million years leading up to the K/T boundary 65 mya. It seems likely that the appearance of these new placental mammals in North America spelled competitive doom for the marsupials. Interestingly, when both groups appear in South America a few million years after the K/T boundary, they do not compete. Rather, the placentals became more strictly herbivorous, while the marsupials became omnivorous and carnivorous, including large saber-toothed marsupial cats. The one group whose fossil record cannot be explained by marine regression is the lizards, which underwent a drastic reduction, at least in western North America. A possible explanation is that when the climate became wetter in this area following the K/T boundary, the more dry-adapted lizards could not tolerate the changes.
Asteroid Impact
We can start testing the asteroid impact theory by examining the effects of such possibly re-
lated events as acid rain, sharp temperature decrease, and global wildfire. 5
a) We know from work on living species and habitats that among vertebrates, acid rain hurts aquatic organisms most, killing both adults and eggs laid in the water. Among the aquatic organisms, however, only sharks and their relatives show very high levels of extinction. Other aquatic species did very well through the K/T transition, thus acid rain was probably not a major factor.
b) If a sharp drop in temperature had occurred, the species that should have been most affected would have been cold-blooded (ectothermic) vertebrates that spend at least part of their time out of water—this is why today we see far fewer species of amphibians and reptiles (except warm-blooded or endothermic birds) in the far northern and far southern regions of the world. Yet, most of these ectotherms, except lizards, did well through the K/T boundary. Whether dinosaurs should be considered as endotherms, ectotherms, or as having another kind of physiology remains controversial (see de Ricqlès, page 79).
c) Finally, a global wildfire is argued to have consumed 25 percent of all above ground burnable material. Geological evidence for wildfire has been presented based on large amounts of carbon and other compounds occurring at the K/T boundary. Some paleontologists argue that such a global wildfire would have transported great quantities of detritus (very small fragments of plants and animals) into the streams, which would have favored the survival of aquatic animals that eat such material. 4 Other scientists argue that a global wildfire would have been an equal opportunity killer: terrestrial creatures would have been burned on land, and aquatic vertebrates would have suffocated from all the burned material dumped into their environments. Thus, depending upon how the fossil information is interpreted, global wildfire could have been either a significant or unimportant event at the K/T boundary.
Volcanism and Asteroid Impact
One probable result of an asteroid impact or high levels of volcanic activity would have been
Dinosaurs: The Science Behind the Stories 105
the blocking of sunlight, either around the globe or in more restricted areas. Blocking sunlight would have caused the reduction or even cessation of photosynthesis among green plants. The fossil record of land plants in the northern part of western North America suggests an extinction of at least 80 percent, which tends to support the hypothesis that photosynthesis was suppressed. Reduced photosynthesis would have had a devastating effect on large herbivores, especially if they were already stressed by other events such as marine regression. Unfortunately, more recent studies have questioned just how much dust really would have been spread around the world from such an impact. Thus, more studies are necessary before we can resolve this question.
Summary
When using the vertebrate fossil record to test the various theories of dinosaur extinction, it appears that marine regression explains more of the highly selective pattern of extinctions and survivals through the K/T transition in western North America than do either an asteroid impact or massive volcanism. When combined with evidence from plants and marine species, it appears that marine regression, an asteroid impact, and massive volcanism each probably played a significant role in what is the best known mass extinction in Earth's history. These three theories, plus other causes that we still do not know, each may have been necessary, but clearly were not enough individually to cause the extinctions that we see at the end of the Cretaceous.
References
1. Archibald, J.D. 1996. Dinosaur extinction and the end of an era: what the fossils say. New York: Columbia University Press.
2. MacLeod, N., and G. Keller (eds.). 1996. The Cretaceous-Tertiary mass extinction: biotic and environmental changes. New York: W.W. Norton and Co.
3. Dingus, L., and T. Rowe. 1998. The mistaken extinction: dinosaur evolution and the origin of birds. New York: W.H. Freeman and Co.
4. Fastovsky, D.E., and D.B. Weishampel. 1996. The evolution and extinction of the dinosaurs. Cambridge: Cambridge University Press.
5. Alvarez, W.L. 1997. T. rex and the crater of doom. Princeton, NJ: Princeton University Press.
Dinosaurs: The Science Behind the Stories
106 | <urn:uuid:c492be19-bc92-426c-8838-94b45f121c66> | CC-MAIN-2017-04 | http://www.bio.sdsu.edu/faculty/archibald/Archibald02DinoExtiViews.pdf | 2017-01-20T01:37:15Z | crawl-data/CC-MAIN-2017-04/segments/1484560280763.38/warc/CC-MAIN-20170116095120-00562-ip-10-171-10-70.ec2.internal.warc.gz | 364,605,466 | 5,945 | eng_Latn | eng_Latn | 0.995499 | eng_Latn | 0.996843 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2830,
6437,
8807,
13029,
16566,
20672,
24897,
27119
] | [
2.65625,
2.046875
] | 2 | 14 |
Marine Natural Values Study Summary
Wilsons Promontory Marine National Park
Australia's southern waters are unique. Ninety per cent of our marine plants and animals are found nowhere else on earth.
The system of Marine National Parks and Sanctuaries has been established to represent the diversity of Victoria's marine environment, its habitats and associated flora and fauna.
Victoria's marine environment has been classified into five bioregions according to a nationally agreed scheme based on physical and biological attributes.
Wilsons Promontory Marine National Park is the only marine national park in the Flinders bioregion.
Image left:
Photo by Julian Finn, Museum Victoria.
Yellow zoanthid
Parazoanthus sp. and sponge.
Image right:
Australian fur seal pups Arctocephalus pusillus doriferus on Kanwona Island. Photo by Michael Sale.
Description
The park covers 15,580 hectares and is the largest of the marine national parks. It surrounds the southernmost tip of Wilsons Promontory National Park.
The park extends offshore from the high water mark along 44.6 kilometres of coastline from the southern end of Norman Bay to Cape Wellington, and offshore to within 300 metres of the Glennie Group of islands.
The park surrounds the Anser Group of islands (Anser, Wattle and Kanowna Islands and Anderson Islets, part of Wilsons Promontory National Park) to the mean high water mark along 13.3 kilometres of island coastline.
The park adjoins the section of Wilsons Promontory Marine Park that extends north along the west coast of Wilsons Promontory from Norman Bay.
It also adjoins the sections of Wilsons Promontory Marine Reserve near Cape Wellington and surrounding the Glennie Group of islands.
The park is accessible by boat or by foot through Wilsons Promontory National Park.
that the park is part of Country of Boonwurrung and Country of Gunai/Kurnai.
Physical Parameters and Processes
The Wilsons Promontory coastline is less exposed to swells than other parts of the Victorian coast, but is subject to strong current flows and high winds. These winds can create substantial surface waves, affect local currents and cause turbidity.
Strong and complex tidal patterns occur in the park. The western coast is generally subject to a south-west swell, and the eastern coast to a south-east swell. The only major current in the park area is the very weak termination of the East Australian Current.
The seafloor is predominantly more than 20 metres deep. Surface water temperatures vary between an average 17.5°C in the summer and 13°C in the winter. Tidal variation is 1.8 metres for spring tides and 1.4 metres for neap tides.
Numerous small estuaries run directly into the park.
Parks Victoria acknowledges the Aboriginal Traditional Owners of Victoria – including its parks and reserves. Indigenous tradition indicates
The shoreline geology is dominated by a massif of Devonian granite. The area includes numerous geological and landform features of national geological and geomorphological significance.
Within the park, Cleft Island in the Anser Group is listed as having State geological significance.
Just outside the park the numerous sheets of granite at Norman Point are also listed while the sea caves of Great Glennie Island are of regional significance.
Wilsons Promontory is an important biogeographic barrier for biological communities.
Marine Habitat Distribution and Ecological Communities
The main habitats protected by the park include intertidal and subtidal soft sediment, intertidal and subtidal reefs, and the water column.
The intertidal boulders in the park are home to marine plants such as lichens (e.g. Lichina confinis, Gasparinnia murorum), various brown algae (e.g. Splachnidium rugosum), and the globular cyanobacteria Rivularia firma.
Near the low water mark encrusting calcareous red algae, and medium sized brown algae Cystophora spp. can be common. Further down the shore the large brown algae Durvillaea potatorum is dominant.
Also dominant in the surge zone exposed only by low spring tides are.
the brown algae Ecklonia radiata and Phyllospora comosa, along with coralline red algae.
Aggregating invertebrates found in the rocky intertidal zone include the mussel Austromytilus rostratus; the barnacles Chthamalus antennatus, Chamaesipho columna, Catomerus polymerus and Austromegabalanus nigrescens; and the ascidian Pyura stolonifera.
Mobile invertebrates found on the intertidal rocks include the periwinkles Austrolittorina unifasciata and Afrolittorina praetermissa. In amongst the mussels and barnacles are the limpets Cellana solida, C. tramoserica, Notoacmea alta, N. mayi, N. petteridi, Patelloida victoriana, and P. latistrigata.
The predatory gastropods Dicathais orbita and Lepsiella vinosa are also common and feed on the mussels and barnacles. Near the low-water mark the gastropods Dicathais orbita and Turbo undulatus, chitons of the genus Plaxiphora spp. and the limpet Patella peroni are common.
The subtidal soft sediments are predominantly inhabited by infauna (small crustaceans and worms that burrow into the sand) and bottom-dwelling skates and rays. Drift algae and algae attached to shells and debris are also common on soft sediments.
Seagrass beds of Halophila australis and Heterozostera nigricaulis are restricted to sheltered waters, in particular Waterloo and Oberon Bays.
A variety of fish have been recorded on seagrass and associated sand substrate including the southern goatfish Upeneichthys vlamingii, silverbelly Parequula melbournensis, wide-bodied pipefish Stigmatopora nigra, spotted pipefish S. argus, slender weed whiting Siphonognathus attenuatus, blue-throated wrasse Notolabrus tetricus, gobies Nesogobius spp., weedfish Heteroclinus spp. and Cristiceps spp. and toothbrush leatherjackets Acanthaluteres vittiger.
The demersal fish fauna of subtidal soft sediment environments are typical of much of the shallower parts of Bass Strait and include the sparsely spotted stingaree Urolophus paucimaculatus, Tasmanian numbfish Narcine tasmaniensis, banded stingaree Urolophus cruciatus, angel shark Squatina australis, shortnose sawshark Pristiophorus nudipinnis, sand flathead Platycephalus bassensis, silver trevally Pseudocaranx dentex, and prickly toadfish Contusus brevicaudus.
Benthic invertebrates found within the sediments are made up mostly of crustaceans including amphipods, cumaceans, isopods and ostracods
The Red Velvetfish Gnathanacanthus goetzeei Photo by Mark Norman, Museum Victoria.
and polychaetes.
Subtidal reefs and the assemblages associated with them are strongly influenced by the position of the reef, its orientation, slope, depth, exposure and topography. These physical parameters influence key physical processes such as light, water flow and sedimentation, and biological processes such as foraging and recruitment.
Shallow subtidal reefs are often dominated by canopy forming algae. Deep reefs, where light penetration is limited, may be dominated by large sessile invertebrates such as massive sponges, whip corals (Primnoella australasia), soft corals and colonial ascidians.
Sessile invertebrates on more shallow reefs include zoanthids (e.g. Parazoanthus sp.) and gorgonians (e.g. Pteronisis sp. and Acabaria sp.). Both canopy forming algae and large sessile invertebrates can form habitat and food sources for invertebrates and fish.
The diversity and species composition of subtidal reefs in the park varies with location.
Some of the common macrophytes include canopy forming brown algae (e.g. Phyllospora comosa, Ecklonia radiata and Seirococcus axillaris), understorey species (predominantly red algae, e.g. Phacelocarpus peperocarpus, Plocamium spp., Pterocladia lucida, Ballia callitricha, Haliptilon roseum and Melanthalia
Image left:
Caesioperca lepidoptera.
A common species in the park: butterfly perch
).
Image right:
Hermit crab (probablyStrigopagurus strigimanus
Photo by Julian Finn, Museum Victoria.
obtusata), and mixed brown algae (e.g. Sargassum spp. Perithalia cordata and Acrocarpia paniculata).
Mobile invertebrates found on subtidal reefs in the park include sea urchins (e.g. Heliocidaris erythrogramma), sea stars (e.g. Cenolia trichoptera, Nectria spp. and Plectaster decanus), molluscs (e.g. Haliotis rubra, Turbo undulatus), pycnogonids (e.g. Stylopallene dorsospinum and Achelia transfugoides) and bryozoans (e.g. Canda arachnoides, Amathia spp., Euthyroides episcopalis and Triphyllozoon munitum).
The fish fauna includes wide-ranging cool temperate species endemic to Southern Australian, with a much smaller proportion of warmer-water temperate species towards the southern limits of their range. Common species include old wives Enoplosus armatus, the large bastard trumpeter Latriopsis forsteri, various perch Caesioperca spp., various wrasse Notolabrus spp., southern hulafish Trachinops caudimaculatus, various sweep Scorpis spp., magpie perch Cheilodactylus nigripes, the toothbrush leatherjacket Acanthaluteres vittiger, herring cale Odax cyanomelas and mado Atypichthys strigatus.
Species and Communities of Conservation Significance
The park has many species of conservation significance including twenty five bird species (e.g. Latham's snipe Gallinago hardwickii, sanderling Calidris alba, Caspian tern Hydroprogne caspia and white-bellied sea-eagle Haliaeetus leucogaster), 5 marine mammals (e.g. humpback whale Megaptera novaeangliae and the killer whale Orcinus orca) and the leatherback turtle Dermochelys coriacea on state, national or international conservation lists.
The conservation listed green turtle Chelonia mydas is a vagrant that has also been recorded in or near the park.
Seven species of fish found in the park are also regarded as being of conservation significance as they are numerically and spatially rare at the state level (e.g. Sphyraena novaehollandiae and Pentaceropsis recurvirostris).
The park is also a nationally significant area for recovery of white shark Carcharodon carcharias populations.
The water column is home to a variety of planktonic and pelagic organisms. Those that make their permanent home in the water column include sea jellies, salps, many fish, and phytoplankton and zooplankton. A number of marine mammals, turtles and seabirds are also found in or use the water column.
It is home to one hundred and twenty six biota that have been recorded or presumed to be at their distributional limit including algae (e.g. Caulerpa spp. and Cystophora spp.), seagrass (Amphibolis antarctica), shrimp (e.g. Rhynchocinetes kuiteri), sea stars (e.g. Nectria multispina and Euantedon paucicirra), molluscs (e.g. Pisinna tumida tumida and Notoplax speciosa), sea urchins (e.g. Centrostephanus rodgersii and Spatangus luetkeni), and fish (e.g. Dotalabrus aurantiacus and Upeneichthys vlamingii).
Two species of marine snail (Liotella vercoi, Cystiscus halli) and two species of chiton (Eulima styliformis, Eulima victoriae) are presumed to be endemic to the park, though this may reflect collection effort in this area rather than actual Victorian distributions.
Major Threats
Measures to address or minimise threats identified for Wilsons Promontory Marine National Park form part of the park management plan. Parks Victoria also uses an adaptive management approach which includes periodic reviews of priority natural values and threats through processes such as the State of the Parks evaluation and setting of desired conservation outcomes. Through these processes Parks Victoria has identified emerging threats and developed appropriate management responses.
Serious threats include invasive marine pests, nutrients from sewage, propeller scour, major oil spills and boat disturbance of seal colonies.
One introduced species has been recorded from the south-east of the park, the bryozoan Bugula neritina. It is thought that the introduced green shore crab Carcinus maenas is also found within the park.
The invasive New Zealand seastar Astrostole scabra and screw shell Maoricolpus roseus have been reported from marine protected areas to the east of Wilsons Promontory and there are concerns about their possible spread.
The Northern Pacific seastar Asterias amurensis was found at nearby Anderson Inlet in 2004–05, at San Remo in 2011, and most recently in 2012 in Tidal River in the Wilsons Promontory National Park. These populations appear to have been controlled, however there are concerns that this species could spread.
Climate change also poses a serious medium to long term threat to natural values. Parks Victoria will use an adaptive management approach to develop responses and actions that focus on priority climate change issues such as extreme weather events and
existing risks that will likely be exacerbated by climate change.
There are already some signs of climate change related effects in eastern Victoria with the black spined urchin Centrostephanus rodgersii expanding its range from NSW with a strengthening of the East Australian Current. This species forms urchin barrens (devoid of macroalgae) when it reaches high densities and significantly reduces biodiversity of subtidal reefs. At present, densities of this urchin in the park are relatively low.
Research and Monitoring
Parks Victoria has established extensive marine research and monitoring programs that address important management challenges for the marine national parks and sanctuaries. These focus on improving baseline knowledge, as well as applied management questions.
Since the establishment of the parks in 2002 our knowledge and understanding of natural values and threats for the system have improved significantly through the marine science program. Much of the research has been undertaken as part of the Research Partners Program involving collaboration with various research institutions.
There are nine ongoing research projects and one habitat mapping project that are relevant to Wilsons Promontory Marine National Park, while nine research projects and one habitat mapping project have already been completed. The park has an ongoing shallow subtidal reef monitoring program.
While recognising there are still knowledge gaps Parks Victoria will continue to focus on addressing the information needs that will assist management.
For more information, including marine habitat mapping products, please see the full versions of the Marine Natural Values reports on www.parks.vic.gov.au. | <urn:uuid:19c187a7-d9d5-4fae-9ebf-68431026e5db> | CC-MAIN-2017-04 | http://parkweb.vic.gov.au/__data/assets/pdf_file/0007/314728/20_1044.pdf | 2017-01-20T03:52:55Z | crawl-data/CC-MAIN-2017-04/segments/1484560280774.51/warc/CC-MAIN-20170116095120-00005-ip-10-171-10-70.ec2.internal.warc.gz | 212,011,584 | 3,350 | eng_Latn | eng_Latn | 0.967513 | eng_Latn | 0.98286 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3044,
6538,
10868,
14485
] | [
2.59375
] | 3 | 4 |
HOW MIGHT CHURCHILL HAVE REPLIED TO THIS TELEGRAM?
VE Day celebrations in London, May 1945
Catalogue ref: IWM TR 2876
What is this source?
This photograph was taken on May 8th 1945 to show how people in Britain celebrated VE-Day. This shows a view of the crowd in front of the Ministry of Health building in Whitehall. The Prime Minister addressed the crowd from the balcony, which, like the roof of the building, is decorated with flags. On the right is the cenotaph.
VE-Day was Victory in Europe Day. It marked the defeat of Nazi Germany.
Page 7
What's the background to this source?
The Second World War began in September 1939 when Germany invaded Poland. By the summer of 1940 it looked as though Germany would overrun all of Europe. In 1941 matters got worse for Britain as Japan invaded her possessions in the Far East. However, in 1942 the tide gradually turned, especially after the Soviet Union and the USA entered the war in 1941. By 1945 Germany was defeated and Japan surrendered early in September 1945.
As this image was taken people knew that the defeat of Germany was close. However, there had been many disasters and disappointments and so people waited for the official announcement before they really started to party. The war had a huge impact on British life, not just for the troops. Government control had been extremely strict. The most obvious example of this was food rationing but the government also controlled information through censorship and propaganda.
It's worth knowing that...
As the war came to a close British people were eager to see an end to these restrictions. The next big challenge for the government was to work out how this would be done. The other big challenge was for the government to understand the mood of the people. Perhaps this image shows that some of the barriers in British society had broken down in wartime. Society was more informal and relaxed. Governments would have to accept that times had changed.
One of the problems facing a British government after 1945 was that wartime restrictions and control could not just be dropped instantly. For example, scrapping rationing would mean a rush for food in the shops and prices would probably rocket. A new government would have to find ways to gradually phase out government controls.
How will you use this source?
1. Describe the scene in this photograph.
2. Do you get the impression from this image that the British people think that the wartime job is done?
3. What would you say to these people if you were Churchill?
4. What have you learned from this source that would go into Churchill's reply to the telegram?
You could use this framework for Churchill's reply.
Page 8 | <urn:uuid:3cec85de-7d14-4cb4-9da5-07cf58445e0f> | CC-MAIN-2017-04 | http://www.nationalarchives.gov.uk/education/worldwar2/theatre-assets/western-europe/end-of-war/pdf/we-endofwar-ve-day.pdf | 2017-01-20T03:51:37Z | crawl-data/CC-MAIN-2017-04/segments/1484560280774.51/warc/CC-MAIN-20170116095120-00000-ip-10-171-10-70.ec2.internal.warc.gz | 588,233,108 | 564 | eng_Latn | eng_Latn | 0.999257 | eng_Latn | 0.999517 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
553,
2703
] | [
3.5625
] | 2 | 2 |
Chapter Eight
Responding to a Revolution
George Blakeslee, EdD Richard Carter, PhD Marie Gannon, MEd Nancy Roberts, EdD Joan Thormann, PhD Maureen Yoder, EdD
In the late 1970s a revolution began that changed the world. Computers, previously owned only by large corporations and government agencies, had become available through universities. Nancy Roberts first realized the potential of computers in education while doing her doctoral research in Sue Friel's fifth grade classroom in the Lexington, Massachusetts Public Schools. She introduced students to a computerized system dynamics ecology model, as a game. The students' goal was to save the world. Nancy took their worksheet information, entered their data on punch cards, and submitted them to the Boston University (BU) mainframe computer for processing. Her young students responded enthusiastically and Nancy's passion and vision for technology in education were ignited.
Early Computers: Potential and Growth
In 1975 both Nancy Roberts and Sue Friel joined the faculty of Lesley College. Sue managed to procure two terminals for the undergraduate school's mathematics room, connected by telephone lines to the
BU mainframe.
In the summer of 1978 Roberts taught Lesley's first educational computer course. She and her husband had convinced Digital Equipment Corporation (DEC) to donate a PDP 11 to Lesley. The DEC had four terminals and a server, demonstrating the concept of time-sharing. With a class of 12 students, three could work at each terminal. The
course consisted of an introduction to the BASIC (Basic All-purpose Symbolic Instruction Code) computer language, developed at Dartmouth; DYNAMO, the system dynamics simulation language, and Logo, both created at MIT. Jim Slattery, Director of the Lesley Library, agreed to pay $2,000/year for the annual maintenance fee. The computer was housed in a converted closet on the second floor of the library.
MIT donated six electronic mail accounts to Lesley. The accounts were on the MIT network, Bitnet, "Because It's There Net," a forerunner of the Internet. Marie Gannon, on the library staff, mastered email and file sharing and taught Nancy and other account owners. Email was accomplished through a hook up using the telephone lines and worked amazingly well. Words emerged letter by letter on the display screen and connections were dependent on telephone lines.
By the end of the decade computers became widely available in small and affordable versions known as "personal computers." Never before had the average person had access to a tool that, as Apple co-founder Steve Jobs promised, will "harness the power of the computer for the individual." Perceiving the possibilities for education, and the challenge of educating teachers to use computers in their classrooms, the Computers in Education Masters degree program at Lesley College was established in 1980.
Here is the problem: You have a generation of students who, as adults, will need to know how to use computers as surely as they will need to know how to read and write. And you have a generation of teachers, few of whom know how to use a computer and many of whom are wary of computers.
How do you open up those teachers to the educational possibilities of computers? How do you get them to jump the technological generational gap so they can teach their students without passing on any of their own prejudices?
"The first step is to cure them of their fears and prejudices," according to Nancy Roberts, the director of a new program in computers and education at Lesley College in Cambridge, MA. (Coit, 1981, p. 1)
Educators flocked to introductory seminars and left feeling empowered and enthused about using computers in their classrooms. "We give them a taste and hope they come back for more," said Richard Carter, then a graduate student at MIT and one of the instructors of the introductory oneday seminars. Those interested in more in-depth study enrolled in the degree program. Karen Gremley, Angie Ferris, and Maureen Yoder were among the first graduates, and all had become members of the program's faculty by 1983.
In 1981 the faculty assembled a lab of Apple computers on the second floor of the library, then located on the quadrangle. In 1984 the lab and the growing software collection moved to a larger space in the renovated basement of the library, and were overseen by Ricky Carter until 1990. Additional
growth, a need for office space and a work area for students, resulted in the renovation of the library's fourth floor, where everything was located until the creation of the Information Commons in 2009.
Eileen Barnett, a 1989 Computers in Education graduate, became the Educational Software Coordinator and later the Director of the Microcomputer Center. Eileen cultivated relationships with software companies, formulated agreements for site licenses, negotiated donations of software and initiated a software review center for educators. The center became a thriving resource for faculty, students, alumni and local teachers. Many became computer specialists in their schools and leaders in their districts. Now, with the availability and power of the Internet, online resources have replaced the software collection.
Collaborating Organizations; Gatherings of Like Minds
From the very beginning, people in the Greater Boston area interested in educational computing were invited to Lesley College. An informal interest group developed that included people from organizations such as Bolt, Beranek and Newman (BBN), Technical Education Research Centers (TERC), Terrapin, MIT, the Boston Computer Society and the Lexington Public Schools. The group established the Computers in Education Resource Coalition (CERC), which from 1979-1993 published a newsletter and helped Lesley run an annual one-day conference. At the first conference in 1979, Ricky explained a computer math game called, Go Fish. Go Fish was an early example of using a computer to provide a visual representation, or model, of a mathematical idea. The player tried to catch a fish by dropping a line down from a boat. If the depth was wrong, the program replied "too deep" or "too shallow" with a line on the screen representing the fishing line. Simulating a laboratory, it allowed a learner to try out a hypothesis, receive immediate feedback, and then modify his or her idea. In 1979 this was revolutionary.
At the second computer conference, in 1980, program faculty provided "hands-on" sessions with a variety of donated machines including Apples, Pets, TRS-80s and Lesley's DEC. The profits from these computer conferences were used to purchase additional Apple computers for the Lesley program.
As discussed later, Lesley had launched a national Computer and Education outreach program in 1980. So, in addition to the conferences in Cambridge, four-day residential conferences were held in Colorado and Wyoming from 1985 to 1999, bringing current students
and graduates from across the country together for an intensive series of workshops and courses.
In 1989 and 1994, Lesley was the sponsoring organization for the National Educational Computer Conference (NECC) in Boston, the largest gathering of educational technology speakers, participants and vendors in the country. The 1994 NECC, held at the newly rebuilt Hynes Auditorium, attracted over 8,000 participants.
The CERC and Lesley collaborations resulted in awards of several National Science Foundation (NSF) and Department of Education grants. These grants greatly increased Lesley's national reputation.
A Pioneering Masters Degree Program
In 1980 Sue wrote a proposal to require a 2-credit computer literacy course for every undergraduate, one of the first courses of its kind in the country. At the same time, Sue and Nancy, with the help of CERC, developed a 33-credit masters degree program. George Miller, then Vice President of the Undergraduate School, and Dick Wylie, then Dean of the Graduate School, gave the faculty six months to prove the viability of the program.
The Lesley Graduate Program and the member organizations of CERC had a common view on the impact computers would make in the schools. Computers "will help human creatures understand better how it is that we learn and think. . . The introduction of microcomputers into the formal educational environment . . . means an internal, institutional realignment of the educational culture over the coming years" (Polidori, 1983, p. 4). "Quite possibly, the role of the teacher, particularly as it pertains to the use of advanced technologies in the classroom, may change from repository of all knowledge to that of group leader in charge of mutual learning activities" (p. 6).
The program's content and format reflected the needs and skills of adult learners. Classes were offered in the afternoons or evenings once a week for 15 weeks so that
students could attend after work. In the summer, intensive three-week classes were scheduled to coincide with school vacation.
Students demonstrated their newly acquired knowledge by creating projects that were practical and individualized. The first course in the sequence, "Computer Literacy for Educators," introduced students to innovative applications such as word processing,
spreadsheets, databases and educational software. Students learned about system dynamics and computer modeling. They used a paper model to understand how a computer worked.
Ricky Carter developed the "Programming in Logo" class, where students entered commands to move a triangle "turtle" around the screen. Logo incorporated the philosophy of Seymour Papert's (1993) book Mindstorms and the concept of teachers experimenting alongside their students, not always knowing what the outcome will be. Students programmed a robot "turtle" as well as a programmable toy called "Big Trac."
For the software evaluation course, local developers and innovative thinkers, including Tom Snyder, Henry Olds, Bob Tinker and Art Bardige were guest speakers. They later became entrepreneurs and owners of successful companies, but generously gave their time, shared their ideas and listened intently to feedback from Lesley students.
In the "Fundamentals of Computer Structures" course students took apart computers and reassembled them. They learned about operating systems and programmed in machine and assembly language with rudimentary commands and simple outcomes. Using wire and diodes, they built a "full adder," modeling the base-two language underlying friendlier user interfaces.
Students learned to program in BASIC and Pascal, skills that were abandoned after a few years when software became more sophisticated and the average teacher no longer needed to write her own programs. Over the years new courses were developed, reflecting the trend to integrate computers into subject areas. Multimedia and digital video became more user friendly and prompted creative classroom applications. Technology expanded the possibilities for special needs students and for a variety of learning styles. New approaches that were proven to enhance teaching and learning were incorporated into
Lesley courses, reflecting the needs of teachers and their students.
Going National: An Era of Expansion
As mentioned earlier, in 1980 Lesley launched the Computers in Education off-campus outreach program. Dick Wylie, Dean of the Graduate School, had come to Lesley from the University of Colorado. His Colorado colleague, Frank Cordell, told him the University of Northern Colorado would not continue to support out of state programs so Dick suggested that Frank offer the programs through Lesley instead. The timing could not have been better. Frank and his wife Louise formed Professional Outreach Associates and, for 25 years, they ran the offcampus programs out of Greeley, Colorado. When P.O.A. began to market Lesley's computer
program in Colorado, the information meetings drew large numbers of potential students.
Frank and Dick visited Apple Computer's office in Cupertino, California and asked for a donation of computers for the Lesley labs. Three months later, a Coors truck delivered a load of beer to California and brought back a load of Apples to Colorado. Apple was committed to supporting teachers and donated several more labs for Lesley student use.
In Cambridge, the National Outreach Division under Dean Mary Huegel was created to adapt, coordinate and deliver the program. In many largely rural western states the distances to a college or university were too great for a night course so the program was developed into an intensive weekend format. The courses provided the conventional 45 "contact hours" typical of 3-credit graduate courses, but in a concentrated timeframe. Students met for two weekends, a month apart, with sessions on Friday night from 5 to 10 PM and Saturday and Sunday from 8 AM to 5 PM. Cohorts of students, meeting in local school computer labs, could study together
and complete the eleven-course sequence in 22 months. The intensive weekend format proved attractive to teachers who found weekday night courses difficult to attend.
Michael Goodman was hired as the off-campus National program's first Program Director for states west of the Mississippi. Maureen Yoder was the first Program Director of the off-campus Regional Outreach Program covering New England. Frank and Louise Cordell hired Tim Greenshields to recruit students. Tim, a graduate of one of the early Colorado cohorts, was an enthusiastic and energetic promoter of the program and helped increase its size in both rural and urban areas in the Western states.
In 1985 George Blakeslee replaced Michael Goodman as the Program Director of National Outreach. George was instrumental in assembling an education software collection to support the off-campus courses. It was housed in his office closet until it became too large and was moved to the computer center in the library.
Under Lesley's newly appointed President, Margaret McKenna, the college engaged in the development of a vision and mission. These specifically cited a commitment to serve "the underserved" and attract students who worked in the "professions that put people first." Both goals directly aligned with the outreach effort and played an important role in the sustained college support that the Technology in Education program has received since that time.
The "Theory into Practice" pedagogical philosophy of the School of Education was equally well received. Students were pleased that they could learn something they could use with their classes "on Monday" as well as foundational knowledge to guide long-term use and adaptation of educational technology.
Teacher certification requirements and local salary schedules, both of which rewarded graduate study, were incentives to pursue further education. In addition, students found that the cohort model provided them with a community of learners and an ongoing environment of mutual support. Through its willingness to "bring higher education to the student," Lesley University's off-campus programs grew and prospered.
The off-campus format has expanded to include cohorts of students in 22 states. Core and adjunct faculty have taught in locations as close as Somerville, Massachusetts and as far away as remote islands in Washington State. Two hundred and twenty students (10 cohorts), were pursuing their masters degrees by 1985, 660 by 1990 (30 cohorts), 880 by 1995 (40 cohorts), peaking at 1400 in 2000 (65 cohorts) where it has remained relatively stable. In the 30 years the program has been offered, over 20,000 educators have earned a Technology in Education masters degree from Lesley. As the program grew, so did the faculty, now numbering
12 core members of the division, four national faculty and 180 adjunct faculty.
Dick Wylie's confidence in the program led to entrepreneurial efforts that included an accelerated approval process for new courses, residential conferences in Colorado, and even a one-week, three credit "Voyage of the Mimi" course offered on a 95-foot schooner organized by Angie Ferris. Dr. Wylie recalls his role at Lesley with memories of exciting new initiatives and a collaborative spirit. "Lesley gave me the opportunity to develop an environment where faculty were encouraged to be innovative and
creative. I saw my role as helping others achieve their dreams. The faculty showed that an entrepreneurial spirit and quality academics could survive and prosper together."
In the late 1980s significant effort was placed on receiving formal recognition and accreditation for the intensive weekend graduate education model. This was accomplished in 1989, the same time the program was recognized as an exemplary model for in-service technology integration education by the United States Department of Education. The program subscribes to a "good practice based on good theory" and emphasizes the effective integration of technology into classroom practice to improve student achievement. Based in the pedagogy of adult learning, the Technology in Education program provides students with both skills and immediate benefit.
Adjunct Faculty: Essential Ingredients to Success
Concurrently with the creation, development and growth of the Computers in Education off-campus programs, the airline industry was being deregulated. This created the modern "hub and feeder" system that brought air travel to many regions of the country. It became progressively easier to fly faculty to and from cohort sites in the space of a weekend. Early morning "commuter flights" would bring faculty to airline hubs where they could readily make connections to even the most remote Lesley site. With the rise of the "commuter" airlines, almost every city in the United States soon had access to regularly scheduled flight service.
Faculty from Cambridge, and adjunct faculty from around the country, flew out to urban and rural off-campus sites. Dick Wylie, who became the President of Endicott College in 1987, reminisced, "While student interest and demand was high for the masters program an unexpected benefit came from the graduates who became our disciples. They became the catalyst for computers in education across the country and they became our teachers of teachers. They formed a powerful Lesley College network."
To protect the integrity of the program, Lesley Technology in Education faculty trains its own adjunct faculty members. The faculty developed procedures that have since been adopted
by other Lesley programs. At the outset they recruited students who had completed the Lesley technology masters degree, since there were no similar degree programs at that time. Those who were interested in graduate teaching in the program chose a course, applied to be a Teaching Assistant (TA) and, if selected, went through the course again as a TA. If the TA experience was successful, the former student could then teach the course. In later years, with other technology in education graduate programs coming into existence, it became possible to recruit prospective adjunct faculty more widely. Initially the program recruited at local, state and national educational technology conferences.
In 2000, with the advent of the National Programs office and the creation of additional off-campus degree programs, Ellen Jackson was hired to direct a central office for adjunct faculty recruitment and to conduct regular faculty training workshops. Over the years the program has held many adjunct faculty meetings to review and update courses. These meetings assure that every faculty member covers approximately the same material without overlapping the content of other courses. Adjunct faculty, almost all classroom teachers, brought the real world of education to the program. Some even developed new courses for the program, such as the robotics and telecommunications classes.
Staying Ahead: Teaching on the Cutting Edge
Also contributing to the success of the outreach effort in the late 1980s and early 1990s were significant developments in technology, travel and socio-economics. The microcomputer, originally considered a hobbyist's toy, became a respected business tool with the advent of the IBM PC, Microsoft Corporation and VisiCalc's spreadsheet program. Apple Computer responded with the creation of the Macintosh computer and the graphical user interface. The open architecture of the PC sparked the development of "PC Clones" and Microsoft created the Windows operating system. This back and forth "platform war" has driven technology development ever since and has resulted in tremendous advances in desktop computing power and capability. The Technology in Education program has benefited from the growth of interest in technology, tapping into a strong cultural movement to improve teaching and learning with new tools and techniques.
In 1986 George Willett and Len Scrogan developed Lesley's first telecommunications class. When George, Len, and Maureen taught those first few years, they loaned 300-baud modems to students and used local bulletin board systems. When on the road, they became system operators of temporary bulletin boards, set up in student's homes. Classes were run with one phone line, often accessed by a 100 foot modular jack cable to a school nurse's office, or by an alligator clip device attached to the nearest pay phone, or by using an acoustic coupler. In spite of the rudimentary resources and without the power of the Internet, Lesley students still formed collaborations with teachers and their classes around the world, an empowering concept never before realized.
Sometimes the Technology in Education program cultivated a new technology that did not become widely accepted, but provided students with a creative challenge and experience. In 1987 Marie Gannon and Maureen Yoder taught two different weekend courses in videodisc
production. Students designed, storyboarded and videotaped segments that were later sent away to be "pressed" onto a 12-inch videodisc and programmed, with BASIC, to be interactive. The fleeting popularity of videodiscs was a precursor to easily burned and interactive compact disks (CD-ROMs).
Through these forward thinking endeavors the program has continued to bring educationally sound courses that keep our students up-to-date on the latest technology tools and resources available, and to help teachers integrate them into their curricula in thoughtful effective ways.
Going Virtual: Expanding to Online
George Blakeslee developed the first Technology in Education online course during 1995. In 1996, with the support of a Sloan Foundation grant, George developed a second, more technical online course. In the fall of 1997 the fully online version of the degree program was launched under the direction of Maureen Yoder. Both core and adjunct faculty began to transform their courses into fully online formats. Online support tools were in their infancy and faculty created their own class web sites with web page authoring tools, linking them to a free discussion tool called NetThread.
To launch the program Maureen passed out information at conferences and sent flyers to 300 international schools. The first 15 students began in September of 1997. They were a selfselected group of pioneers who chose the online program because of convenience and flexibility. The asynchronous nature of the assignments, and the ability for students to go through the program at their own pace, continue to be attractive advantages of taking classes online. All online students participate in a "virtual graduation." They listen to "Pomp and Circumstance," choose a virtual cap, gown, and hood, view video greetings from their online instructors, and watch the President grant them their diplomas. They post messages such as:
I really enjoyed the asynchronous format that allowed me the flexibility to complete the coursework on my time schedule. With teaching, coaching and starting my family, it was a big responsibility, but with self-discipline, hard work and understanding instructors, I was able to get through it.
Another noted, "The best part was that even though I was in an online program I never felt isolated from my classmates." Hundreds of students from every state and 37 foreign countries have graduated from the fully online program. The online program continues to attract students who otherwise could not complete a masters degree because of distance, personal responsibilities or scheduling constraints.
More and more Lesley weekend courses and blended classes are incorporating substantial online elements as the technology improves and students appreciate the benefits of online learning. In addition to the Master's program, newly updated off-campus Certificate of Advanced Study (CAGS) and Education Specialist (Ed.S.) programs started in the fall of 2004, with several online courses. In 2006, a blended program was introduced, consisting of shortened intensive weekend hours along with online course work.
Changing Lives; Improving Learning
Reflections on the Impact of the Technology in Education Program
From the vantage point of the 21 st Century, clearly the Technology in Education program has consistently fulfilled the mission of the university. Wherever it has been offered it has had a profoundly positive impact. This can most readily be seen in the reflections of those who have been effected.
To assess of the TIE program the authors interviewed many of the people involved in the early years. The remarks gathered fall into four categories: Impact on Teaching Philosophy; Collaboration, Research and Development; Impact on Education Policy; and Implementing the Vision.
Impact on Teaching Philosophy
June Fox, former School of Education Dean, reflects on the beginning of the Program.
In the days when Nancy Roberts was gathering support for the Computers in Education program, June Fox was the Dean of the Graduate School of Education. June recalls Nancy coming to her with the idea of offering a computer course:
I went to Dick Wylie, Dean of the Graduate School at the time. Dick went back and forth with me and finally said if it will not cost the school any money and if the course brings in 3 times Nancy's salary, she could do it. Dick found a closet off the Library's second floor to use as a classroom. The wiring was completed to connect the PDP 11, donated by DEC. Students loved the course.
We used our own graduates to grow the program, though some of our first graduates taught computers in education courses at surrounding colleges, becoming our competition. With the rapid growth of the Computers in Education program and the start of the off-campus programs in Colorado, however, Lesley became an institution with a national reputation.
Reflections from Early Graduates
The impact of the program on those who graduated in the 1980s was unmistakable. Many graduates organized technology initiatives in their districts, rising to newly created leadership positions or making innovative changes in their classrooms.
A poignant reflection about the impact on her career is from one of our first graduates, Jane Manzelli (CAGS).
As a grade 6 teacher in 1979, I realized computers offered new ways for children to learn. I remember programming a turtle on the screen, and a robot on the floor, and understood the potential to visualize math concepts for my students. Every Friday, I borrowed a computer from Henry Olds at EDC. I pulled into the school parking lot early and my entire class was waiting for me! My principal witnessed the learning going on and used PTO funds to buy an Apple II for the school, which cost $2000! At faculty meetings, I would demonstrate Lemonade Stand, Oregon Trail, and Print Shop. We were the mavericks, the risk takers and the pioneers in our school systems.
The impact of having graduated with a CAGS in Computers in Education was enormous. In 1984 I became the Computer Education Coordinator for Brookline Public Schools. I've consulted with Brookline's sister school in Nagoya, Japan, been a board member of the Boston Computer Society, an Apple Distinguished Educator, and became a principal in the technology rich Morse Pond School in Falmouth.
Another early student, Phyllis Kalowski (CAGS, 1985), reports:
For me, professionally and personally, the courses at Lesley inspired me to stretch beyond the limitations of a classroom teacher. My world expanded. I designed and published software for elementary students, contributed articles to computer magazines for teachers, and presented workshops to school systems and conferences.
Additionally, a student from our first class who stayed on for many years as a faculty member, Angie Ferris, (CAGS, 1984) explains:
Because I was both a student and faculty, I had both perspectives. The early days were very exciting times. I was involved in something that had never been done before. It was the first program in the country so it attracted students from all over, many of whom went back to their hometowns and led their schools in the computers and education initiative.
Finally, a Lesley graduate from the undergraduate college in the 1950s, Molly Watt, who also taught in the graduate programs, shares her memories of learning with Logo.
I believe Lesley College and I offered the first graduate course in Logo in the world, in the Hamilton Wenham School district. When Lesley began offering Logo courses on campus, Ricky Carter invited my husband, Dan Watt, or myself, to give guest lectures. We were part of a growing Logo teachers learning community, sharing insights and process freely.
By the eighties when I taught in Golden, Colorado in Lesley's Computers in Education program, I had devised procedure plays. Any Logo procedure could be considered a script. Painter hats for the procedure name, carpenter aprons with pockets for the input, and we were ready to understand recursion!
Collaboration, Research and Development
The impact that collaboration on grants had, both on Lesley and its early associates, comes from three people representing three of the organizations with which Lesley worked— BBN, TERC, and Enablearning, Inc.
First is Wallace Feurzeig, Principal Scientist at BBN Technologies:
A major thrust of the TIE program has been the development and use of advanced computer technology as an integral component of teacher preparation programs. Lesley realized early that instructional technology would have an increasingly important role in supporting inquiry and project-based learning in mathematics and science education. From the 1980s on, Lesley education faculty pioneered the classroom use of new instructional software. Some of that effort came through close collaboration with colleagues from the Cambridge research firm BBN. Key Lesley faculty, including Nancy Roberts, Richard Carter, William Barowy and Frank Davis, worked with Wallace Feurzeig, John Richards, Beverly Hunter and other BBN Education Department staff on several innovative research and instruction projects centered on educational computing.
One major NSF supported project, "Power Tools for Algebra Problem Solving", investigated the use of educational software for teaching algebraic concepts such as variables, equations and functions to sixth-grade students. Another NSF project, "Setting a Research and Planning Agenda for Computer Modeling in the Precollege Curriculum," brought together educators and educational software developers from several universities and research institutions to address the issues involved in bringing computer modeling into precollege teaching.
This second grant produced the book, Modeling and Simulation in Science and Mathematics Education, edited by Wallace Feurzeig and Nancy Roberts.
The second reflection is from Robert Tinker, founder of Technical Education Research Centers (TERC):
At the time the Lesley Technology in Education program began, I was leading the struggling TERC organization, a nonprofit in Harvard Square that was committed to improving math and science education. We were interested in electronic instrumentation for science education in general, and in lab interfaces specifically. We realized that there was great potential to be gained by connecting electronic sensors to computers and using the computers for real-time data acquisition and display. Adeline Naiman shepherded these kits from dreams to products. Adeline later became a member of Lesley's Board of Trustees. TERC staff and Adeline often presented talks and workshops at Lesley College's annual technology conferences. I saw my first Macintosh in the 1984 meeting and was struck by the possibilities inherent in its graphical interface.
I knew of Jay Forrester's System Dynamics group at MIT's Sloan School and had read their literature that contained the intuitive drawings they made of systems of "stocks" and "flows." I realized that with the Macintosh, a student could design a system and then the software could crank out the solution using simple numeric methods. This could be revolutionary. Nancy Roberts had recently earned a doctorate for her work in applying system dynamics to Education. We recruited Jay Forrester and Mary Budd Rowe and submitted a proposal to the NSF to explore the educational potential of this idea. In 1985 NSF awarded us the grant for what became known as the "Modeling" project.
The basic ideas of probes and models that we developed at TERC and Lesley in the 1980s will turn out to be among the most important contributions of technology to science education.
The third reflection is from Art Bardige, President, Enablearning, Inc.:
One of Lesley University's great strengths is its outreach not just to schools but also to the educational business community. Just the opposite of the ivory tower institutions that too often talk only to each other, Lesley has made it a practice over my 30 years of experience in educational software to reach out to the developers and publishers of educational materials and software. It has offered us much needed guidance, support and community. We, in the business side of education, all too often are isolated from the academic and teaching side. Lesley has hosted events that bring us together and give us a chance to interact with faculty and students. We have presented our creations in classes and got them critiqued. We have been able to get help on research and on grants. And we have been able to link our enterprises with interested faculty members who help us get them right.
This kind of cooperation and interaction has made a major difference in our ability to create great educational products. So on this Centennial Anniversary, I want to applaud Lesley University for its great contribution to education and to educational technology through collaboration with industry. I want to thank all of my friends at this farsighted institution of truly higher learning for their help and guidance. I feel very fortunate that my educational software companies have been housed in Cambridge and can work with Lesley.
Impact on Education Policy
The third category of reflections on the Technology in Education Program considers the impact on education that it has had. Beth Lowd eloquently speaks of this as she describes her association with Lesley.
My motivation for taking courses in the Technology in Education program was to learn
how to use computers in the classroom. I was moving from teaching middle school English to being a "computer specialist" for the Lexington Public Schools and I needed to know much more than the little BASIC programming I had picked up on my own. Lesley helped me develop a philosophy and ways to help teachers learn. As computers and software changed and matured, Lesley's program helped us all make sense of the changes and see how they could impact learning.
I saw Lesley as a community of learners. The early conferences really helped those of us in the schools to connect with thinkers, academics, researchers and software developers. Lesley brought in the experts from so many other worlds to share what they knew. Much of what I learned at Lesley I was able to bring directly back to my teachers. I felt supported by the faculty and other students—we helped each other.
My particular niche was at BEST— Business and Education for Schools and Technology—the informal lobbying coalition that Bob Pearlman and I founded to educate the state legislature about the need to fund technology in the schools. The many relationships I developed at Lesley, Lexington, MassCUE (Massachusetts Computer Using educators) and MCET (Massachusetts Corporation for Educational Telecommunications))served me well. We all helped to pass the Education Technology Bond Bill that funded the original wiring of the Schools for Internet in 1996.
Adeline Naiman also comments on the impact of the TIE program on education policy:
In 1968, the American Association for the Advancement of Science (AAAS) had its annual meeting in Boston, and I took my 10-year-old along one day. I was then editor of the Elementary Science Study at the Education Development Center (EDC). Seymour Papert and Marvin Minsky, with whom I had done some work at MIT, brought four terminals connected to the MIT PDP-8 mainframe and invited visitors to try them.
My son had a ball, and I had a kind of revelation of the empowerment computers could now bring to everyone. In 1975, I joined the corporation and later the board of Lesley College, and took part in its computer conferences that began in 1978. I became friends with Sue Friel, Nancy Roberts, and Beth Loud, who shared my vision. In 1979 I became managing director of TERC, where Bob Tinker was pioneering the use of early personal computers in science education. I influenced his bringing his science probes to younger students, and when Apple, Texas Instruments (TI) and IBM brought out the first commercial individual computers, the world exploded.
When TERC moved to Massachusetts Avenue in the early eighties, the interchange between TERC and Lesley became more frequent. Tinker worked on his probeware, and I joined HRM Software to direct publication of this and other curriculum tools for classroom computer use. Lesley became a center for teachers to learn to use computers in the classroom and took on distance learning, establishing branches around the country.
And Dan Watt's memories of Lesley, TIE and Logo:
For me, the beginnings of Lesley's Computers in Education program coincided with my own professional beginnings as an advocate for appropriate uses of computers in schools. My connection to Lesley College began in the late 1970s when Nancy Roberts and Sue Friel called a series of meetings for people interested in educational computing, to advise the college on how to make use of a PDP-11 mini-computer donated by the Digital Equipment Corporation. It quickly became clear that the folks who came to those meetings—representing Lesley, MIT, BBN, TERC
and several public school system—felt a strong need to continue meeting as an interest group.
We started having monthly meetings on Saturdays, breaking up into interest groups. I was in the "computers and human values" group with Andee Rubin, Tim Barclay, Lynn Nadeau and others. We focused on two main issues: equal access to technology and making sure that students and teachers kept control of the computers, rather than being controlled by them.
We decided to hold a conference at Lesley about educational uses of computers—the first ever in the Boston area. Then there was the annual Lesley educational computer conference, which was another marvelous opportunity to share projects in progress and talk with other developers, teachers, administrators, and Lesley faculty and students. It was an event to which I always looked forward with pleasure.
John Richards, one of the very first supporters of the Lesley Graduate Program for Computers in Education, also has strong memories of the early days:
In the late 70s and early 80s, the Apple II, the TRS-80 and the Atari dominated the personal computer market. Macs and PCs weren't invented yet, and society was unaware of the changes that were about to happen. Schools were told that technology was the answer, but we didn't even know the question, and teachers had no place to turn for answers. At that moment in time Nancy Roberts created the Lesley Graduate Program in Computers in Education to provoke questions, and to provide answers. The program led to a research and teaching community that persists to this day. More importantly, it provided a critical mass of people working to understand the practical impact of computers in teaching and learning that complemented the more esoteric research being conducted at some of its better-known neighbors.
My own contribution was to create and co-teach a couple of courses that would become staples of the program. Lesley was a true collaborative environment. When you created a new course, the rest of the faculty sat around the room taking notes, preparing to improve it and then teach it themselves.
National recognition of the program was established when, in 1989, Nancy Roberts and Susan Friel co-chaired the National Education Computer Conference (NECC) in Boston. Lesley sponsored it and I served as Program Chair. The conference was the largest NECC ever held, and was a testament to the closeness of the community.
Len Scrogan, a long time adjunct faculty teaching in our off-campus programs, reflects on the impact of the program on the country as well as himself.
The Lesley Technology in Education program has reached thousands of educators across the country, clearly contributing to the technology revolution in schools more than any other single institution. Due to my longevity, I have seen dozens of Lesley graduates reach leadership pinnacles in their respective careers: I have seen the transformation of many hundreds of teachers into district and state coordinators, principals, assistant superintendents for technology, and leading edge consultants. It's astonishing. In the early years, the graduate students were clearly proudest of the national recognition afforded to Lesley University's outreach program by the US Office of Technology Assessment. Lesley was recognized as the leading outreach program in technology in the country. I saw so many students swell in pride as they considered their own part and parcel of this historical effort.
EdnaMay Duffy, a professor in the program, reports on the impact of the course she teaches, ECOMP 6101 Technology: Impact on Society and Schools:
When I joined the graduate School of Education I discovered that teachers, armed with technology skills, could be investigators using their classroom as a laboratory. ECOMP 6101, the capstone course, focuses on change through research, and includes grant writing as one of its assignments, an assignment that integrates research with the knowledge and skills acquired throughout the entire program. Over the years, Lesley ECOMP 6101 students have been awarded monies for technologies and change-making curricula. This funding represents the impact that one course has made on schools all over the U.S. If multiplied by the number of these courses taught over the years, a real sense of the significant impact the Technology in Education program has made can be realized.
Implementing the Vision
The fourth category of reflections focuses on implementing the newly emerging educational technology vision. Two of the early program graduates who went on to work at Lesley, Ron Koehler as an adjunct faculty and Jeff Pankin as Director of the Computer Laboratory, contribute to this section. Tom Plati speaks for our western Massachusetts collaborators, and faculty member Bill Barowy recounts the ability of the program to inspire and guide district level system impact.
Ron Koehler remembers beginning his Lesley experience in the second class of students entering the Computers in Education Program.
"Computer literacy" seems a quaint concept in today's world of connected students, but curriculum integration is another matter. At Lesley, curriculum integration was always about using technology tools to promote the skills that matter: using information, problem solving, collaborating, and creating—the skills that have become increasingly important and are today listed among what is called "21st Century Skills."
When I began teaching in the TIE program in 1984, the only online piece of the curriculum was an email demonstration we did in a course called Computers in the Schools. Today, second graders in my school district work on cooperative learning projects with 7-year olds in the UK and India. School technology was not ready for the future in those days, but Lesley was. By emphasizing technology's role in promoting the skills that matter, the TIE program was shaping educators who could prepare students for the Global Society long before anyone used that term.
Tom Plati, now Director of Curriculum, Assessment, & Technology for the Lexington, Massachusetts Public Schools, remembers:
The Lesley University environment in the 1980s, propelled by its visionary educators, was the single largest force in helping us first understand the power of technology in education in our region. As Math/Science Director in Shrewsbury, MA in the early 1980s, I was fascinated by the introduction of the new microcomputers and searched for different strategies for utilizing this new technology, learning them by taking courses at Lesley. Ricky Carter taught Logo I, Logo II, and the Software Evaluation class and became an important mentor and coach to me and to others. To inspire us Ricky brought in the who's who of technology at the time: Tom Snyder, Art Bardige and Seymour Papert. New instructors provided excitement in other areas: Maureen Brown Yoder in multimedia and Angie Ferris and Karen Gartland in technology curriculum development through the Voyage of the Mimi. Wow! And, how could any of us early adopters ever forget the "must" technology conference we just had to attend each year. It wasn't the MassCue Conference or even NECC. It was the Lesley Computer Conference, held on a warm spring May day that always provided us with rich sustenance in so many educational areas.
Jeff Pankin, an early graduate of the program and now a Senior IT Consultant at MIT, was the first director of the computer lab and reports on what it was like at the beginning of the Computers in Education program in the early 1980s.
My vision of the future is one in which schools become more humane places to learn and work. I came out of the Open School movement and then latched onto technology. To me technology held the promise of freeing teachers from mounds of paperwork and students from boring, tedious lessons. Technology also meant teachers would be better equipped to serve each child, with technology tracking progress and supporting teacher's pedagogic decisions. Schools would become more fun and turn out more sophisticated thinkers. I think we all shared some vision of schools being better.
Bill Barowy, faculty member and academic advisor to the Raymond, WA cohort illustrates the system impact that the Technology in Education program has had on one rural Washington State community:
Our 1998-2000 Technology in Education cohort from Raymond and South Bend Washington knows whole-heartedly what it means to belong to a community. In 1998 I became the cohort's advisor and later traveled to Raymond to teach a class. I observed the social conditions that follow when a 19th century boomtown depletes its natural resources of shellfish and trees and the economy goes bust. The teachers felt challenged, but much needed. The students were consistently performing one year behind grade level. When the local hotel burned, many migrant families were displaced, and the high school gymnasium housed them for many weeks. Teachers gathered clothes from the community, and the school fed its new inhabitants.
Cindy Jouper, who was a Lesley student, Lesley's lab coordinator, and a teacher turned teacher-trainer, assembled the computer lab every Lesley weekend and put the computers back in the classrooms during the intervening time to maximize their effectiveness with the children. The community obtained this equipment and a modicum of training by winning a Technology Literacy Challenge Fund (TLCF) grant for $400,000. Linda Brummell recalled how the whole community pulled together to complete the proposal swiftly. Sandy Weller, another Lesley student, oversaw the completion of all the tasks. Cindy conducted the training for the yearlong Grant, leaving the school without its resident expert in technology. The staff searched for Master's programs that would further their abilities, and discovered Lesley. Linda became the site coordinator.
Linda, Vivian, and other Lesley students, wrote additional proposals and won subsequent Gates grants, which brought more resources and training. The TIE cohort model had significant effects on the educational practices of the entire school—a "critical mass" for change.
Conclusion: An Essential Thread
Throughout the history of the program both faculty and students have developed valuable connections and collaborations. Faculty have published many books and articles on a variety of topics, and presented papers nationally and internationally. It was the faculty's practice to work together on these publications. In different combinations, Bill Barowy, George Blakeslee, Ricky Carter, Angie Ferris, Margery Miller, Nancy Roberts and Maureen Yoder have written several books collaboratively.
For the educators in our classes, many assignments have empowered them to document their newly acquired knowledge, to raise funding for important initiatives, and to create materials to enhance their teaching and benefit their students and colleagues.
George Blakeslee, EdnaMay Duffy, and others teaching the "Technology: Impact on Society and the Schools" course require students to write a grant. Many of these have been funded, resulting in hundreds of thousands of dollars worth of equipment, professional development, and innovative ideas implemented in classrooms. Stephan Cohen, Bill Arrigoni, and other faculty who teach the "Web Site Design and HTML: Web Publishing for Educators" class have motivated students to create Web pages for their districts, their schools, and themselves. Jo-Anne Hart, in her class, "Technology and Social Studies" involved students in a "Growing Voters" project, promoting a national effort to register voters for the 2004 and 2008 presidential elections.
Students have also published articles with the support and encouragement of faculty members. Since 1999 Joan Thormann, in her class, "21st Century Teaching: Supporting All Learners on Ability Spectrum," requires students to write an article for publication that focuses on some aspect of technology use in special education. To date ten articles have been published in a variety of journals. Mary Seegers, one of the published students, wrote, "I am now in awe at the thought of how our efforts have combined to potentially result in someone somewhere-— someone whom we will never know or see—receiving some type of assistive technology software or hardware device that will significantly change their life."
Judi Mathis-Johnson, another core faculty member, summarized the impact the program has on students:
Our philosophy has been to provide real applications in the current classroom and we continue to do that today. We change teachers, classrooms, schools, and curricula from the moment students take that first weekend class. We don't wait until students emerge with a degree to take leadership roles, we set them up with the philosophy and tools to begin that role immediately, so they can take on an even greater role later on.
Over the years, the masters program has been continually updated as hardware and software capabilities have changed and innovative new approaches to using technology in classrooms have emerged. Internet-based resources, advanced communications capabilities and virtual worlds offer exciting new possibilities in the years to come, along with technologies and applications about which we can only dream.
A sprit of educational entrepreneurship has characterized the Lesley Technology in Education program from the very beginning. As Sue Friel said, "Everything we did was lots of fun, was very creative, and everyone at Lesley supported us." That spirit has spread outward from Cambridge and now exerts positive educational change in communities in 22 states and in graduates' classrooms around the world. The Technology in Education program clearly illustrates the huge benefits accruing from faculty and community collaboration with administration that allows and supports entrepreneurship. As one of our recent graduates said, "The Lesley Program was life changing. It made me a better teacher and I can't wait to use what I've learned."
Reference List
Coit, L. (1981) Teachers, computer, prejudice, and Lesley College, Christian Science Monitor, 16.
Papert, S. (1993) Mindstorms: Children, computers, and powerful ideas. 2 nd Edition. New York: Basic Books.
Polidori, J. (1983) Face to face, MTA Today, March 31, 1983, pp. 4-8. | <urn:uuid:eab80cf8-6f27-45aa-9fbe-d17800456a56> | CC-MAIN-2017-04 | http://www.lesley.edu/WorkArea/DownloadAsset.aspx?id=11935 | 2017-01-20T01:43:10Z | crawl-data/CC-MAIN-2017-04/segments/1484560280763.38/warc/CC-MAIN-20170116095120-00576-ip-10-171-10-70.ec2.internal.warc.gz | 552,904,242 | 10,361 | eng_Latn | eng_Latn | 0.998483 | eng_Latn | 0.99867 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1932,
5254,
7585,
10206,
12990,
16366,
19943,
23146,
25762,
28691,
31700,
34618,
36905,
39527,
42561,
45216,
48138,
51588,
53452
] | [
2.375,
1.84375
] | 1 | 10 |
Food, Nutrition and Food Safety
University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange
UT Extension Publications
9-2009
SP719-H Quick Bites Create a 'Brown Bag Special'
The University of Tennessee Agricultural Extension Service
Follow this and additional works at: http://trace.tennessee.edu/utk_agexfood
Recommended Citation
"SP719-H Quick Bites Create a 'Brown Bag Special'," The University of Tennessee Agricultural Extension Service, SP719H-50M-9/ 09(Rev) R12-5310-139-020-10 10-0062, http://trace.tennessee.edu/utk_agexfood/25
The publications in this collection represent the historical publishing record of the UT Agricultural Experiment Station and do not necessarily reflect current scientific knowledge or recommendations. Current information about UT Ag Research can be found at the UT Ag Research website. This Food & Cooking is brought to you for free and open access by the UT Extension Publications at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Food, Nutrition and Food Safety by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact email@example.com.
Tennessee Nutrition and Consumer Education Program
Revised September 2009
Create a "Brown Bag Special"
Make your lunchtime "special" by brown bagging your midday meal. A packed lunch can be a great way to trim your waist and your budget. Restaurant meals can have huge portions and extra calories that can really pack on the extra pounds. Plus, they can easily cost around $10 or more. Over the course of a month, the extra calories and dollars really add up.
Excitement in a Bag
How do you make the lunch you pack at home just as exciting as a restaurant meal? First, stay away from the same dull sandwich. Fill your brown bag with variety! A sandwich once or twice a week is fine as long as you change it up a little. For example, build your sandwich with an assortment of whole-grain breads, pitas and wraps. Then choose lean fillings like sliced eggs, tuna, low-fat cheese or lean meats. Jazz up your sandwiches with cool, crisp greens, sliced cucumbers, onions and tomatoes.
Not Just Sandwiches
There are several other easy options other than sandwiches to keep your lunch exciting. Soups and frozen meals can be healthy, inexpensive choices, especially if you stock up when they are on sale. Choose the healthier versions of these foods
to keep the calories, fat and sodium low. Don't feel limited to what is packed in the can or box. Add a side salad or a piece of fruit to make sure you have a full, inviting meal.
Leftovers to the Rescue
Your lunchtime is a time for you to relax and replenish your body, so make sure your food is attractive. If you are preparing a frozen meal, take the food out of the plastic container and place it on a real plate along with the extra side item you packed. Creating a meal that looks great will help make the meal feel homemade and will make your meal more satisfying. Don't just stop with a nice looking plate, make sure to move away from your desk or work area for a pleasant change of scenery and time to recharge.
Make Your Time Special
Leftovers can definitely enhance your lunchtime experience. Take the leftover idea a bit further and plan for lunchtime portions when you cook dinner meals. You can even cook in bulk over the weekend by cooking a big pot of chili, soup or rice and beans. These foods can then be divided into individualized portions that are ready to quickly pack in your work time lunch. Add some fresh carrots, celery and pepper strips for some cool crunch in your lunch.
SP719-H
10 Ideas for an Exciting, Tasty, Inexpensive Packed Lunch
1. Turkey or ham sandwich on whole-wheat bread, one small piece of fruit, cucumbers and broccoli with low-fat dip.
2. Green salad with tuna or chicken breast, light salad dressing, 10 whole-wheat crackers, 6 ounces light yogurt.
6. One cup tuna macaroni salad (made with tuna packed in water, whole-wheat pasta and light mayo), side salad with light salad dress- ing, one small piece fresh fruit.
3. Low-fat chicken salad (see recipe below) in a whole-wheat pita pocket, ½ cup low-fat cottage cheese with 1 cup strawberries.
4. One cup bean soup, side salad with low-fat dressing, five whole-wheat crackers, 1 cup melon.
7. Spinach salad with grilled chicken breast, light salad dressing, 1 cup berries, 6 ounces light yogurt, one slice whole-wheat bread.
8. Healthy frozen dinner, one small piece fresh
fruit, side salad with light dressing.
9. One cup whole-wheat pasta salad with chick- peas and veggies of choice (use light Italian dressing), one small piece fresh fruit.
5. Turkey wrap (made with whole-wheat tortilla, lettuce, light mayo, tomato and veggies of choice), ½ cup sugar-free pudding.
10. Asian chicken salad (grilled chicken breast, lettuce, peapods, carrots, ½ cup mandarin orange slices packed in juice, drained), low-fat sesame dressing, one medium whole-wheat roll.
Toasted Almond Chicken Salad
1 pound boneless, skinless chicken breasts 2 14.5-ounce cans fat-free, reduced-sodium chicken broth ½ cup fresh celery, chopped 15 grapes, sliced in half ¼ cup almond slivers, toasted cup light mayonnaise 2 tablespoons plain, fat-free yogurt ½ teaspoon salt Dash ground black pepper 10 slices whole-wheat bread or 5 pita pockets 1 3 /
1. Place chicken breasts in a large saucepan over medium heat. Pour chicken broth over chicken breasts and bring to a low simmer for 20 minutes or until done. Drain meat. Allow chicken to cool, then shred with fork.
2. In a medium bowl, combine remaining ingredients, except bread, and mix well.
3. Add chicken to mixture and toss well to coat. Divide the chicken salad into 5 equal portions.
4. Top 1 slice of toasted wheat bread with one portion of chicken salad. Top with another slice of bread. Repeat for remaining 4 sandwiches.
Prepared By: Carrie Barker, MS-MPH, RD TNCEP Area Specialist
This material was funded by USDA's SNAP-ED Program.
Access more information at: http://fcs.tennessee.edu/tncep
In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, religion, political beliefs or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410 or call (800)795-3272 (voice) or (202)720-6382 (TTY). USDA is an equal opportunity provider and employer.
UT Extension provides equal opportunities in programs and employment.
TNCEP
TENNESSEE NUTRITION &
CONSUMER EDUCATION PROGRAM | <urn:uuid:3acb0a95-5a24-4fb1-9185-5a3a3e290f07> | CC-MAIN-2017-04 | http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1024&context=utk_agexfood | 2017-01-20T03:42:37Z | crawl-data/CC-MAIN-2017-04/segments/1484560280774.51/warc/CC-MAIN-20170116095120-00005-ip-10-171-10-70.ec2.internal.warc.gz | 281,910,717 | 1,504 | eng_Latn | eng_Latn | 0.975652 | eng_Latn | 0.995256 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1207,
3673,
6701
] | [
2.359375
] | 6 | 15 |
WP 2: RESEARCH AND NEEDS ANALYSIS
T02.01 - Collection of existing research on emotional literacy and VET teaching through literature review within each country
Emotional literacy and VET teaching in Portugal
The concept of 'emotional intelligence' emerged in the nineties of the twentieth century. In Portugal, emotional education is still at an early stage.
From an academic and research view, in the last decade several universities and research institutes have been develop a very interesting work in the field of emotions. However, most of this work hasn't been applied to their realities, as schools.
In the last 5 years, this scenario has changed and from a PhD dissertation began a very important project for elementary and secondary schools, Clube Inteligência Emocional na Escola – Aprenda a ser feliz (Emotional Intelligence in School – Learn to be happy). The aim is to promote emotional intelligence through education and development of emotional skills and thereby equip students with tools to live a healthier and happier life, reducing risk behavior and contributing to better results at school, family life and society.
Although there are some emotional literacy projects in Portuguese schools, they are mainly with focus on students. And it is the reason we believe that EL4VET project is so important for Portugal.
University and Research Institutes
Since 1962 that Instituto Superior de Psicologia Aplicada (High Institute of Applied Psychology) develops an academic project characterized by a pioneer path in Portugal within its specific field of formation and intervention. Several courses (first, second and third cycles) in psychology field, including emotion area, are available in this institute. Prof. Prof. Dr. Teresa Garcia-Marques is the director of Laboratory of Psychology, vice-director of Centre of Research and Intervention and editor of Journal of Laboratory of Psychology of ISPA and she has been developing their work about the role that feelings have and exert on cognitive processing.
www.ispa.pt
In 2003, the Faculdade de Ciências da Saúde da Universidade Fernando Pessoa (Faculty of Health Science of Fernando Pessoa University), inaugurated the Laboratory of Facial Expression of Emotion (FEElab) with the mission of develop academic knowledge about human emotions and their way of social expression. FEElab's Director, Prof. Doutor Freitas-Magalhães was considered the "Researcher of the Day" by Humaine Association, a European Commission Network of Excellence on Research on Emotions and Human-Computer Interaction and a professional, world-wide association for researchers in emotionoriented/affective computing.
http://feelab.ufp.pt http://feelab2010.blogspot.com
In 2008, the Institute Superior de Ciências do Trabalho e da Empresa (High Institute of Labor and Enterprise Sciences) open the first master in Portugal in Psychology of Emotions. Several professors and researchers have been develop a very important work in the field of emotions, as Prof. Dr. Francisco Esteves, director of CIS, Centre of Research and Social Intervention, coordinator of the Master in Psychology of Emotions and researcher in the field of emotional faces and social anxiety in children and adolescents. Also Prof. Dr. Patrícia Arriaga, who won the Young Researcher Award of the Portuguese Association of Psychology, has been develop several research in the field of electronic games and their effect in adolescents emotional states and aggressive behaviour and Prof. Dr. Susana Carvalhosa has been develop several research in the field of prevention of bullying in schools.
www.iscte.pt www.cis.com.pt
Schools Projects
In 2006, was implemented an innovative project, "Clube Inteligência Emocional na Escola – Aprenda a ser feliz" (Emotional Intelligence in School – Learn to be happy). This project starts with the Prof. Dr. Manuela Queirós' PhD dissertation in the elementary school of S. João da Madeira. The aim of this project is to create a Emotional Intelligence Club in each school, which will operate as a "laboratory of emotions", where the emotions are worked in a practical way which could help students develop their emotional intelligence, i.e. the ability to perceive, understand, use, and regulate their emotions and those of others in a natural way. Currently there are 12 schools that develop this project with the collaboration of 18 teachers, 11 psychologists and 300 students. During the present school year the project is being extended to several schools in Portugal.
http://sites.google.com/site/inteligenciaemocionalnaescola http://clube-inteligencia-emocional.blogspot.com
In 2009, is created PAIDEIA - Plataforma Aberta, Associação Internacional para o Desenvolvimento da Educação Emocional (Open Platform, an International Association for the Development of Emotional Education), based in the Escola de Saúde of Bragança (Health School of Bragança). This association aims to promote actions of emotional education targeted to schools, educators and trainers. Its president, Prof. Dr. Maria Augusta White, has been developed her research in the area of emotional competence in professors.
http://paideia-plataformainternacional.blogspot.com
In 2009, the Laboratory of Facial Expression of Emotion (FEElab)
presented to Portuguese Ministry of Education a pioneering project in emotional literacy "Se às vezes digo que as flores sorriem" (If I sometimes say that the flowers smile). This project will be firstly implementing in a secondary school, Escola Secundária Inês de Castro , and the aim is to help in resolving the conflicts that we live in Portuguese schools. After receiving green light from Portuguese Government, the project is being implemented in Portuguese schools, with funding from the European Union.
http://feelab2010.blogspot.com/2010/10/projecto-pioneiro-de-literacia.html | <urn:uuid:bc646fea-a891-44f2-9dfd-237e94da79a2> | CC-MAIN-2017-04 | http://www.adam-europe.eu/prj/6710/prd/7/2/National%20Report_PT.pdf | 2017-01-20T03:53:38Z | crawl-data/CC-MAIN-2017-04/segments/1484560280774.51/warc/CC-MAIN-20170116095120-00005-ip-10-171-10-70.ec2.internal.warc.gz | 314,287,932 | 1,198 | eng_Latn | eng_Latn | 0.939922 | eng_Latn | 0.981362 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1339,
2721,
4642,
5867
] | [
2.3125
] | 1 | 3 |
Why did we start observing Lent?
Lent began in the apostolic era and was universal in the ancient church. For this reason, Lent is observed by the various Presbyterian, Methodist, Lutheran, and Anglican churches, by Roman Catholics, and by Eastern Orthodox Churches.
But it is easier to explain who stopped observe it and why.
In the 16th century, many of the Anabaptists discarded all Christian holy days, on the theory that they were Roman innovations. That was their best information at the time, but today we know that they were wrong. In the late nineteenth century, ancient Christian documents came to light. The Didache from the first century, the Apostolic Constitutions from the third century, and the diaries of Egeria of the fourth century; all which give evidence of the Christian calendar and holy days. The Didache and the Apostolic Constitutions were written in the east, which denies it ever recognized the institution of the papacy. Egeria was a Spanish nun, but her writings also describe practices in the east. All of these documents came to light 300 years after it was too late for the groups who had already discarded Christian holy days.
In many cases, however, Rome was the last place to observe the holy days. For example, the idea of moving All Saints Day to November 1 did not reach Rome until 700 years after it originated in England, and the idea of celebrating Holy Week as Palm Sunday, Maundy Thursday, and Good Friday, was quite elaborate in Jerusalem before the early fourth century but did not spread to Rome until the 11th century.
Advent began in medieval Gaul and spread to Rome from there. Lent, on the other hand, appears to have originated in the apostolic age. The Apostolic Constitutions attribute the observance of Lent to an apostolic commandment. We can't verify that, but we also can't disprove it.
The Anabaptists gave rise to or influenced the Amish, the Mennonites, the Baptists, and the Plymouth Brethren. The Puritans, who were Calvinists, had similar views on worship, which is why they made Christmas illegal in Massachusetts at one time. (Some Mennonites, however, never rejected the Christian holy days.)
In the 19th century, the established denominations were slow to spread west of the Appalachians, which was the frontier at the time. The area was thinly populated and there were very few seminary-trained clergy. The lay people had been converted at camp meetings without any church background. They were influenced by the groups that had rejected Christian holy days, but frontier conditions were not conducive to structured liturgical worship anyway. They weren't aware of the Christian holy days, and they didn't have the equipment, the facilities, the education, the authorization, or the training to conduct liturgical worship. Therefore most of the religious groups that were formed in the United States in the 19th century do not have a custom of observing Lent. This environment had some influence on individual congregations in denominations that have historically observed the Christian holy days—so you will occasionally find a Methodist church that does not observe Lent.
Gradually, the holy days have returned to the churches that had discarded them. The restoration quickly began with Easter. Christmas followed in the 19th century, and Advent and Holy Week became widespread among them in the 20th century. Lent is mounting a come-back in the 21st century.
And that is why Lent is back.
Copyright ©1995-2004 by the Rev. Kenneth W. Collins All rights reserved. Reprinted by Permission. | <urn:uuid:c3a491fd-87ef-4975-b6cf-6fba807d8867> | CC-MAIN-2017-04 | http://kencollins.com/texts/WhyNotLent.pdf | 2017-01-20T03:42:14Z | crawl-data/CC-MAIN-2017-04/segments/1484560280774.51/warc/CC-MAIN-20170116095120-00010-ip-10-171-10-70.ec2.internal.warc.gz | 150,103,882 | 740 | eng_Latn | eng_Latn | 0.998539 | eng_Latn | 0.998539 | [
"eng_Latn"
] | false | docling | [
3568
] | [
2.21875
] | 1 | 7 |
Time : 1½ Hrs
POSTGRADUATE PROGRAMME
General English
Model Question Paper
SAMPLE QUESTIONS
SECTION : I
I. A Read the following passage carefully and answer the questions, choosing the right alternative: (5 x 1 = 5 marks)
It is not luck but labour that makes men. Luck, says an American writer, is ever waiting for something to turn up: labour with keen eye and strong will always turns up something. Luck lies in bed and wishes the postman would bring him news of a legacy; labour turns out at six and with busy pen and ringing hammer lays the foundation of a competence. Luck whines; labour watches. Luck relies on chance; labour on character. Luck slips downwards to self-indulgence; labour strides upwards and aspires to independence. The conviction, therefore, is extending that diligence is the mother of good luck: in other words, that a man's success in life will be proportionate to his efforts, to his industry, to his attention to small things.
1) A man’s fortune or prosperity is the result of -
()
A) a strong will
B) favour of luck
C) hard work
D) a keen eye
2) The difference between luck and labour is that -
()
A) the former relies on chance, and the latter on effort and capability
B) the former depends on competence, and the latter on self-indulgence
C) the former believes that something will turn up, and the latter that nothing will
D) the former strives for freedom, and the latter for leisure
3) The line “lies in bed and wishes the postman would bring him news of a legacy” implies that_____ ( )
A) certain people think that if they lie in bed for long, the postman will bring them a letter
B) there are people who think that they need not keep awake for the postman
C) some people think that prosperity will come suddenly, without any effort if one is lucky
D) there are people who spend their whole life in wishful thinking
Max. Marks : 75
4) In the passage “diligence is the mother of good luck” means that– (
)
A) diligence and good luck are the ‘parents’ of success
B) diligence is the ‘child,’ and good luck is the mother
C) diligence and good luck are the children of success
D) diligence is the mother, and good luck is the ‘child’
5) The above passage is -
()
A) descriptive
B) satirical
C) ironical
D) analytical
I. B. Read the given extract, and answer the questions, choosing the right alternative: (5 x 1 = 5 marks)
Earth has not anything to show more fair:
Dull would he be of soul who could pass by
A sight so touching in its majesty:
This City now doth like a garment wear
The beauty of the morning: silent, bare,
Ships, towers, domes, theatres, and temples lie
Open unto the fields, and to the sky,
All bright and glittering in the smokeless air.
(from Wordsworth's 'A City')
6) The extract is
()
A) Philosophical
B) Narrative
C) Reflective
D) Argumentative
7) The poet/speaker considers that person ‘dull’ who -
()
A) has no soul to show
B) passes by beauty without being touched
C) is silent and boring
D) is not as fair as the earth
8) The ‘garment’ worn by the City is _________
()
A) fair Earth
B) ships and towers
C) beautiful morning
D) theatres and temples
9) “smokeless air” in the extract implies ______________
()
A) clean air of the early morning
B) no fireplaces in the houses
C) the absence of fog in the City
D) the sky and the open fields
10) The poem expresses -
()
A) regret
B) appreciation
C) sadness
D) anger
SECTION : II
II. Match the words in A with their meanings in B, writing the correct alphabet in the brackets provided. Column B has some extra items.
(10 x 1 = 10 marks)
A
B
1) doubt
( ) A) room
2) aim (
) B) oppose
3) part (
) C) fortitude
4) space
( ) D) change
5) revenge
( ) E) tiredness
6) counter
( ) F) portion
7) courage
( ) G) purpose
8) envy (
) H) temperament
9) fatigue (
) I) suspicion
10) disposition
( ) J) order
K) jealousy
L) vengeance
III. Given below are 5 head pairs. The two words in each pair are related in a certain way. Choose, from the four alternatives given under each head pair, a pair that has the same relation as the head pair.
(5 x 1 = 5 marks)
11) Cow: Calf
()
A) Tree:
Branch
B) Woman : Baby
C) Hair : Band
D) Sun:
Moon
12) Wind: Blow
()
A)
Cloth : Coat
B) State:
Government
C) Road : Journey
D) Stream : Flow
13) Painter: Brush
()
A) Soldier :
Sword
B) Petrol:
Car
C) Doctor : Patient
D) Scientist :
Experiment
14) Donkey: Bray
()
A) Writer:
Book
B) Bird:
Chirp
C) Bell:
Ring
D) Cat :
Trap
15) Hunger: Food
()
A) Anxiety:
Peace
B) Wall :
Fort
C) Sleep :
Rest
D) Thirst :
Water
SECTION: III
IV. Each sentence given below has segments marked as A, B, C. Identify the segment that is incorrect. If the whole sentence is correct, choose D. Indicate your answer in the brackets. (10 x 1= 10 marks)
1) Neither Smith
nor Martin are responsible. A B C D
No Error
( )
2) My scissors are not very sharp. A B C D
No Error
( )
3) The Japanese
they eat a lot of rice. A B C D
No Error
()
4) The five students
were conversing B C
with one another.
No Error( )
A
D
5) We heard a sound
somewheres A B
in the distant woods
. No Error D
( )
C
6) We chose John
and she
for the committee.
No Error D
( )
A B C
7) Mr. Bennet objected to
Mary singing. C
No Error D
( )
A B
8) We had
a really good time. No Error ( ) A B C D
9) This highway is different than that highway. No Error ( ) A B C D
10) Who’s book is this? A B C D
No Error
()
V. Fill in the blanks with the correct tenses of the verbs given in brackets: (10x 1 = 10 marks)
Broadcasting is a device by means of which a speech(11) _______ (deliver) or a song(12) __________ (sing) is(13) _____ (transmit) to long distances where it can (14) _________ (be, listen) to by all who have a radio set(15) ______ (tune) to the wavelength of the sending machine. By the use of what(16) ________ (is, know) as ‘loud speakers,’ the speech or the song can (17) ________ (be, make) audible to a large gathering. In the olden days, the King(18) _______ (make) a speech at the opening of an exhibition and the speech(19)_______ (will, be) audible only to those seated in front of him. But, now, by the use of radio transmitters, it is possible for people(20) _______ (seat) in the distance to listen to it.
VI. Select the correct preposition, and write its alphabet in the bracket provided. (5 x 1 = 5 marks)
21) I shall be there ________ ten o’clock.
()
a) in
b) from
c) at
d) with
22) He blamed Ramesh _________ the accident.
()
a) in
b) from
c) since
d) for
23) Mr. John differs _________ Mr. Thomas on that point.
()
a) with
b) by
c) of
d) from
24) He accused the man _________ stealing.
()
a) during
b) for
c) of
d) with
25) I am accustomed _________ hot weather.
()
a) to
b) into
c) with
d) on
VII. Render the following into reported speech.
(5 Marks)
26)
The teacher became angry with the student, and said, “Why have you disturbed the class in this way? I have told you before that when I am speaking, you should be silent. Now, leave the room, and do not return today.”
VIII. Give the meaning of the following idioms:
(5 x 1 = 5 Marks)
27) To die down ____________________
28) To stand out ____________________
29) To fall through
_________________________
30) To look out for
____________________
31) To think over
____________________
IX. Write the adjectival form of the following nouns: (5 x 1 = 5 marks)
32) Province _________________
33) Symbol
_________________
34) Meaning _________________
35) Inspiration _________________
36) Culture
_________________
X. Expand the idea contained in ONE of the given proverbs in about 200 words. (10 marks)
a) Time heals all wounds
b) All that glitters is not gold
c) Much ado about nothing
d) Example is better than precept
e) Where there is a will, there is a way
* * * | <urn:uuid:72ef43c9-68a0-419f-b343-61f48bb58856> | CC-MAIN-2017-04 | http://sssihl.edu.in/sssuniversity/Portals/0/Images/Admissions/2017-Entry/Model%20Test%20Papers-2017/P1.%20PG%20General%20English%20model%20QP.pdf | 2017-01-20T03:43:37Z | crawl-data/CC-MAIN-2017-04/segments/1484560280774.51/warc/CC-MAIN-20170116095120-00009-ip-10-171-10-70.ec2.internal.warc.gz | 256,338,125 | 2,215 | eng_Latn | eng_Latn | 0.948327 | eng_Latn | 0.994275 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1901,
3460,
4586,
5824,
7260,
8259,
8516
] | [
3.9375
] | 3 | 5 |
December 2008 OUT Inside PRODUCED BY THE DENVER CENTER FOR THE PERFORMING ARTS
DENVERCENTER.ORG
Producing Partners
Box Office 303.893.4100
Inside
Douglas Langworthy................................................... Editor Sally Gass...............................................Contributing Writer David Saphier...................................... Education Contributor Tina Risch................Community Services/Group Sales Manager Jeff Hovorka.............................Director of Media & Marketing Seth Holt..............................................................Designer
ADDITIONAL SUPPORT PROVIDED BY:
Administration 303.893.4000 Box Office 303.893.4100
denvercenter.org
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
Synopsis
A dapted for the stage almost immediately after its publication––a performance in London is recorded in 1844––A Christmas Carol easily lends itself to drama because of its many vivid characters, moral plotline and incidents along with its striking use of fantastic elements.
A Christmas Carol begins on Christmas Eve when the miserly Scrooge is visited by the ghost of his former partner, Jacob Marley, who died seven years earlier. Marley warns Scrooge that he is to be visited by three spirits. Without their insight, Scrooge will be unable to avoid the endless wanderings Marley now endures. The trio consists of the Ghosts of Christmas Past, Christmas Present and Christmas Yet to Come. Escorted by each in turn, Scrooge is first transported to the scenes of his youth, then to the present family life of his nephew and his loyal clerk Bob Cratchit (whose household includes the crippled Tiny Tim) and finally to the ominous shape of things to come if he does not change his ways. Chastened by his experiences, Scrooge awakens on Christmas Day transformed and basking in the warm glow of bonhomie.
Charles Dickens 1812-1870
hand to hand, read aloud by parents to their families and by hired readers to illiterates in pubs. Dickens found himself in young manhood more than an established writer; he was an international celebrity.
Charles Dickens is one of the most important figures in Victorian literature. His bustling presence as a popular novelist, magazine editor, journalist and social reformer dominates and helps to characterize this period of extremes. Few English novelists can compare to Dickens in the extravagant variety of his characters and narratives or the rich and powerful exploitation of all of the resources of language and symbol that he managed to achieve.
Dickens' own life provided the stuff of which his fiction was made, especially the closely autobiographical David Copperfield (1849). David's struggle to rise from the boyhood misery in the infamous blacking warehouse to a position of wealth and renown as a novelist parallels the author's own experiences. After a few false starts in acting and parliamentary reporting, Dickens' career took off with the publication of Sketches by Boz (1836). The subtitle of this volume proclaimed them "Illustrative of Everyday Life and Everyday People," an apt description both of these stories and much of Dickens' work. The Sketches were not, however, merely lively journalistic pieces about common events or familiar London characters; they were sparked by an uncommon insight into personality, close observation of social interaction and a verbal felicity that would become known as "Dickensian."
Success followed success for Dickens. The Pickwick Papers (1836) began the fashion for monthly serial publication. This format, though onerous for many slower-working novelists, was congenial to the energetic, exuberant creative temperament of Dickens. He always worked at dazzling speed, with intense concentration, seldom making serious artistic compromises. A phenomenal best seller, Pickwick Papers was eagerly passed from
Dickens' literary work falls into three distinct periods. The first extends through Oliver Twist (1837), Nicholas Nickleby (1838), The Old Curiosity Shop (1840), and Barnaby Rudge (1841). These brilliant early achievements are already marked by such recurrent features in Dickens' art as the sympathetic treatment of thieves, prostitutes and other outcasts, indignation at all forms of hypocrisy, compassion for the afflicted and profound empathy with the feelings of sensitive, unprotected children. Satire, sentiment and sensation coexist harmoniously within a framework of bursting abundance, ranging through the whole of England from Fagin's foul urban den in Oliver Twist to Squeer's brutal boarding school in Nicholas Nickleby.
Dickens' triumphant speaking tour of the United States inaugurated his middle period. He formed a poor opinion of the country, which he satirizes as boorish in the American section of Martin Chuzzlewit (1843). In the same year that Dickens began the serialization of this uneven novel, he also published his first "Christmas book," A Christmas Carol. This work, arguably the first product of Dickens' maturity as an artist, is regarded by many as his most representative and by some as his best. In his treatment of the unloved boy who becomes the loveless elderly miser Scrooge, he achieved perhaps the most memorable dramatization of the central Dickensian theme, which could be called "the death of the heart." Dickens was fascinated by the forces in childhood and society that distort healthy human development. When Scrooge finally saves Tiny Tim, he also restores the innocent
Continued on next page
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
3
3
26
4
child within himself. This "resurrectionist" theme runs throughout all of Dickens' later fiction, becoming perhaps most pervasive in A Tale of Two Cities (1859).
Of the numerous works closely following A Christmas Carol, Dombey and Son (1846) is the most impressive. This novel, with the masterful psychological plausibility of the "poor little rich girl" Florence, demonstrated Dickens' ability to portray believable female characters as something other than grotesque and empty-headed ingénues. The serialization of David Copperfield (1849) ended this creative decade to great acclaim.
The next 20 years produced the amazing string of classics for which Dickens is perhaps chiefly known: Bleak House (1852), Hard Times (1854), Little Dorrit (1855), A Tale of Two Cities (1859), Great Expectations (1861), Our Mutual Friend (1864), and The Mystery of Edwin Drood (1870). These gripping later novels, all partially plotted within the new mystery genre, are distinguished by a deepening engagement with issues of social injustice, a more probing exploration of the enigma of differences among family members, and darker philosophical vision. Dickens had moved from the sunniness of Mr. Pickwick's picnics to the chilling opium den fantasies of John Jasper.
Dickens died suddenly at his Gad's Hill home in 1870, literally in mid-sentence, leaving the half-finished Edwin Drood an exciting puzzle to challenge his readers forevermore. His death at the peak of his powers made front-page news throughout the Englishspeaking world and for weeks mourners lined up to pay their final respects at Dickens' grave in Westminster Abbey. For many Dickensians, the most unforgettable dimension of his legacy resides in the extraordinary characters that he created. They have become not only a part of our language but also our way of perceiving. To say of a devious man that he is "a regular Uriah Heep," for example, is to render a dev-
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company astating caricature. The characters in Dickens' novels form an indispensable element of our sensibility.
In addition to his literary achievements, Dickens' tireless contributions to social reform helped to change the child labor laws and the educational system that he deplored in the form of Gradgrind's "school of facts" in Hard Times. That children today are commonly regarded, in literature and in life, as beings with imaginations and feelings to be carefully nurtured, is perhaps more to Dickens's credit than it is to Freud's. One could reasonably maintain that the period of "High Victorianism" ended with the death of Dickens in 1870, to be followed by an age of transition essentially pre-modern in nature. With his keen psychological examination of the divided aims of the human mind in the last novels, Dickens prefigured the introspective period in which we now live.
For many Dickensians, the most unforgettable dimension of his legacy resides in the extraordinary characters that he created. They have become not only a part of our language but also our way of perceiving.
A Dickensian timeline
February 7, 1812
Carol, sells 6,000 copies the first day.
"I am born" in Kent.
1823 The Dickens family moves to Cheapside, London; Charles is kept out of school to save money.
1824 Charles is sent to the boot-blacking factory. Two weeks later his father goes to debtor's prison; the rest of the family,
except
Charles, follows soon after. Charles continues to work after his family leaves prison.
1824-25 Charles returns to school.
1827-30 Charles becomes an office boy in an attorney's office, learns shorthand and eventually becomes a freelance reporter.
1830 He obtains a "reader's ticket" to the British Museum; becomes a staff reporter for The Mirror of Parliament.
Ca. 1830 Begins seeing Maria Beadnell; her family does not approve and she strings him along until he finally breaks it off. She is said to be a model for David Copperfield's Dora.
1833 Publishes his first London sketch in Monthly Magazine.
1836 Sketches by Boz published.
1836 Charles marries Catherine Hogarth.
1836-37 The Pickwick Papers and Oliver Twist
appear in monthly installments simultaneously. With Pickwick finished and Oliver Twist half written, he begins Nicholas Nickleby.
1841 Publication of The Old Curiosity Shop in Master Humphrey's Clock pushed that magazine's sales to a 100,000 per week.
1842 First American tour.
1843 His first Christmas story, A Christmas
1843-44 Martin Chuzzlewit
1843s Dickens begins his private theatrical productions; public readings of A Christmas Carol, Cricket on the Hearth and other works begin.
1849 David Copperfield
1852 Bleak House
1854
Hard Times
1857 Little Dorrit
1858 Catherine Hogarth Dickens moves out of the Dickens household, having withstood Charles' flirtations and neglect for many years.
1859 A Tale of Two Cities
1861 Great Expectations
1864-65
Our Mutual Friend
1867 Second American tour.
1860s Public readings supplant writing new novels.
1868 His health becomes increasingly delicate. Doctors counsel him that he is risking paralysis and a stroke.
1869 He begins Edwin Drood.
March 15, 1870
: Last public reading.
June 1870: He moves to the Kent countryside, where he dies, June 9, surrounded by his children.
June 14, 1870: Buried in Poet's Corner, Westminster Abbey.
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
3
5
From Darkness into Light
Once upon a time Charles Dickens wrote a ghost story of Christmas. His intent was to utterly transform the lives of those who read it. This conjuration of ghosts was animated by a passionate concern for the gloomy condition of contemporary society. England was in a state of economic depression. The Industrial Revolution had already begun to generate an atmosphere of indifference to human well being. Social injustice was epidemic. Children labored under appalling conditions and, for the most part, the masses lived lives of grinding poverty.
to becoming more than a dream.
Instead of merely writing a pamphlet, which was to be entitled An Appeal to the People of England on Behalf of the Poor Man's Child, Dickens launched upon a work which he believed would be much more powerful. "By the end of the year," he said, "you will certainly feel that a sledgehammer has come down with 20 times the force—20 times the force I could exert by following my first idea!" He was already thinking about A Christmas Carol.
We cannot gauge to what degree the book eased the ills of early Victorian society. We do know, however, that Charles Dickens resurrected Christmas. At a time when the old holiday festivities were on the decline, he reconstructed a model for the season that embraced sparkling merriment, warm openheartedness, hospitality, bright fires, glowing faces, radiant spirits, flickering laughter and dazzling generosity. His "sledgehammer" blow was more like a warm breath thawing a frozen heart. By rekindling an almost extinguished flame, his name was forevermore made synonymous with Christmas. With the writing of A Christmas Carol, the vision that man's estate could be "a warm and glowing celebration of sympathy and love" came closer
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
Dickens believed that the diseases of society could only be cured by a profound revolution within the individual human spirit. So, Ebenezer Scrooge came to be. He epitomized the "utilitarian man" of the age, a man whose existence was impelled solely by the accumulation of wealth. He embodied the mercenary indifference of the prosperous classes who believed that their responsibilities toward their fellow man were completed once they had paid their taxes. In the redemption of the seemingly irredeemable, Scrooge signifies the possibility of redemption for all of us.
At a time when the old holiday festivities were on the decline, he reconstructed a model for the season that embraced sparkling merriment, warm open-heartedness, hospitality, bright fires, glowing faces, radiant spirits, flickering laughter and dazzling generosity.
How Dickens Saved Christmas
"Anticipate charity by preventing poverty."
–Maimonides. Charity's Eight Degrees.
C harles Dickens probably had more influence on the way that Christians celebrate Christmas today than any single individual in human history except Jesus Christ.
time, though the reforms he advocated didn't really come to fruition until after World War II, says Blystone. But the idea of generosity at Christmas is the one that comes forth from this story. In a way, the secular view of Christmas and its dwindling religious impact in the minds of many, harkens back to A Christmas Carol. There was not much religion in it, but a great deal of feasting and celebration––and a cracking good ghost story.
At the time Dickens wrote A Christmas Carol (1843), the observance of the holiday was in decline in many areas. Earlier in the century, the practice of singing Christmas carols had dwindled and the Industrial Revolution allowed workers little time "for fripperies like celebration of a Medieval, Christian and pagan festival in the middle of winter," writes Richard Blystone.
When Dickens wrote A Christmas Carol, he was concerned at the way Victorian society was dealing with the problem of the poor. "Thousands of children lived in unimaginable poverty, filth and disease. In 1839 it was estimated that nearly half of all the funerals in London were for children under the age of ten." 2 . Dickens introduces these children in the story through the allegorical twins, Ignorance and Want. The Ghost of Christmas Present shows them, wretched and primitive in appearance, with the warning: "This boy is Ignorance. This girl is Want. Beware them both, and all of their degree, but most of all beware this boy, for on his brow I see that written which is Doom, unless the writing be erased." 3 .
Dickens was a major social critic of his
Stephen Nissenbaum in his book, The Battle for Christmas, argues that Dickens was responsible for another facet of the holiday– –gift giving and charity. In the story Scrooge has little contact with the poor except for his relationship with Bob Cratchit. Cratchit is his clerk, not a laborer in a factory. He may be poor but he is literate; his appearance is clean, though he lacks an overcoat. Except for his eldest daughter, his family does not work outside the home. He does his job well and seemingly is not in danger of losing his position unlike many workers in the Industrial Revolution. But it is the way that Scrooge treats Cratchit and his ignorance of the clerk's family life that illustrates the disparity among the social classes. However, in his experiences with the Spirits, Scrooge sees the wretchedness of the Victorian age as well as the paucity of his own life and emotions. These scenes produce a profound change in him. After that night his activities and relationships are softened by family values; he recognizes his obligation to treat people more humanely. Indications of this change are sending the Cratchits a Christmas turkey, but he does not deliver it in person. He also makes a financial pledge to help the poor when he sees the gentlemen who approached him earlier, but he does not visit the impoverished. What does Scrooge do on Christmas day? He takes dinner
Continued on next page
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
3
7
with his family––his nephew, Fred and Fred's young wife.
Thus, Scrooge's conversion allows us to see the distinction made between different kinds of Christmas obligations. To members of his family he owes face-to-face participation; to the known poor he deals with daily he sends a present. But his debt to the unknown poor, the faceless sufferers of the industrial society, can be paid by a donation to a charitable agency. "If the reborn Scrooge were approached on the street… he could now respond with a clear conscience by saying, in effect, 'I gave at the office.' " 4 . Thus, by the 1840's, Christmas giving was beginning to be divided into two different activities: gifts for family and friends became "presents" while gifts given to the needy were "charity". The presents were usually luxury items of a frivolous nature given in person, while gifts to the unknown poor were necessities purchased and distributed by third parties—-charitable organizations. Without recognizing it, perhaps Dickens reinforced our gift-giving priorities.
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
"Christmas won't be Christmas without any presents."
–Louisa May Alcott. Little Women. (1868).
NOTES on A Christmas Carol
"I have endeavoured in this Ghostly little book to raise the Ghost of an Idea."
– from Charles Dickens' preface to the original edition.
desire to try to capture the warm feelings of the people at large." 2 . The inspiration was so strong that on his return to London, Dickens immediately became engrossed in writing his story. He would walk the streets of London late at night alternately weeping and laughing as the story developed.
D ickens called his little Christmas book a carol after the songs and ballads celebrating the holiday for the birth of Christ. He carried the pretense further by calling the chapters "staves". "Stave" is an archaic from of the word "staff," a stanza of a poem or song.
Despite the lyrical title, the good-spirited story was written in a dismal, disappointing time for Dickens. At the end of 1843, the writer faced the possibility of decline in popularity and income. His newest novel, Martin Chuzzlewit, had not been well received; his wife Kate was expecting their fifth child; his family pressed him for funds, and his own extravagances in keeping a large house on Devonshire Terrace, London all factored in depleting his earnings. In the midst of his personal travails, he was plagued by the problem of child labor, so he decided to write a short pamphlet called An Appeal to the People of England on Behalf of the Poor Man's Child. 1 . The pamphlet was never written, but Dickens' sympathies for the poor garnered him an invitation from the Atheneum, a charitable institution for the Manchester working class, to speak at a fund-raising event in October, 1843. The audience's enthusiastic response and their "bright eyes and beaming faces––inspired a
At odds with his publishers, Dickens paid for the publishing costs of the book himself and insisted on the lavish design that included a gold-stamped cover and four hand-colored etchings. He also priced the book at five schillings so it would be affordable to nearly everyone. Published a week before Christmas 1843, the book was an instant sensation; however, due to the high production costs, Dickens' profits from the work were less than expected. In addition, the work was the victim of pirated editions because of the lack of international copyright laws. Nevertheless, Dickens fought these fraudulent publications while popularizing the work himself by reading it aloud in his public tours.
The prototype for Scrooge may be found in Dickens' earlier writing. In the story "The Goblins Who Stole a Sexton", one of the characters is a bad-tempered gravedigger, Gabriel Grub. On Christmas Eve he can think of nothing better to do than drink beer and dig a grave until he is spirited away by a band of goblins who take him to a cavern where he views panoramas of both rich and poor celebrating Christmas. Through this supernatural medium, Gabriel Grub, like Ebenezer Scrooge, is converted to a new reformed life. Dickens probably derived his miser's name from the colloquial word "scrooge" which means to crowd or squeeze. In Scrooge's case, he is described as a "squeezing, grasping, scraping, clutching covetous old sinner." 3 .
©2005 Denver Center Theatre Company
©2008 Denver Center Theatre Company
9
3
Jacob Marley's name was the surname of Dr. Miles Marley who practiced in Cork Street. He met Dickens at a party, and, knowing that the novelist was interested in unusual names, mentioned that he thought his own name quite remarkable. Dickens reportedly replied: "Your name will be a household word before the year is out." 4 The Cratchit family name likely came from "cratch," an archaic English word for crèche, the manger where Jesus was laid. The name also suggests the scratching of the clerk's pen. Tiny Tim was named "Little Fred" in the first edition, but Dickens' visit to Manchester in 1843 provided another inspiration. His sister Fanny had an invalid son, Harry Burnett, whom Dickens immortalized as both Tiny Tim and the lost boy Paul Domby in Domby and Son. As for Tiny Tim's illness, it is likely he suffered from distal renal tubular acidosis (type I), a kidney disease that made his blood too acidic, writes Dr. Donald Lewis in the American Journal of Diseases of Children (1992). Therapies such as alkaline solutions were available to treat this condition in 1843, but the Cratchits couldn't afford them and the symptoms grew worse. Untreated, Tiny Tim would have died within a year, but Scrooge's newfound generosity provided the funds for the doctors.
Dickens drew heavily on his own experiences to develop the plot. Left alone at school, the young Scrooge takes comfort in the same books loved by the young Dickens. The Cratchits' humble but exuberant Christmas dinner recalls Dickens' own celebrations as a child in Camden Town. The author also knew the sorrow of the death of a child, since the young boy experienced the tragedy of losing a brother and sister in infancy. Dickens preoccupation with children and a specific child is an accusation at a society ignoring a terrible responsibility. A Christmas Carol may be seen as a "serio-comic parable of social redemption. Scrooge is the symbol of the pursuit of
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company material gain and indifference to human welfare and his conversion is a symbol of that change of heart in society on which Dickens had set his own heart." 5
"Scrooge is the symbol of the pursuit of material gain and indifference to human welfare and his conversion is a symbol of that change of heart in society on which Dickens had set his own heart." 5
Christmas Carols
in the Victorian Age
"Here we come a-wassailing among the leaves so green It's here we come a'wandering so fair to be seen;
Mawr, PA: Theodore Presser Co., 1966, p. 35.)
Love and joy come to you, and to you your wassail too..."
–Anonymous, 19th Century England.
I n England, caroling has always been an indispensable and joyous part of the Christmas holiday. Many of the earliest carols sung were preserved in a diary or "commonplace book" that was kept by Richard Hill, a grocer's apprentice, between 1500 and 1536. Hill was interested in numerous subjects and carols were one of them. In 1850 his book was discovered wedged behind an old bookcase. Thanks to this piece of good fortune and Richard Hill's curiosity, we have the earliest of all surviving English secular carols, "The Boar's Head Carol". The lyrics are:
"The boar's head in hand bear I, Bedecked with bays and rosemary; And I pray you my masters merry be; Quot estis in convivio. (Everyone who is at this feast.)
Caput apri defero, reddens laudes Domino
(The boar's head I bring, Giving praise to the Lord.)
International Christmas, Bryn
British caroling was inextricably linked with wassailing. The word dates back to the 5th century and the Saxon toast "waes hal" meaning "Your health." A common recipe for the drink includes brown ale, brown sugar, cinnamon sticks, nutmeg, ginger, lemon slices, roasted apples and one bottle of Madeira or sherry. As caroling groups went from house to house singing, they would receive cups of steaming hot wassail and food, in keeping with the custom that none who knocked on the door would be turned away.
By the Victorian age, caroling was a dying tradition. Oliver Cromwell and the Puritan regime (1649-1658) had banned Christmas carols and other observances of the holiday; the custom never returned in full vitality. In the 17th and 18th centuries, British printers tried to revive interest by circulating songs on cheap, oversized pieces of paper called "broadsides", selling them for a penny. However, by 1830 caroling had degenerated into a sort of advanced begging technique employed by the poor.
By 1833 "God Rest Ye Merry Gentlemen" was known in the cities as "the" carol. William Sandys began in that year to compile his volume of Ancient and Modern Carols, but he had to travel to the midlands and farther north to collect any vestige of Christmas songs. However, the Victorians rediscovered the joy of these unique songs aided by Dickens' story and a Victorian collection, Christmas Carols Old and New, published in 1871.
In this adaptation of A Christmas Carol, several Victorian carols are included. "God Rest Ye Merry Gentlemen" is one, but others are less well known. "The Advent Carol" by Rowland H. Prichard is a lovely piece scored for string orchestras and bells. The "Londoners' Carol" is also known as "Now Thrice Welcome Christmas", but its composer and lyricist are unknown. It was first found in Poor Robin's Almanac for 1695. In Edith Rickert's Ancient English Christmas Carols: 1400-1700, it is known as "A Christmas Song". Finally, Dickens himself wrote the lyrics to "The Hearty, the True and the Bold" which is found in Chapter xxviii of The Pickwick Papers.
These carols conjure up Dickens' world of goodhearted fellowship, crackling fires and the spirit of goodwill.
"Sing a song of gladness and cheer For the time of Christmas is here. Look around about you and see What a wonder this world can be! Sing a Christmas carol, sing a Christmas carol…".
Bricusse, Leslie. "Sing a Christmas Carol" from the film Scrooge 1970.
,
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
Dickens and Christmas
T here is a famous story that soon after Dickens' death, a simple London girl was heard to say, "Dickens dead? Then will Father Christmas die too?" For by that time A Christmas Carol had already become the recognized modern classic of the holiday season, and Dickens was revered as a literary Father Christmas to millions of children. Interrupting work on Martin Chuzzlewit in 1843, he had turned out the complete Carol in less than two weeks. This feverish speed was clearly matched by inspiration, for the Carol is one of the most cohesive and sustained efforts in the Dickensian canon.
probably no great loss. For Dickens had already done his job of making Christmas the supreme holiday of the secular if not the religious calendar. Partly this was because he had created words and images, which brought together and balanced the respective treasures of Christmas, material and spiritual.
With the original edition of 6,000 copies sold out its first day and tremendous demand sparked for not only new editions but new stories, Dickens turned out dozens of short holiday tales and four longer works in the following years: The Chimes (1845), The Cricket on the Hearth (1846), The Battle of Life (1846) and The Haunted Man (1848). Dickens took more time with these and in fact had slowed production on the Carol to insure high quality production and illustration. But he could not maintain the flash of genius that had created the original story and the judgment of critic Philip Hobsawn is probably correct: "Collectively, the Christmas books amount to a brilliantly whimsical parable, an incipient social satire, two sentimental love stories and, finally, an imperfectly allegorist piece of autobiography. As literature, only A Christmas Carol can be said to have lasting merit."
Dickens felt that the spirit of Christmas should be kept alive year-round and he once spoke of his "Carol philosophy" as the basis of a large projected book. This was never written, and is
On the other hand is the typically Dickensian emphasis upon the material delight of things, especially food. Images of food, lovingly described, are common to his books. One of the best occurs in the Carol, introduced by a ripe evocation of atmosphere:
The Spiritual "message" of the book is most clearly stated by the ghost of old Marley to Scrooge, when he laments that money-grubbing was a false vocation: "Business! Mankind was my business. The common welfare was my business; charity, mercy, forbearance and benevolence were all my business. The dealings of my trade were but a drop of water in the comprehensive ocean of my business!"
That one small book, however, is justly praised by another critic as "the one great Christmas myth of modern literature." Its reading is a ritual in many homes and it has inspired plays, films, and radio dramas. And it has become a cherished classic because Dickens imbued it with his own deeply felt love for the holiday season. With its Christmas trees and feasts, toasts and presents, mingling of material bounty with spiritual exultation, A Christmas Carol helped to codify the tradition of holiday ritual, which in Dickens' own youth was still struggling to emerge.
"The walls and ceilings were so hung with living green, that it looked a perfect grove…. The crisp leaves of holly, mistletoe and ivy reflected back the light, as if so many little mirrors had been scattered there; and such a mighty blaze was roaring up the chimney as the dull petrifaction of a hearth has never known in Scrooge's time, or Marley's …. Heaped upon the floor to form a kind of throne, were turkeys, geese, game, poultry, prawns, great joints of meat, sucklingpigs, long wreaths of sausages, mince-pies, plumpuddings, barrels of oysters, red-hot chestnuts, cherry-cheeked apples, juicy oranges, luscious pears, immense twelfth-cakes, and seething bowls of punch, that made the chamber dim with their delicious steam."
By the sheer, delighted accumulation of detail, Dickens roused an appetite in his readers, which perhaps also fostered their spiritual hunger. Since the original meaning of Christmas is the living, material incarnation of God in a child, Dickens' robust blending of lofty sentiments and mundane delights is not, for all its hearty earthiness, out of place. That surely is part of the Carol's appeal.
Dickens' ENGLAND
British history in 19th century Victorian England, to many of us, was a time of prosperity, refinement, high living standards and overstuffed living rooms; it was Upstairs, Downstairs. But life in fin de siécle England was very different from life at mid-century. Inner-city England in the 1830s and 1840s was plagued by Industrial Revolution problems at their height. Air, soil and water pollution were not dealt with any more than overcrowded living conditions or factory life's disruption of family structures. The British government encouraged the economic potential of the Revolution but discouraged legal or political intervention in its problems. There was no precedent for legislation of private enterprise, the prevalent economic theory being laissez-faire. "The result was that by 1832 there was scant provision for the political, municipal, educational or sanitary needs of the population, most of whom were not even tolerably clothed or fed." This, Dickens knew at first hand due to his family's chronically unstable economic condition and his stint as a reporter for The Mirror of Parliament.
Prisons were also managed by private contractors, who, like those overseeing workhouses, took them on as profit-making ventures; there were no government subsidies or support of any kind. It is estimated that some 40,000 people were arrested every year for debt alone. "In some prisons nothing could be had for nothing, as not even a minimum allowance of food was supplied out of the public funds…. In other prisons the free food was filthy and inadequate. The debtor, the most innocent class of prisoner, was least able to purchase alleviation."
the well-to-do was: "Let the able-bodied man be given the choice of earning his own living or going into the workhouse, and then, if he still cannot find work on the land, send him to the factory or the colonies." This belief persisted well into the 19th century.
In the early 1800s, factory workers put in as many hours as their employers required or lost their jobs. Not until the Factory Act of 1833 limited the hours of children and youths and prohibited the employment of children under the age of nine, was there any regulation. Implementation of the Act led to government factory inspection and to the Ten Hours Bill, which limited women and youths to ten hours labor per day. They performed much of the finish work in textile factories and the mining done in shafts no bigger than crawl spaces, so in effect work ceased when they left.
The Poor Law of 1834 created a board of three commissioners to oversee local parish relief, the first national government agency. Like preceding Poor Laws it also required that those unemployed but able to work be sent to workhouses, where conditions were often deplorable at best. Since 1688, workhouses had been under the control of private contractors, who set their own hours, maintained working conditions or not, and paid living wages or not with no one to answer to. An outbreak of fever in 1838 prompted the Board to intervene, leading to the formation of the Health Board in 1848, the Local Government Board and the Ministry of Health. However, the attitude of
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
While it's true that legislation such as the Education Act of 1870 eventually led to "a reading public co-extensive with the nation," in 1818 only one third of all children attended school. Many of these schools were church-sponsored; the government began supporting school construction in 1833 and formed an Education Committee in 1839 to monitor the construction grant and inspect the school buildings. In 1839, the government did nothing to maintain quality in education. Like prisons and workhouses, schools were operated by private individuals seeking to make a profit; there were no national standards to which they were compelled to conform.
Thus, by the time A Christmas Carol was published in 1843, the seeds had been sown for rudimentary change. Still, the working classes were faced with many of the same untenable conditions as they had been before, some of which were addressed by the Reform Bill of 1867. By then, "the idea of change was no longer new and shocking. In 1832, the nation had been made supreme and had been so defined as to include half the middle class. In 1867 it was defined again so as to include the rest of the middle class and the working men of the towns." This era of government legislation, including the Education Act and others, and the slowing of the Industrial Revolution's pace, paved the way for the improved living conditions and general material increase for all classes that we associate with Dickens' England.
Scrooge: A Study in Tragedy and Comedy
I n the fourth century B.C. Aristotle wrote a treatise called The Poetics. While only fragments of his complete works on literature survive today, The Poetics remains a critical starting point for discussion of drama. According to the guidelines in The Poetics, all drama builds around an "action" or "praxis." Tragic action is defined as a man's knowledge of a grievous mistake he has made, for which he must suffer intensely perhaps resulting in death, after exhausting all apparent alternatives. Comic action exposes some sort of foolishness and results in the renewal of human nature, rather than the extermination of it.
A tragic character may be guided by forces of which he is unaware. He makes choices that lead him to his eventual downfall despite the appearance of their initial wisdom. The true nature of the deeds, that they were clear mistakes when revealed to the character, is as surprising to him as it is shocking. Aristotle calls these errors, and the inability to see them as errors, "hamartia." Along with "hamartia," tragic characters often suffer from the flaw of "hubris," or overweening pride.
Comic characters, while they may possess some tragic characteristics, proceed through life committing small errors. Comic characters are by definition not among the great personages. They represent less than average people. Their badness or lack of honor does not go to the extent of depravity or total ridiculousness, but they make choices that are unseemly and shameful.
The effect of tragedy is the purification of the spectator's emotions through the process of "catharsis." The imitating of fear and pity on the stage creates tension in the emotions of the audience members, who are relieved by the outcome of the plot. The resolution of that tension results in pleasure for the spectators as they share those intense emotions, then recover from that experience.
The ideal character for a tragedy is one "whose place is between [the] extremes. Such is the man who on the one hand is not pre-eminent in virtue and justice, and yet on the other hand does not fall into misfortune through vice or depravity, but falls because of some mistake; one among the number of the highly renowned and prosperous…"
How does Uncle Scrooge fit into this scheme?
He makes choices that lead him to his eventual downfall despite the appearance of their initial wisdom.
FOOD
in 19th Century England
T he poor man lived on bread and sometimes with the bread, onions, potatoes or bacon. The wife and children might only get bread because the "breadwinner" had to keep up his strength. A primary source of food came from the pig, which was considered a rural lower-class food. Pigs were prolific, grew fast and could forage in wooded areas. They were full of fat and their meat could be preserved by salting or smoking. The poor man often ate cheese instead of butter and fish instead of meat because these were cheaper. Strangely enough, oysters were a poor man's food. They were pickled and salted to keep for several weeks. Because fuel was expensive and few people had ovens, the average farm worker might only have one hot meal a week and this cooked over an open fire. On Sundays and holidays the poor would take any geese they had to local bakers to get them cooked. To preserve meat it was hung in chimney smoke and then from the ceiling or rafters. Pudding was also a favorite of the lower class. There was Christmas plum pudding, batter pudding, black pudding, kidney pudding, marrow pudding, bread and butter pudding, blood pudding, suet pudding, roly-poly pudding and so on. It was a good food because it provided carbohydrates, fats, sugar and fruit for warmth and energy.
The middle-class diet was built around mutton, overcooked vegetables and potatoes. Salads were not eaten because it was thought that raw foods were tough on the digestion. Lack of variety in diet and keeping foods fresh was a major problem. People bottled and preserved whatever they could. Water was often contaminated, so beer and ale were standard fare and eventually coffee and tea.
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
Children were first fed breast-milk from their mothers or wet nurses. Later they were raised on mutton, potatoes, bread, suet or rice pudding and oatmeal. Fresh milk was expensive and often contaminated until the 1890s when it began to be pasteurized.
Recycling During Dickens time:
Ladies gowns were passed down to the lady's maid. Household servants kept ragbags of used cloth eventually sold and turned into paper. Tea leaves were used to clean carpets. Drippings (animal fat) were used instead of butter by the poor. Bones were sold to the "rag and bone" man for fertilizer. Household ash was sold for bricks. Soot that was swept out of chimneys was turned into insect-killer.
On the streets, cigar butts and dog waste were collected and sold to tanyards for use in processing the leather for the "kid" gloves worn by the upper classes. (The people scrounging through sewers and picking up dog excrement were desperately poor, and not likely to overlook any possible means by which to sustain themselves. Their only alternative was the workhouse.)
The Roots of Christmas Time Celebrations
A lthough the Christmas story centers on the Christ Child of Bethlehem, celebrations at this time commenced long before His coming. They began in Mesopotamia more than 4,000 years ago as the festival of renewal called "Zagmuk." There, the New Year was a time of crisis. The Mesopotamians believed that their chief god, Marduk, had routed the monsters of chaos and built an orderly world, but after crops had been harvested, the empty brown fields revealed that life was dying. To keep death from triumphing, the sacrificial drama of Marduk and the evils of chaos were reenacted each year. Presumably, the king of the Mesopotamians died at the end of the year in order to accompany Marduk into the underworld and do battle at his side, while a new king took his place on earth. Traditionally, however, a criminal was substituted for the king; he was selected, dressed in royal garb and given all the homage and indulgence due a king during the celebration. When his reign ended, he was sacrificed in place of the real king. The people then rejoiced, joined processions of masquerades, built bonfires and exchanged gifts and visits.
Another festival called Sacaea was celebrated by the ancient civilizations of the Persians and Babylonians. There, masters and slaves traded places; the slaves commanded; the masters obeyed. One slave was chosen to be head of the household and everyone paid homage to him. This ritual lasted 12 days. As the old year died, the rules of ordinary living were relaxed. Then, as the new year arrived, the order of the world was restored.
The festival of Saturnalia began around the middle of December when the days were darkest and continued until January 1. In its midst was December 25, the day, as the Romans calculated, when the sun was at its lowest ebb.
The Roman Saturnalia and the holidays that followed were boisterous. People masqueraded through the streets, ate huge dinners, visited their friends and gave each other good-luck gifts. The Roman houses were decked with boughs of laurel and green trees, with lighted candles and lamps—for the spirits of darkness were afraid of light. Masters and slaves ate together on this occasion and sometimes traded roles.
The Christians found Saturnalia celebrations to be too boisterous for their liking, so they turned to the Persian religion, Mithraism. The followers of Mithraism worshiped the sun and celebrated its return to strength on December 25, as the day of the Unconquered Sun. Thus the Christian church borrowed that day of merriment, greenery, lights and gifts to celebrate the birth of the Babe of Bethlehem.
To Christians, the beginning of a new era was marked by the coming of Christ, His death and His resurrection. By 336 or 353 AD, the birth of Christ was officially celebrated on December 25 in the city of Rome. Thus, Christians celebrated this event during that long interval between the dying of the old year and the birth of the new and on into spring. This time of celebration was a centuries-old habit, but borrowed as it was from other cultures and religions, it was now richer and different in meaning.
To these events must be added the feast that accompanied the Jewish cleansing of the Temple that occurred in the latter part of December; while in the cold North, the Teutons observed the winter solstice, calling it by a word known as "Yule." Because the nights were long, it was referred to as "twelve nights."
Christmas Customs & Winter Celebrations
C hristmas, New Year's and the winter solstice are celebrated all over the world. St. Lucy's Day, or Luciadagen, is celebrated on December 13 and marks the official beginning of the Christmas season in Scandinavian countries. St. Lucy was betrothed to a pagan nobleman against her will, so she put out her eyes on the shortest, darkest day of the year. But God restored her vision and she became the symbol for the preciousness of light. Lucy means "light" and she appears in a shining white robe crowned by a radiant halo of candles set into a metal crown covered with lingonberry leaves. The oldest daughter of the family usually assumes the "Lucia" role, followed by her entourage of younger members of the family. They serve the family on the morning of December 13 with a tray of coffee and saffron buns.
the lamp burning for one day and it would take eight days to get more. Miraculously, the oil lasted for the eight days. So, Hanukkah is also known as the Feast of Lights. It is celebrated by lighting a candelabrum called a Menorah, which holds eight candles, plus a ninth, the shammash or "server" used to light all the others. Gifts are given, especially to children.
December 16 opens the nine-day Posada season in Mexico. The Posadas re-enact the story of Mary and Joseph searching for shelter the night Christ was born. Singers/actors set out along the street to ask for shelter in various homes and finally find their kindly "innkeeper" who invites them in to feast.
In Italy, the day of Epiphany (January 6) is the day of gift-giving. The "Befana," a benevolent old witch, comes down the chimney to fill children's shoes with "goodies" or, in retribution for some misdeed, a few pieces of charcoal.
Some festivals celebrate events other than Christmas. Dewali is a November Hindu festival. It is a week of festivities illuminated by lamps, fireworks and bonfires, and includes gifts and festive meals. Families clean their homes and draw elaborate designs (alpanas) on their floors with colored powder to welcome the Hindu goddess of wealth and prosperity. They set up little clay lamps (diyas) on courtyards, windows and roofs because Lakshmi won't bless a home that isn't lit up to greet her.
The Jewish Hanukkah is celebrated for eight days that fall somewhere between November 25 and December 26. Hanukkah commemorates the successful rebellion of the Jews against the Syrians in 162 BC. After their victory, they cleansed and rededicated the Temple in Jerusalem and re-lit the Holy Perpetual Light. There was only enough oil to keep
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
The Chinese New Year begins in the 12th month of the Chinese year. A rigorous housecleaning is done both materially and spiritually. Dirt is thrown out the door and with it goes evil. The Chinese family celebrates the hearth god on the 24th day of the 12th month. The family gives him a farewell dinner so that he can only say good things about them to the other gods. His image is set upon a chair of bamboo stalks then set afire so that the god rides up to heaven. People buy each other the traditional New Year's gifts. The holiday ends with the Parade of the Golden Dragon, symbolizing strength that marks the end of one year and the beginning of another.
Kwanzaa was established in 1966 by Maulana Karenga. It is a time for African Americans to reaffirm their culture. Kwanzaa comes from a Swahili word meaning "first." Occurring annually from December 26 to January 1, Kwanzaa is a time of fasting, feasting and self-examination. It is celebrated with the other seasonal holidays.
The celebration of Kwanzaa is guided by the Nguzo Saba or Seven Principles: unity, self-determination, collective work and responsibility, cooperative economics, purpose, creativity and faith. The symbols are fruits and vegetables, the placemat on which they are arranged and the seven branched candlestick that holds the red, black and green candles that are lit each evening. There are also the ears of corn representing each child in the home, the communal chalice from which a ceremonial libation is poured, and the gifts. It is a family holiday where one is free to improvise on the music, food and language.
The winter observances described above, have in common a rededication celebrated with light, food and gifts during the dark time of the northern hemisphere; these signify an end of the year and a rebirth or new beginning.
Activities
Winter Solstice
A Primitive Society
The earth orbits the sun in one year. In fact, this rotation around the sun defines our year. The seasons are caused by the tilt of the earth to the plane of its orbit. The earth is tilted about 23 degrees on its axis so that sometimes during its rotation around the sun, the North Pole is tipped toward the sun and at other times the South Pole is tipped more toward the sun. On earth, this means the sun seems to move north and south about 46 degrees over the course of a year. In the summer, the sun is very high in the sky but in the winter it never gets as high. Now imagine breaking up the sun's 46-degree up-and-down yearly swing into one-day intervals. Start at the top; then three months later it is midway between extremes and heading south, then three months after that it is at the lowest point (six months after the peak). After that, it starts heading back up; three months later it is at the midway point again and on its way up. A full year after we start, it is back at the top of its journey. We have names for these four times; in order, they are the Summer Solstice, the Autumnal (or fall) Equinox, the Winter Solstice, and the Vernal (or spring) Equinox. The Northern Hemisphere's Winter Solstice (December 22) has the shortest period of daylight during the year.
Research:
How did ancient civilizations interpret the Winter Solstice?
What traditions, customs, or legends evolved around the Winter Solstice?
Describe a Winter Solstice celebration and its traditions. Do any of them sound familiar? Why was the evergreen tree an important symbol of the Winter Solstice?
You are a member of a primitive society. After the warm time, it becomes dark and cold. The daylight hours are very short. There is privation and a lack of warmth and light. It is a fearful time. Fire is relatively new to your group and your group's fire is kept burning all the time. It is a source of warmth and light. It is also guarded. Being a guardian of the group's fire is a position of trust and enormous responsibility.
Your small family group has joined other groups for protection and mutual aid. The combination of groups is beginning to form a rudimentary society. All of your people wish to survive the dark and cold times and to ensure the warm and bright times' return. Your old, wise members have tracked the light and warm times and the dark and cold times with marks. They know that the warm and bright times have returned before, after many marks have been made. Your community has a spoken but not a written language. Counting is not known. Information is passed orally from one person to another. You are the guardian of the fire and so you are a leader in your society and know what the wise people know. No one understands why the light and heat recede or why the cold and dark come. You do know, however, that to survive the society must prepare for these times; they must know how to live during these times and children must grow up understanding what is required to survive.
Create a story or fable that will teach children one of the following lessons: that they should listen to the lessons of their parents and elders; that they understand the dangers that lurk around them and that hungry animals may come close to their camp; that they understand
Activities (con't)
how to judge the light in the sky so they return to the safety of the camp before dark; that they know when and how to seek shelter and safety in an emergency; that they know when and how to save food for the harder times; that they understand the community must stay together to survive.
(To help in this exercise read a fable. Fables teach people how they should live. They are highly condensed lessons in morality. Most fables tell stories about animals and then state a moral at the end.)
In addition to lessons, the people of your community want to understand the reasons for what happens around them. The myth was used to explain events to people before there were scientific explanations. People have always wanted to know the "why" of events in the world. Myths symbolically illustrate and explain the outlines or patterns of existence including: life and death, the great forces of nature, cosmic phenomena and the beginning of civilization. They are closely related to sacred beliefs and filled with supernatural beings that behave a lot like humans. Read a myth and try to understand what it explains.
Create a myth for your society. It may explain: the cold, the dark, the reasons for seasonal changes or other natural phenomena that your community has experienced, life and death, the stars, the sun, the moon, the clouds, the beginning and ending of life.
Extension: Decorate a dowel about the size of a baton. This is a story stick and is used when the class creates a group story. Whoever holds the story stick may speak and add to the story. When they have finished their part of the story, the stick is passed to another person whose turn it is to add to the story. Use this process to create a myth.
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
Create the traditions that celebrate and recognize the special times experienced by your community. These may include: the beginning of the warm times or the brightest and warmest day, the beginning of the cold times or the darkest and coldest day, the point when a child is considered an adult, the recognition of a marriage or pairing of two adults, the welcome of a newborn or saying goodbye to someone who has died.
Research
Identify how cultures other than our own celebrate midwinter. Identify any similarities in the traditions.
The Christmas Tree
Trace the evolution of the Christmas tree: Why is it an evergreen tree? What does it symbolize? Which countries celebrate Christmas with an evergreen tree? What other trees are used? Why?
Create an International Christmas Tree: Research as a class or individually the manner in which other countries decorate their Christmas trees. Ask the students to make an ornament that they have found in their research for an international tree. Ask the class to try to recreate as many international ornaments as there are members of the class. Decorate your class tree.
Answer the following questions: How does the country you researched celebrate the season or the holiday? Is there any special significance in the materials used for the ornaments or are the materials native to the country researched? What new Christmas customs and traditions of the lands that you researched did you discover?
What legends or legendary holiday characters did you discover in your research?
Extension: Make a traditional holiday food from the country you studied and bring it to class to celebrate the completion of the tree.
Activities (con't)
This Tree is for the Birds!
A custom of northern European countries that adds great charm to Christmas is the special attention given to animals and birds during this time of darkness and cold. Traditionally, sheaves of grain, suet, bread, and corn are put out for the animals for their holiday repast. Ideas for your bird tree: Popcorn Strings: With heavy-duty thread, string popcorn in 24" lengths. Tie the ends together and hang vertically in 12" loops on tree.
Marshmallow Stick: String six marshmallows on small-sized wire. Tie a bow of red ribbon at the bottom and hang vertically on tree. Doughnuts: Decorate doughnuts with a sprig of red-berried holly. Loop a red ribbon through hole in doughnut and hang it on tree. Cranberry Rings: String cranberries on wire strong enough to hold its shape when drawn into a circle. Tie cranberries into a 4-inch circle, leaving enough wire for hanging. Orange Basket: Make three holes equidistant around the edge of half an orange shell. Push ends of a 12-inch pipe cleaner through two of the holes. Push the end of another pipe cleaner through the third hole and twist it around the center of the first pipe cleaner. Leave the remaining 6 inches for a hanger. Fill with nuts and cranberries.
Peanut Butter Pinecones: Twist florist wire around pinecone and fasten, leaving a length for hanging. Spread peanut butter on crevices of pinecones and wire to the tree.
Dried Apple Rings: Core an apple and cut into rings, let dry. Tie the apple rings in clusters with red yarn and hang on tree.
FOR THE STAR: Mount a 6-inch Styrofoam ball on a 3-foot dowel that is one half inch in diameter. Push wire through peanut shells using eight to twelve peanuts. Glue around the wire where it goes into the ball. Force stalks of millet and sorghum into Styrofoam ball. Cover the ball with gumdrops by using toothpicks. Wire the dowel to top of the tree so that the ornament centers on the top.
Games
Sharing You will need:
Treats for the class––but only half as many as you normally need––and napkins. To Start:
Have children wash their hands. Choose a helper to pass out napkins. Choose another child to pass out the food. Ask children to wait until every thing has been passed out. Have the children suggest solutions when it is discovered there isn't enough to go around. Listen to all the possible solutions; then encourage the group to decide on the best idea. Praise the class for their resolution and willingness to share.
Variation: Pass out a sheet of paper and one crayon to each child. Ask them to draw a picture. Explain that they may use their crayon or trade with friends. When the children have finished, let them show their pictures. Talk about how colorful their pictures are because they learned to share.
Pass the Parcel
This is a game English children play. You will need:
A small box, tape, tissue paper or comics from the newspaper, one sticker or other treat for each child, music. Put the treats in the box and wrap a layer of tissue paper or funny papers around it. Continue wrapping more layers around the box. (Ten layers work well. Or make enough layers so each child in the room can unwrap the package.)
To start:
Have the children sit in a circle and explain that this is a game that children in England like to play at parties. It's called "Pass the Parcel" because in England people call a package a "parcel." The game is played by passing the package around the circle while
Activities (con't)
music plays. When the music stops, whoever is holding the parcel may unwrap one layer. When the music starts, they must continue passing the parcel. (If it stops at a child who has already unwrapped a layer, then the package is passed to the next child who has not had a turn.) Play the game until the last layer is unwrapped. The person holding the box may then pass out the treats to the rest of the class.
Ask: "How do you think children in England are like you? What game would you like to teach children in England?"
Variations: Let the children wrap the package for the game. Wrap a book, puzzle or new toy the whole class can enjoy.
Detective Work
I. Answer the following questions about Scrooge as if he lived now.
favorite TV show_________________________ movie or author___________________________ expression_______________________________ color_ __________________________________ weather_________________________________ sport____________________________________ smell___________________________________ food ___________________________________ biggest pet peeve__________________________ political affiliation_________________________
If he were a member of a musical group, what would be its name?
_______________________________________
II. Now anonymously answer the same questions of yourself.
favorite TV show_________________________ movie or author___________________________ expression_______________________________ color_ __________________________________ weather_________________________________ sport____________________________________
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company
smell___________________________________ food____________________________________ biggest pet peeve__________________________ political affiliation_________________________
If you were a member of a musical group, what would its name be?________________________
After 15 minutes collect the questionnaires, mix them up and redistribute one to each student, checking that students do not get their own.
Instruction to students: you have been given some information about a classmate. Use that information to make some inferences about that person as you answer the following questions. Draw the best conclusions you can and state the reason(s) for your conclusions. Some conclusions you will feel more certain of than others, but make your best guess.
What is your classmate's favorite subject in school? Why do you think so?
What is your classmate's favorite fast food? How did you decide this?
Describe his/her favorite activities.
How would his/her room be decorated? What jobs or professions will your classmate have ten years from now? Why?
What will his/her home or apartment be like ten years from now?
The following day ask students to describe their classmate's responses to the first questionnaire and their own inferences, conclude by guessing who the classmate is; to maintain suspense, keep the real identities secret to the end.
Follow-up Discussion:
1. How hard was it to come up with these answers?
2. Can you get any kind of a picture of the individual from the information given?
3. How often do we make choices without realizing it and how often do the inferences upon which our choices are based turn out to be only partially correct?
4. How does this influence the way we communicate and relate to others?
Activities (con't)
AFTER THE PLAY
One facet of Dickens' genius was his talent for transforming the most ordinary people into memorable figures. Choose five characters from Charles Dickens' A Christmas Carol and describe the devices he used to make these characters unforgettable.
Most of Dickens' novels are concerned with the social and political problems of Victorian England.
1. Do you think A Christmas Carol stimulated reform at the time in which it was first published?
2. How did you feel after the show?
3. Do you think Charles Dickens could have ended A Christmas Carol differently? If yes, how?
4. Who was your favorite character? Why?
5. Pretend it is one year later, after the story ends. What do you think will be different about Scrooge the next Christmas? What about Bob Cratchit? Mrs. Cratchit? Tiny Tim?
6. Write a short version of this story from another character's perspective. Pretend you are Mrs. Cratchit or Scrooge's nephew Fred. Tell the story as they might perceive it. How would they explain Scrooge's change of heart?
Improv
For an improvised scene you need elements: Who—people in the scene, ages, relationships to one another, relevant background material. Names are used to distinguish characters of the same general type. The actors with audience support should develop a brief history for the characters and their previous interactions.
What—actual content of the scene. Remember that each student approaches the "what" in terms of his/her own assigned "who."
Where—this is the suggested location in which the scene takes place.
What would happen if––a list of questions that suggest variations on the "who," "what" and "where" that you might want to try out. Things to think about––a list of questions that help explore while working on the scene. The information might then be worked into the scene depending on the direction of the scene (i.e., if your group members are learning for themselves, sharing information with others, or both).
Identifying resources in your community that can respond to your questions is an important part of this process. New information becomes available almost daily in many of these topic areas, and your group will want and need to know it.
Scenario: The Soup Kitchen
Who—Perry is 17 years old and spends Monday nights helping in the soup kitchen at a local church. Reed is 15 years old and has not helped in the kitchen before.
What—Reed thought that working at the soup kitchen would be very sad. He is surprised by the joviality of the people and their diversity both racially and educationally. The scene starts as they are leaving.
WHERE—Outside the church, in the evening. What would happen if––
Reed has a negative attitude about some of the people who were at the kitchen?
Reed isn't sure how to react to some of the people with disabilities and asks Perry what to do?
Reed is surprised by how much he or she enjoyed working with the kitchen staff and wants to know how he or she can become a full-time volunteer?
Things to think about––
How would you react to working with the disabled?
What other types of community service are there in your community?
How does volunteering help your community? How does it help you?
Activities (con't)
FAVORITE HOLIDAY RECIPES
* White Christmas Pie
Ingredients: 1 9-inch baked pie shell with high fluted edge; 1/2 cup sugar; 1/4 cup flour; 1 envelope (1 tablespoon) unflavored gelatin; 1/2 teaspoon salt; 1 3/4 cups milk; 3/4 teaspoon vanilla; 1/4 teaspoon almond extract, 3 egg whites; 1/4 teaspoon cream of tartar; 1/2 cup sugar; 1/2 cup whipping cream, whipped; 1 cup coconut, Maraschino cherries.
Instructions: Blend sugar, flour, gelatin and salt. Stir in the milk gradually, cook over medium heat until mixture boils, stirring constantly. Boil one minute. Cool until the mixture mounds slightly when dropped from a spoon. Blend in vanilla and almond flavoring. Make a meringue of the egg whites, cream of tartar and a half-cup sugar. Fold meringue and whipped cream into the above mixture; fold in the coconut. Put into the cooled pie shell. Decorate with maraschino cherries and sprinkle with additional coconut. Refrigerate and serve. Makes six to eight servings.
* Christmas Angel Cake Recipe
Ingredients: Angel cake; strawberry jello; small container of frozen strawberries; 1 pint whipping cream; red and green sprinkles and sugar. Instructions: Buy or bake an angel food cake. When cool cut a lid off the cake about one inch from the top and set it aside. Make a trench (or ditch) in the cake and remove pieces of cake to a bowl. Make sure that you leave enough cake on the sides of the ditch to be sturdy. In another bowl place a small package of strawberry jello. Add only the hot water part of the recipe and stir until dissolved. Add thawed strawberries and to this add the pieces of cake removed when you made the trench (do not use the lid). The mixture in the bowl should be wet but not watery. Place the mixture back in the trench and replace the lid. Beat the whipping cream until
©2008 Denver Center Theatre Company
©2005 Denver Center Theatre Company stiff and add sugar to taste. Frost the cake with the whipped cream and top with the red and green sprinkles (The colors will bleed but will still look festive). Refrigerate until served and be prepared for the oohs and aahs after the first piece is cut revealing the strawberries inside.
* Christmas Punch:
Ingredients: 2 cups boiling water; 3/4 cup sugar; 1/2 tsp. cinnamon; 1/4 tsp. each nutmeg and salt; 1 cup cold water; 2 (16 oz.) bottles cranberry juice cocktail; 1 (16 oz.) frozen pineapple juice concentrate; 2 (12 oz.) bottle carbonated water.
Instructions: Pour boiling water over sugar and spices; stir to dissolve. Chill thoroughly. To serve, combine with remaining ingredients in punch bowl. Add ice.
Recommended Reading: The following works are recommended as "read-to's," "read-alongs" and "read-abouts" to extend the spirit of the holiday season.
*Bolton, Philip H. Dickens Dramatized. Boston, MA: Mansell, 1987. Dramatizations of Dickens' work.
* Briggs, Raymond. Father Christmas. New York: Coward, McCann & Geoghegan, 1973. British writer illustrator, Briggs tweaks the reader's nose as he gives us his version of Santa Claus grumbling his way ("Blooming soot!" "Blooming chimneys!" "Blooming snow!") through his beloved labor. A hilarious glimpse,
vibrantly illustrated, of the right jolly old elf.
* Dickens, Charles. A Christmas Carol in The Christmas Books, vol.1. New York: Penguin, 1984. This story exists in many editions, but its original version is as fresh and touching today as when it was written nearly 150 years ago.
* Dickens, Charles. "The Story of the Goblins Who Stole a Sexton" in the Complete Ghost Stories of Charles Dickens. Edited by Peter Haining. CT: Franklin Watts, 1983. Dickens, who loved to tell and write ghost stories, also gave the world the story of stingy, ill-humored Gabriel Grub, sexton and grave-digger, years before he wrote A Christmas Carol. The goblins, offended by the way Grub "keeps
Activities (con't)
Christmas," decide to "show the man of misery and gloom a few pictures from (their) own great storehouse," which make him a changed man. Much shorter than A Christmas Carol, this story lends itself well to dramatization and is a good example of Dickens' writing.
* Fraser, James Howard. Las Posadas; A Christmas Story. Illus. Nick Degrazia. MI: Northland Press, 1963. A Mexican Christmas story with wonderful illustrations for children.
* Harris, Jessica B. A Kwanzaa Keepsake: Celebrating the Holiday with New Traditions and Feasts. New York: Simon and Schuster, 1995. A book containing social life, customs and cookery of African Americans celebrating this holiday.
* Johnson, Barbara. The Best Christmas Pageant Ever. New York: Harper & Row, 1972. Excellent modern portrayal of the real meaning of Christmas. The horrible Herdsman children, "absolutely the worst kids in the history of the world…lied and stole and smoked cigars (even the girls) and talked dirty and hit little kids and cussed their teachers," are cast as the leads into the holiday show at school.
* Lane, Julie. The Life and Adventures of Santa Claus. New York: Equity Publishing Corp., 1932; reprinted, 1979. In this story of Nicholas the Wandering Orphan, the author unifies all the different cultural traditions into one story: gift-giving, toy-making, prancing reindeer, stocking-filling, the first tree decorating, coming down the chimney and finally how Nicholas came to be known as "Saint Nicholas" and "Santa Claus."
* Madhubuti, Safisha L. The Story of Kwanzaa. Chicago: Third World Press, 1989. Contains the story of the holiday and material about African folklore.
* Moeri, Louise. Star Mother's Youngest Child. Illus. by Trina Schart. Boston: Hyman, Houghton Mifflin, 1975. The life of a grumpy old woman who had never properly celebrated
Christmas is changed the year that the Star Mother's youngest child comes to earth to find out what Christmas is all about.
* Moore, Clement C. The Night Before Christmas. Illus. by Grandma Moses. New York: Random House, 1961. This enduring poem is in an oversized book and is a treasure to share.
* Seuss, Dr. How the Grinch Stole Christmas. New York: Random House, 1957. A modern children's classic.
* Van Allsburg, Chris. The Polar Express. Boston: Houghton Mifflin, 1985. Another delightful Christmas story for children.
The Following Colorado Model Content Standards are used in the Activities
Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
Colorado Model Content Standard: History #2.3
Students understand that societies are diverse and have changed over time.
Colorado Model Content Standard: History #3
Students know that religious and philosophical ideas have been powerful forces throughout history.
Colorado Model Content Standard: History #6
Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Colorado Model Content Standard: Reading and Writing #4
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
Colorado Model Content Standard: Reading and Writing #5
26
pg. 7-8
pg .9-10
Bibliography
S
O
U
R
C
e
s&
n
o
t
e
s
S
O
U
R
C
e
s&
pgs. 11-12
Blystone, Richard. How the Scrooge Saved Christmas. http:// www.
cnn.com/2000/WORLD/europe/12/21/blystone.debrief/ Dickens, Charles. A Christmas Carol. New York: Belford, Clarke Co.,1908.
http://www.fidnet.com/-dap 1955/dickens/carol.html. Nissenbaum, Stephen. The Battle for Christmas. New York: Alfred A. Knopf, 1996.
Weeks, Jerome. "What the Dickens?"
American Theatre,
December 1999.
1. Blystone, p. 1.
2. http://www.fidnet.com/-dap 1955/dickens/carol. html
3. Dickens, p. 58.
4. Nissenbaum, p. 227.
S
O
U
R
C
e
s&
n
o
t
e
s
Hearn, Michael Patrick. The Annotated Christmas Carol: A Christmas Carol by Charles Dickens. New York: Avenel Books, 1976.
http://www. fidnet.com/- dap 1955/dickens/carol. html
1. Hearn, p. 1.
2. Hearn, p. 9.
3. Hearn, p. 57.
4. Hearn, p. 57.
5. Hearn, p. 51.
©2008 Denver Center Theatre Company
n
o
t
e
s
Hallinan, Tim. A Christmas Carol Christmas Book. Boston: Little, Brown and Co., 1984.
http://www. underthesun.cc/Dickens/pickwick/28html http://www. Kendormusic. com/str 2002/
S
O
U
R
C
e
s&
n
o
t
e
s
*Aristotle. The Poetics. Hill & Wang, 1961
*Count, Earl W. 4000 Years of Christmas. New York: Henry Schuman, 1948.
*Eberhard, Wolfram. Chinese Festivals. New York: H. Wolff, 1952.
*Foley, Daniel J. The Christmas Tree. Philadelphia: Chilton Co., 1960.
*Harris, Jessica B. A Kwanzaa Keepsake. New York: Simon and Schuster, 1995.
*Pool, Daniel. What Jane Austen Ate and Charles Dickens Knew. New York: Touchstone, 1993
*Ray, John B. Christmas Holidays Around the World. New York: Comet Press, 1959.
*Reger, Mark. An Encyclopedia of Victorian Britain. Garland, 1988
*Thompson, Sue Ellen and Carlson, Barbara. Holidays, Festivals, and Celebrations of the
World Dictionary
. Detroit: Omnigraphics, 1994.
*Trevelyan, George Macaulay. British History in the Nineteenth Century. London, New York; Longmans, Green and Company, 1922
s
pg. 19-25 | <urn:uuid:c7dc8651-8936-4bf7-ab0b-8226982e7a4d> | CC-MAIN-2014-23 | http://www.denvercenter.org/Libraries/Study_Guides/Christmas_Carol_2008_A.sflb.ashx | 2014-07-22T21:43:36Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00226-ip-10-33-131-23.ec2.internal.warc.gz | 631,307,963 | 16,530 | eng_Latn | eng_Latn | 0.927081 | eng_Latn | 0.998915 | [
"por_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 | [
141,
1886,
5613,
8713,
11042,
13732,
17086,
18302,
21540,
23907,
26606,
27578,
31928,
36653,
39073,
41907,
45378,
49879,
53208,
56693,
60168,
63573,
66793,
70646,
73878,
75904
] | [
1.28125,
2.671875
] | 15 | 0 |
: Printmaking - Landscapes
Lesson Plan Title
Grade Level(s): 5 th through 8 th grades
Field of Specialization: Art
Duration: 45 minutes to an hour (This project may work better in two 45 minute periods)
Objectives: Students will become familiar with the printmaking process, and be able to recognize and create landscapes and seascapes.
Visual Art Standard: Historical, Cultural, and Social Contexts
Benchmark: Compare and contrast the distinctive characteristics of art forms from various cultural, historical, and social contexts.
Visual Art Standard: Creative Expression and Communication
Benchmark: Achieve artistic purpose and communicate intent by selection and use of appropriate media.
Vocabulary:
Printmaking – a process for making multiple copies of an image, using a print block and ink.
Landscape – a picture showing a large area of land, and depicting various features of local geography.
Seascape – a picture showing a large area of water, showing aspects of its surface or inhabitants.
Materials: Inovart printfoam or scratch-foam blocks (Styrofoam trays cut into rectangles also work), manila paper cut size of printblocks, white construction paper or printmaking paper cut to same size, water-based printing inks, brayers, barens or wooden spatulas, large tray with water, stack of large newsprint to use a blotter paper, trays for spreading ink, newspaper.
Procedures:
Direct Instruction (10 minutes): Have students examine the landscape print that Orville Wright made as a young man. Ask them to identify some its features, and try to describe the process that was used to create it. Share examples of other landscape and seascape prints, like those by Katsushika Hokusai. Have students brainstorm some ideas for making their own landscape pictures.
Individual Work Period (20 minutes): The instructor will need to demonstrate the printmaking process.
First, the artist makes a sketch on practice paper. Once the artist is satisfied with the image, the same picture is drawn on the Styrofoam block (you can use tracing paper, and trace the image on the block, but I have not been happy with this process).
Point out that the image will be reversed in the final print. As a result, words may pose a significant challenge. The instructor may not want to allow the use of words. A finished example of a print block and final print can help illustrate this point.
Draw very lightly with a pencil or pen, and then press the lines more deeply into the block. If the lines are too shallow, the image will not transfer onto the print paper.
Once the block is finished, place a piece of white construction paper or printmaking paper in the tray of water. Let it soak briefly, then drip dry. When the excess water has drained off, place the paper in the large newsprint and press it lightly to dry. The paper needs to be damp, but not soaking wet in order to successfully take the ink from the print block. Experiment with this process prior to working with a group of students.
Place the damp paper on top of the print block carefully, and press it down. Rub the entire surface with a wooden spatula or baren to get an even print transfer. Pull the print off of the block and place on a drying rack or table.
Using a brayer, spread a thin layer of ink on a tray. Roll in perpendicular lines to get good coverage. Roll the ink onto the print block, again using perpendicular lines.
Students can clean and alter their block, or make additional prints with different colors of ink or paper.
Clean Up (10 minutes): Students will need to wash print blocks, and place all wet materials on a drying rack.
Assessment:
The success of this project can be ascertained through the quality of the artwork. The instructor can also ask a series of questions regarding the objectives of the lesson to determine how well students have comprehended the material.
Alternatively, the rubric below can be used to rate each child's performance during the working period.
Art Rubric
Category
Possible Points
Points Earned
Adaptations (For Students with Special Needs): Some students may need assistance from an adult or responsible peer walking through the steps of the process. The nature of the image can be altered as well. Some students may only be able to draw a series of lines. A print can be made from any image, so long as the lines are sufficiently deep in the print block.
Possible Connections to Academic Subjects: History – The group can explore the importance of the printing press, and the impact it had on the publication and spread of books.
The instructor might ask students to think about other technological advances that have changed the way artists think about and create art (cameras, televisions, film, the internet, and so on).
Students can also explore the impact of Japanese prints on the Impressionist artists in the late 1800s.
Resources:
The Man Who Painted A Mountain, by Deborah Kogan Ray
Hokusai: Prints and Drawings, by Matthi Forrer
Simple Printmaking, by Peter Weiss
The History of Printmaking, by Jennifer Riggs | <urn:uuid:cecdb0e3-8d1e-44bf-95c1-096b227fa606> | CC-MAIN-2014-23 | http://www.nps.gov/daav/forteachers/loader.cfm?csModule=security/getfile&PageID=283847 | 2014-07-22T22:21:29Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00231-ip-10-33-131-23.ec2.internal.warc.gz | 989,977,903 | 1,056 | eng_Latn | eng_Latn | 0.995222 | eng_Latn | 0.997454 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1786,
4042,
5078
] | [
4.9375
] | 4 | 5 |
Top 8 Invasive Plant Species
COMMON REED OR PHRAGMITES (Phragmites australis)
Description: Common reed, or Phragmites, is a grass that reaches up to 15 feet in height. The leaves are smooth, stiff and wide with coarse hollow stems. The big, plume-like flower head is grayish-purple when in fruit. Common reed spreads mostly vegetatively forming huge colonies by sprouting new shoots through underground stems (rhizomes).
Habitat: Common reed grows in open wetland habitats and ditches primarily in northern Ohio. It occurs in still water areas of marshes, lake shores, riverbanks, and disturbed or polluted soils, often creating pure stands. Some populations are not invasive and may be native, however there is no reliable method to tell the two apart.
Management: Long-term management is necessary for control of this persistent plant. Cutting and/or treating stems with systemic herbicides is generally the most effective, grass-specific herbicides are recommended in areas where native plants occur.
PURPLE LOOSESTRIFE (Lythrum salicaria)
Description: This popular garden flower grows 3-7 feet tall and has a dense bushy growth of 1-50 stems. Long spikes of flowers are purple to magenta; linear-shaped leaves grow opposite along the square stems. Purple loosestrife spreads aggressively by underground stems (rhizomes) and can produce as many as a million seeds per plant. Supposedly sterile strains of L. virgatum will outcross with this plant and produce seeds.
Habitat: Purple loosestrife grows in a variety of wetland habitats including marshes, river banks, ditches, wet meadows, and edges of water bodies, primarily in northern Ohio. Loosestrife can invade both natural and disturbed wetlands, replacing native vegetation with nearly pure stands of loosestrife.
Management: Small stands of purple loosestrife can be controlled by hand-pulling, digging, or applying systemic herbicides to the foliage. Herbicides may be used to control large populations. Biological controls using insects are being researched in Ohio and other states and may be helpful in reducing infestations.
REED CANARY GRASS (Phalaris arundinacea)
Description: This large, coarse grass reaches 2-5 feet tall. The hairless stems gradually taper to flat and rough leaf blades 3-10 inches long. The flowers occur in dense clusters and are green to purple, changing to beige and becoming more open over time. The plant spreads aggressively both by seed and by forming a thick system of underground stems (rhizomes).
Habitat: This grass occurs in wetlands, such as marshes, wet prairies, meadows, fens, stream banks, and seasonally wet areas throughout Ohio. Reed canary grass has been planted widely for forage and erosion control. Native strains possibly occur, however introduced strains are thought to be more invasive. There is no reliable method to tell the two strains apart.
Management: A combination of burning or mowing with systemic herbicides is the best method of control; grass-specific herbicides applied with wick applicators are recommended in areas where native plants occur.
GARLIC MUSTARD (Alliaria petiolata)
Description: Garlic mustard is a biennial herb. It begins as a rosette of leaves in the first year, overwinters as a green rosette of leaves, flowers and fruits in the second year, and then dies. First-year rosettes consist of kidney-shaped, garlicsmelling leaves, the second-year plant grows a stem up to 4 feet tall with triangular, sharply-toothed leaves. The small, four-petaled flowers are white and grow in clusters at the top of the stem. Garlic mustard produces large quantities of seeds which can remain viable for seven years or more.
Habitat: This woodland plant prefers some shade but is occasionally found in full sun. It invades upland and floodplain forests, savannas, yards, streams, trails, and roadsides throughout Ohio.
Management: Repeated prescribed burns in oak forests may be effective. Light infestations of garlic mustard can be hand pulled before or at flowering time. Plants should be removed from the site after pulling as the seeds may continue to mature. Systemic herbicides can be applied to the rosettes in early spring or late fall.
JAPANESE HONEYSUCKLE (Lonicera japonica)
Description: Japanese honeysuckle is a woody semi-evergreen vine with opposite, oval leaves. The flowers grow in pairs, are white to yellow, and very fragrant. Fruits, also in pairs, are purple to black berries. This vine climbs and drapes over native vegetation, forming dense patches.
Habitat: Japanese honeysuckle thrives in disturbed habitats, such as roadsides, trails, fencerows, abandoned fields, and forest edges primarily in southern Ohio. Disturbances such as logging, road building, floods, and windstorms create an opportunity for this vine to invade native plant communities.
Management: Burning in combination with systemic herbicide application may be an effective control method. Herbicides can be applied to the leaves when native plants are dormant. Be aware there are native climbing honeysuckles in Ohio, such as Lonicera dioica.
AUTUMN-OLIVE (Elaeagnus umbellate)
Description: Autumn-olive is a fast-growing shrub or small tree reaching up to 20 feet tall. Its leaves are small and oval, dark green on the upper surface and silvery below. Small coppery dots occur on stems and leaves. This shrub has light yellow, aromatic flowers and produces large quantities of small, round red fruits that are readily eaten and spread by birds.
Habitat: Autumn-olive can survive in very poor soils because of its nitrogen-fixing root nodules. It grows in disturbed areas, roadsides, pastures, and fields throughout Ohio.
Management: Stems may be cut and treated with systemic herbicide. Resprouting will occur, so follow-up control is necessary. A combination of hand-pulling, digging and herbicide treatments is usually necessary.
MULTIFLORA ROSE (Rosa multiflora)
Description: Multiflora rose is a dense spreading shrub with widely arching canes and stiff, curved thorns. This shrub grows up to 15 feet tall with alternate, compound leaves of seven to nine oval leaflets. Multiflora rose has numerous white flowers that produce clusters of small, red fruits. The fruits (called hips) are eaten by birds and mammals which help disperse the seeds. An individual plant can produce up to 500,000 seeds per year!
Habitat: Multiflora rose was formerly planted as a "living fence" to control livestock, stabilize soil and create barriers for roadways. It has also been planted as a wildlife cover and food source. This rose occurs in a wide range of habitats throughout Ohio but prefers sunny areas with well-drained soils.
Management: A long-term management program of mowing or cutting and treating stems with systemic herbicide several times during the growing season is recommended. Digging or hand-pulling small shrubs may also be effective.
BUSH HONEYSUCKLES Lonicera maackii, L tatarica, L. morrowii Amur, Tatarian, Morrow's honeysuckle
Description: These upright shrubs can grow 6-15 feet in height. Each have dark green, egg-shaped leaves. The tubular flowers are white on the Amur and the Morrow's (changing to yellow with age), and pink on the Tatarian. Berries range from red to orange, occasionally yellow, and are eaten and dispersed by birds.
Habitat: The bush honeysuckles inhabit abandoned fields, roadsides, woodlands, and edges of marshes. Although they may be concentrated in one part of the state or another, all three species can be found throughout Ohio.
Management: The best control method is to cut and treat stumps with systemic herbicide. Sprouts from cut stems may be treated with a foliar application of systemic herbicide. Young shrubs are easy to pull or dig up. Be aware there is a native bush honeysuckle in Ohio (Diervilla lonicera). | <urn:uuid:4f7e2a2c-1aaa-4ec0-a34a-f4a7cd1c547a> | CC-MAIN-2014-23 | http://eriemetroparks.org/files/7813/1592/8200/Top_8_Invasive_Plant_Species.pdf | 2014-07-22T21:32:12Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00231-ip-10-33-131-23.ec2.internal.warc.gz | 133,362,534 | 1,722 | eng_Latn | eng_Latn | 0.996994 | eng_Latn | 0.996985 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4189,
7818
] | [
2.78125
] | 1 | 22 |
STMM 553: PASTORAL CARE SKILLS
School of Theology and Ministry Seattle University Winter Quarter 2006
Faculty:
REV. RONALD D. KIRSTEIN, PH.D.
Office:
Presbyterian Counseling Service
564 N.E. Ravenna Boulevard
Phone: (206) 527-2273 x354
E-mail:
firstname.lastname@example.org
Office hours by appointment
MARY HARTRICH, M.M.
Office:
St. Joseph's Church
Phone: (206) 325-5251
E-mail:
email@example.com
Office hours by appointment
Course Description
The task of pastoral care is an extension of Christ's presence in the human community, embodying his ministry and teaching: "You must be compassionate, as your God is compassionate." (Luke 6:38) The capacity for empathic, caring relationships is at the heart of effective pastoral ministry. Biblical compassion is both a stance of the heart and a relationship skill which embodies this inner attitude in concrete human circum-stances. This course will explore both the personal qualities and the interpersonal skills which help create a welcoming and compassionate presence for people in need.
This course involves both personal reflection and experiential practice. Its context includes biblical spirituality, pastoral theology, and contemporary psychology. The two
fundamental components we will address are:
* practice in the learned art/skill of interpersonal communication.
* awareness and growth in the personal qualities of compassion.
Required Texts
Bolton, Robert. People Skills: How to Assert Yourself, Listen to Others, and Resolve Conflicts. New York: Simon and Shuster, 1979.
Ferder, Fran. Words Made Flesh: Scripture, Psychology and Human Communication.
Notre Dame: Ave Maria Press, 1986.
Kornfeld, Margaret.
Cultivating Wholeness
. San Francisco: Jossey Bass, 1998.
Ross, Alistar, Counselling Skills for Church and Faith Community Workers. McGrawHill, 2003
Whitehead, James and Evelyn Whitehead. Shadows of the Heart: A Spirituality of Negative Emotions. New York: Crossroads, 1994.
Recommended Texts
Augsburger, David . Pastoral Counseling Across Cultures. Presbyterian Publishing Corp., 1995.
Dittes, James. Pastoral Counseling: the basics. Presbyterian Publishing Corp., 1999.
Ferder, Fran and John Heagle. Partnership: Women and Men in Ministry. Notre Dame: Ave Maria Press, 1989.
Hill, Clara E. and Karen M. O'Brien. Helping Skills: Facilitating Exploration, Insight and Action. Wash. D.C.: APA, 1999.
Lee, John. Facing the Fire: experiencing and expressing anger appropriately. Bantam Books, 1993.
COURSE OUTLINE
There are at least ten themes which we will weave together to provide background, rationale, and psychological/spiritual theory for why we attend and listen the ways we do to be effective helpers. We have assigned readings for each theme, but there will be overlap and fluctuation throughout the course.
Session I
Focus
: 1. First laboratory session; first videotaping
2. Triad focus p. 11
3. Skill Focus: Attending, body comfort, comunication of respect and genuineness.
This class involves recording and reviewing your weekly listening sessions. You will need to bring a blank DVD-R to your first class.
Session II
January 23
Self-awareness / Listening Skills / Cultural Issues
: 1. Review first videotaping session and write half-page self-
Assignment observation report
2. Syllabus: prepare Self-Knowledge Inventory p. 12, Johari Window, p. 13, Triad exercise p. 14.
3. Read: Bolton, ch. 1-3
Ferder, ch. 1-2
Ross, ch. 1-5
4. Skill Focus: encouragers, paraphrasing, giving/receiving feedback.
Session III
January 30
Families of Origin
Assignment:
1. Half-page self-observation report
2. Syllabus: pp. 15-17: Rules of Dysfunctional Families; Family of Origin Issues; triad exercise p. 18.
3. Read: Bolton, ch. 5Ferder, ch. 3, 6, 7 Kornfeld, Part I & II
3. Skill Focus: concreteness/relevance, open-ended questions, focusing.
Session IV
February 6
Knowing and expressing feelings; self care
Assignment:
1. Half-page self-observation report
2. Read: Bolton ch. 4, 6, 7 Ferder, Chap. 3 Whitehead, Part One Syllabus, pp. 19-20
3. Skill Focus: reflecting feelings, reflecting meaning.
4 Schedule midterm Individual Progress Report interviews
Session V
Expressing Anger and Boundaries
February 13
Assignment:
1. Half-page self-observation report
2. Read: Ferder ch. 4-5 Ross. Ch. 6-8 Whitehead, Part Two. Syllabus, p. 20
3. Skill Focus: Summarizing feelings, summarizing meaning.
Session VI
Increasing options in Encounters with Others/ Ethics, Power & Vulnerability, Dual Relationships
February 17
Assignment:
1. Half page self-observation report
2. Read: Ferder, ch. 9
Bolton, ch. 11-13
Kornfeld, Part III
Ross, Ch. 9-11
Syllabus, p. 21
3. Skill Focus: use of silence, immediacy
Session VII
February 27
Assertiveness (No lab session today)
Assignment: 1. Half page self-observation report.
March 13
2. Syllabus: pp. 22 on Assertiveness
3. Read: Ferder, ch. 8
Bolton, ch. 7-11
Kornfeld, Part IV
Session VIII
March 6
Collaborative Problem Solving/ Continuum of Pastoral Care, Referrals
Assignment: 1. Reflections on the assertiveness experience, or your personal bill of rights
2. Half-page observation report
3. Read: Bolton, ch. 12-15
Ferder, ch. 10
Ross, Ch. 12 - 14
Whitehead, Part III, IV and Conclusion
Syllabus, p. 23
4. Skill Focus: confrontation, self-disclosure.
Session IX
The Heart of the Wounded Healer
Peer Evaluations shared in your triads ~45 minutes Closing Ritual with whole class ~60 minutes
Assignment:
1. Write: Reflection Paper and peer evaluations
2. Last day to turn in final paper
Course Expectations
Students will be evaluated on their ability to demonstrate the basic skills of clear speaking and empathic listening. These will be observed, reviewed and assessed by the faculty in both the laboratory and classroom settings. Demonstration of these skills takes precedence over the student's applied energy ("I tried very hard"), their demonstration of significant improvement from their baseline position ("I came so far"), and extenuating circumstances which tend to explain away the necessity of learning them ("I don't really have to do this in my ministry").
The self evaluation will influence but not determine the faculty's assessment of demonstrated mastery of skills.
Our expectation of students at the beginning of this course is that they:
* Have an awareness and realization that this is a course in professional formation/education for ministry and not an opportunity for personal therapy or a recovery group process around family of origin issues;
* Have some basic level of self-knowledge of gifts, limitations, wounds, and personal background;
* Have a basic introduction and understanding of Christian anthropology, Scripture, and the setting of pastoral ministry;
* Have the fundamental skills of communicating, attending, and being able to be present to the needs of others so that the course is a development or deepening of some inherent capacities already possessed.
The skills the faculty will focus on are:
* Introductory knowledge of pastoral care theory.
* The ability to recognize and use the following basic pastoral care skills:
◊ Listen empathically
◊ Express self with verbal clarity
◊ Name one's own feelings
◊ Reflect back another's content and underlying feelings
◊ Disclose self appropriately
◊ Give and receive feedback
◊ Be comfortable with the other's pain and joy
◊ Be present to others without fixing or problem-solving
◊ Affirm others appropriately
◊ Name and claim one's own issues.
* The ability to recognize personal patterns of dealing with conflict and to use a variety of conflict resolution styles in interpersonal relationships.
* The ability to deal with inner conflict and find resources to resolve or manage it in one's own life.
* To know when to refer people for therapy.
* To know and be sensitive to appropriate boundaries.
* To know the self through one or more styles of learning and inventory assessments such as the Myers Briggs and the Enneagram.
* To respect differences in people as revealed in listening, learning and experience, with special emphasis on differences related to ethnic, religious, gender, ability, and other backgrounds.
* To have introductory knowledge of family systems theory and practical, personal implications.
* To have the ability to assess personal strengths and growth areas; to be selfinitiating as a life-long learner.
We will teach these skills (above) which relate directly to the STM competencies for ministry listed in the STM Student Handbook for which all students are accountable: the student:
* A1. Has a sense of family history (e.g., is able to describe family of origin values, influences and patterns).
* C10. Possesses good communication skills, including an ability to listen and to articulate feelings clearly.
* C11. Is able to recognize and respect the point of view of others.
* C12. Is sensitive to racial, ethnic, gender, economic and ecumenical issues.
* D16. Knows how to express thoughts/knowledge both orally and in writing.
* E20. Is emotionally mature, understanding the sources of her/his emotional responses, able to express appropriately personal feelings in a given situation
* E23. Exhibits a capacity for intimacy, showing capacity for self-disclosure, empathy, inclusiveness, and an ability to sustain close enduring relationships with both women and men.
* E26. Is able to set boundaries in order to maintain physical, psychological and emotional health.
* E29. Is able to work in a collaborative manner with others.
COURSE STRUCTURE
PASTORAL CARE SKILLS uses a lecture/discussion format followed by laboratory exercises. Students will be recorded on DVDs in a secure laboratory working together on assigned exercises in groups of three (triads). Both students and faculty will review the DVDs frequently to assess the demonstration of targeted pastoral helping and communication skills. Students must have regular access to a DVD.
Triad Exercises
At each class session there will be 75 minutes of experience in triads. We will assign: 1) the content of the information to be shared among the three of you, and 2) the particular listening skills targeted for that session. Each week, there will be three listening periods, giving each triad member the opportunity to be in all 3 of the roles of Speaker, Listener, and Observer that week.
It is important to determine the total amount of time available before beginning (example: 70 minutes= 3 x 12 minutes listening/sharing + 5-6 minutes observation & reflection + 5 minutes transition time for replacing tapes & shifting roles) so that your triad will be able to finish by the end of class.
The Speaker: Verbally share his/her personal and/or ministerial experiences and reflections on that day's triad questions or topics.
The Listener: Listens as completely and skillfully as possible to the Speaker.
The Observer: Observes, listens, and offers feedback to the person who is listening/practicing the skills. Aims to be specific and direct both in affirming and offering constructive criticism. Notifies the Speaker and Listener when there are two minutes left in their session, and then again when time is up.
Purpose of Triad Exercises
Working in small groups allows us to observe others and listen to their feedback in ways we cannot in the field. Triads are powerful tools which invite students to:
* isolate and practice communication skills;
* obtain direct feedback from partners about specific skills;
Note: You will be invited to use your own personal and ministerial experiences when
you are in the role of the speaker for these sessions. Although whatever you share in the sessions will be confidential, it is not the purpose of the triad exercises to substitute for professional counseling around complex personal issues. For these, you are expected to seek support from professional counselors and/or spiritual directors. Resources for both are included in your STM Student Handbook.
Journaling
We recommend that students keep a journal throughout the course. Feelings, surprises, learnings and reflections you have along the way will help you identify issues pertinent to your own growth. They can also help focus your final paper. This suggestion is optional and journals will not be reviewed by the instructors.
Weekly Self-Observation Report
Students will turn in a half page analysis of themselves as recorded each week after reviewing their own DVD. Comments should include which skills were targeted and how you felt you demonstrated those skills, as well as questions about what other tacks you might have taken.
Midquarter Individual Progress Interview
Beginning the week of February 6th each student will make an appointment with one of the instructors to review progress over the first half of the course. This is a good time to begin to focus on needed areas of personal growth and/or the integration of skills for your particular ministry.
Reflection Paper
Students will submit a paper of 5 to 7 pages at the end of the quarter reflecting on experiential aspects or themes from the course. You may reflect on how you feel challenged to grow personally or further hone your communication, relational and pastoral skills. Additionally, you may discuss (with specific examples) ways in which you grew and better integrated your skills. Select the topic from the readings, class presentations or discussion and triad exercises, but integrate personal experience, background readings, discussion and triad experience into your paper. Refer to the STM Student Handbook for guidelines on writing papers. This paper will encompass your selfevaluation. Due Monday, March 13.
Self Assessment
Students will take an assessment of their awareness and listening skills at the beginning of the course and then a final assessment at the end. Comparing the two will help you identify improvement.
Peer Evaluation
Knowing how to give and receive feedback is an essential ministerial skill. Your feedback to your triad partners will be recorded each week and assessed by the faculty. In addition you will complete peer assessment forms at the end of the course to indicate your view of the accomplishments of each of your triad partners in meeting course objectives. These are an invaluable source of feedback which will confirm your gifts and indicate areas of growth so that you can continue to improve your skills at the School of Theology and Ministry.
Grading
Grading Distribution"
The nature of this course is attendance dependent. Your triad partners depend on you to be able to complete the exercises on which each of you will be evaluated. You cannot demonstrate acquisition of skills if you are not present. Any absence will affect your grade. If you cannot avoid an absence, plan to schedule a make-up session.
The average grade for the course is expected to be a B. Students aspiring for a higher grade must more than meet expectations in demonstrating listening skills, participating in class discussion, reflectiveness, written assignments, and more-than-required courserelated reading.
TRIAD EXERCISES
FIRST choose who will be the speaker, listener, and observer. Arrange the chairs and video camera so that the speaker and especially the listener can be seen in the monitor. The observer goes to the control room to place the DVD, adjust the camera angle, and return to observe the interaction.
Be sure that each student has the opportunity to do this at the first class session. Each of you will be required to turn in a half-page self-observation at class session II.
Session I: Triad Exercise for Monday, January 9
Luke 15:17 The Prodigal Son "He came to himself...."
Skill Focus: Body Comfort and Posture Respect and Genuineness Attending
Questions for Speaker:
1. What are you most "at home" with in yourself? In your life?
2. In what situations do you feel like you can be most "yourself"?
3. What part of yourself do you most need to "come home" to? In what aspect of your life do you feel most "not at home" or not yourself?
4. In what ways do you feel like you can (or can not) be yourself in your ministry?
Self Knowledge Inventory for Session II
Think through responses to the following questions or write them out freely, then several days later, review them and highlight what appears to be most significant to you. Share your impressions with your peers. This is not to be turned in but only for your reflection.
1. Reflect on the content of your inner thoughts. What characterizes your "self-talk?" Is it generally negative or positive? How much do you engage in obsessive thinking? How readily do you share your thoughts with trusted others? Is what you think congruent with what you do?
2. How would you characterize your self presentation? What do people usually experience when they are around you? Are you: reluctant or enthusiastic? cool or warm? silent or verbal? tired or energetic? suspicious or trusting? insecure or confident? attention seeking or attention giving? dominant or collaborative? Self absorbed or interested in others?
3. What is your style of talking? Do you talk too much? Too little? Just right most of the time? How often do you praise or affirm others? Complain or criticize? How often are you silent because you are angry or hurt?
4. What do you honestly think are your greatest limitations and/or weaknesses when you interact with others? Your gifts and strengths? What feedback do you get from others, positive and negative, about your personal style? How do you usually respond to this feedback?
5. What formal tools have you used to get to know yourself better? (Myers Briggs, Enneagram, personal therapy, support groups, etc.)
6. List ten adjectives that you believe honestly describe your interpersonal style. Share them with someone you know well.
You know...
You don't
know...
The Johari Window
What I know about me
What I don't know about me
Open
Blind Side
Hidden Self
Unknown/ Unconscious
1. Open Section: Information available to me and others around me.
This area needs to expand, and does so through self-exposure (sharing aspects of my hidden or secret self with other), through receiving and integrating feedback from others about my blind side and through making the unconscious conscious.
2. Blind Side: The part of me others see easily but I cannot.
Sometimes our best traits and obvious virtues exist here, as well as aspect of our behavior that can be irritating and cause distance between us and others. We can only learn to see these aspects of self with the help of others and the grace of our willingness.
3. Hidden Self: The part of me I choose to hide from others and even God.
It may be my spirituality, my politics, or feelings of guilt or shame. We keep hidden what we fear judgment or rejection about: aspects of our sexuality, fears, anger. We cannot be known or loved by others until we accept all aspects of ourselves and share them with significant others in our lives. And God loves us in our wholeness as we truly are.
4. Unknown: Aspects of my personality that are unavailable to myself and to others.
These become known to us through the experience of sudden insights (Aha!) and through exploring fantasies, dreams, family and cultural archetypes. To do the work of uncovering the depths of ourselves, it is wise to seek the help of a competent guide—a skilled therapist or spiritual director. The process of individuation described by Jung is the careful and persistent practice of attempting to make the unconscious conscious.
Christ is the perfect example of a fully individuated person. The rest of us keep trying and will reach various stages of individuation by the time of our death. The Socratic admonition, "Know thyself," is what the wise among us are always trying to do.
Session II Triad Exercise
Skill Focus: Offering Encouragers Paraphrasing Giving and Receiving Feedback
A. Each speaker will respond to the following question:
What do you honestly think are your greatest limitations or weaknesses when you interact with others? What are your gifts and strengths?
The listener will again be aware of your own body comfort, attending and comunication of respect and genuineness while using encouragers and paraphrasing the speaker.
The observer will facilitate the discussion, first asking how the speaker felt heard and then giving feedback on how well the listener employed the targeted skills. As a Triad, discuss how the giving and receiving of feedback can be most helpful in your group.
Questions for the Speaker:
1. In light of what was spoken about in class this morning, what did I most personally resonate with?
2. What do I honestly think are some of the strengths and limitations that I bring to my interactions with others? In what ways do I see myself as most and least effective?
3. Recall a personal or ministerial experience of an interaction that simply did not go very well! In hindsight, what do I now recognize may have been lacking? What might have made this interaction be more effective, unifying, respectful and/or productive?
Unwritten Rules for Dysfunctional Families Session III
1. Belief: Everything is fine here. (The great lie)
* keep smiling
* problems, tension, stresses must not be named or discussed
* maintain a facade of health at all costs
2. Belief: Keeping secrets will keep us safe.
* everyone has secrets
* it is disloyal to talk about family problems to anyone
* bad things will happen if secrets leak out
3. Belief: People cannot be trusted.
* avoid self-disclosure
* don't get too close to anyone
* people will hurt you if they can
4. Belief: Life is serious
* playing and having fun are unnecessary
* the harder you work, the better things will be
* you can always do better if you try harder
5. Belief: Life is dangerous (The great scare)
* protect yourself at all times (better safe than sorry)
* don't take risks
* don't do anything that is not necessary; you might be killed, maimed, get in an accident, make people angry, etc.
6. Belief: You can't have a second chance
* don't make decisions until you have to
* you have to get it right the first time
* don't make any mistakes (one slip and it's all over)
7. Belief: It is not safe to change
* it's foolish to try a new way when the old way works just fine
* stick to tried and true methods of doing anything
* don't rock the boat or threaten the status quo
8. Belief: Reality exists in polar opposites
* things are either good or they are bad
* there are two ways to do things; the right way and the wrong way
* it is okay to judge others against these same standards
Family of Origin Issues for Session III
1. Spend some time thinking about the family in which you grew up. Picture the people and the settings.
2. How aware are you of family of origin influences on your life both now and in the past? You should have good to excellent awareness of how your family influenced your development. (e.g., have you read about it, talked to others, consulted professionals, and, if you deem your family to have been less than healthy, have you sought therapy?)
3. Describe your family as you remember it during your childhood and adolescence. What feelings emerge as you do this? Do you notice tendencies to be either overly positive or idealistic? Overly critical or negative? Do you dismiss it as something not worth your investigation?
4. Are any of the dysfunctions in common parlance today present in your family? To what extent?
* verbal abuse, hurtful, demeaning language
* alcoholism, heavy drinking
* odd or excessive medical treatments (frequent enemas....)
* sexual abuse
* humiliations and shaming behavior
* emotional neglect and/or abuse
* emotional distance or the emotional or physical absence of adults
* financial distress
* mental illness or frequent or long hospitalizations
* divorce or marital discord
* physical illness
* parents unmarried
* other....
To what extent have you dealt with any of these problems? Can you describe how they affected you? What effects feel healed to you? What effects still linger?
5. What particular gifts and strengths characterized your family?
* warmth and caring
* consistency and protection
* parents and/or caretakers emotionally present
* physical needs met adequately
* parents etc. understood and accepted you
* they were pretty good communicators
* they related well to each other
* they did the best they could to meet your personal needs
* they did not favor one child over another
* they gave encouragement and guidance
* their punishment fit the crime and was not abusive
* a sense of security and self confidence were instilled
* values were taught and modeled
* the family had fun, played together, laughed and prayed together
* other....
6. What was your family motto?
7. What was your family sore spot?
8. What was your family glue?
9. What patterns of relating did you learn in your family? Which ones have been helpful? Which ones unhelpful? Which ones, if any, crippling?
10. What memories of your family do you recall with most joy? Which ones with pain? Which ones do you dread to recall and avoid thinking about?
11. What connections do you see between your needs and behaviors in your family of origin and your needs and behaviors now?
12. How have all of the above influenced your theology or your choice to respond to a call for ministry?
Session III Triad Exercises
Skill Focus: Concreteness and Relevance Open-ended Questions
Probing Focusing
1. What aspects of your family of origin history do you feel positive about or proud of? What was most supportive to you about growing up in your family?
2. What aspects of your family were most difficult for you? Around what aspects do you feel regret, sadness, shame or lack of resolution? If it feels comfortable, appropriate and safe, you might consider sharing some of this with your triad partners.
3. How have your own family messages, patterns of communication, or other issues and concerns influenced your work or ministry?
Listeners: pay attention to your own feelings and bodily reactions as you listen. Reflect the feelings back to the speaker but in your own words. And note any body language in the speaker.
Observers: pay special attention to body language in both the speaker and the listener.
Feelings: The Subjective Experience of Emotion for Session IV
All dimensions of human communication rest on and are influenced by our feelings. Knowing our feelings, then, is central to effective communication.
The process of working with feelings
1. First listen to your body. What is it experiencing?
2. Name the body experience. (e.g., "My heart is pounding.")
3. Let this body experience help you come up with a name for your feeling. e.g., "My heart is pounding; therefore I must be afraid, or anxious, or excited..."
4. Use the situation you are in to further clarify your feelings. e.g., "My heart is pounding; I am looking at someone who just came into the room who doesn't think I am doing a very good job....therefore, I must be feeling threatened."
5. Own this feeling as identified. Say it to yourself. Claim it as your feeling.
6. Make a decision about how you are going to respond to the feeling.
7. If you decide to share the feeling with others, do so clearly and briefly, keeping the focus on BOTH the name of the feeling and the sign of it within your body.
Session IV Triad Exercise
Skill Focus: Reflecting Feelings Reflecting Meanings
1. Describe a recent situation at home or in your ministry that has been of emotional significance to you or that you have been personally very invested in.
2. Talk about some of the impediments you experience around good self care.
3. How were feelings dealt with (or not) in your family when you were growing up? How do you think this has impacted you?
Session V Triad Exercise
Skill Focus: Summarizing Feelings
Summarizing Meanings
1. What do you think you learned about feeling and expressing anger from growing up in your family?
2. Describe a recent situation in which you felt anger (might be anything from mild frustration to wild rage!) What did you say and do with the anger? How was it responded to or what followed? How do you see this now? What do you think you learned?
3. With what did you most resonate in class this morning?
Session VI Triad Exercise
Skill Focus: Confrontation
Immediacy
1. Where do I see myself on the submissive-assertive-aggressive continuum, and what are some particular situations in which I saw this played out in my interactions?
3. What is a current situation in my life in which it is particularly difficult to be appropriately assertive?
3. What might it be easiest for me to be assertive about in our triad, and what might I be more challenged by? (examples: offering constructive criticism within feedback, expressing a different value or perspective, asking for something I need that seems different from the norm, getting to the heart of my story, etc..)
Session VII on Assertiveness
Saying "NO" to unreasonable requests.
Be brief. You may give one reason for declining, but briefly.
Be repetitious. Do not give more reasons; just repeat the one you gave. People never think they are making an unreasonable request. They will not hear you the first time.
Say the word "NO". Too often we mean "NO" but do not say it and cannot understand why others don't hear it.
Boycott the words "I'm sorry." Very often this is used to soften the "NO". The effect, however, is to tell the other person to help you figure out a way to do it. (This is legal only when it's really true.) "I can't" falls under the same heading.
When you deny a request, be careful not to become responsible for the other person's problem. They will give you that territory all too easily.
You do not have to have a "head of steam" to say no. It is your right to say no. While you may feel guilty for saying no, it will lessen as you practice and assert your right to say it and believe that it is your right to say it.
Giving Negative Feedback
Always be specific. Give the other person examples of the behavior you object to. Speak to the behavior. Reading or interpreting attitudes is always dangerous and tends to be inaccurate.
Use this formula:
When you (describe the behavior), I feel (name specific feelings).
What I need from you is (or what I'd like for you to do is....).
Remember that the other person has the choice of whether to change the behavior or not. All you can do is request the change.
Avoid name-calling or labeling behavior with motives ("inconsiderate," "selfish," etc.)
Give the other person some suggestions regarding your expectations.
Tell the other person your feelings.
Session VIII Verbal Clarity: Shame and Guilt
Skill Focus: Silence
Immediacy
1. How were conflicts dealt with in your family growing up, and how has what I experienced impacted how I currently deal with conflict?
2. How do I deal with conflicts in my closest relationships now? What would I like to try to do differently in a particular relationship, given some of my new awareness?
3. How are conflicts dealt with or resolved in my place of work or ministry? Can I think of a situation I was involved in that was particularly difficult? If I had this situation to do over, what might I do differently?
Session IX Reflections
Skill Focus: Confrontation
Self Disclosure
1. What did I personally relate to during class in the reflections about the sources of power and vulnerability? Is there a particular situation from my own life that comes to mind?
2. Recall a situation in which you experienced a dual relationship dynamic with someone…a relationship that potentially or actually mixed a professional, helping role with another role (friend, family member, neighbor, school parent, etc.) What was challenging? How did/do you resolve this?
3. What are your personal convictions and beliefs about various dual relationships?
Power
Session IX Reflections Sources of Power and Vulnerability
Vulnerability
You may think of other inequitable relationships; please write them in.
Additional Bibliography
Beattie, Melody. Beyond Codependency and Getting Better All the Time. San Francisco: Harper & Row, Publishers, 1989.
Bozarth, Alla Renee. Life is Goodbye, Life is Hello: Grieving Well Through all Kinds of Loss. Hazelden.
Bradshaw, John. Healing the Shame that Binds You. Deerfield Beach, FL: Health Communications, Inc., 1988.
Broderick, Carlfred B. The Therapeutic Triangle. Beverly Hills: Sage Publications, 1983.
Cloud, Henry and John Townsend. Boundaries. Grand Rapids: Zondervan Publishing House, 1992.
Guggenbühl-Craig, Adolf. Power in the Helping Professions. Spring Publications, Inc., 1986.
Haley, Jay. Problem-Solving Therapy, Jossey-Bass, 1976.
Hooyman, Nancy R. and Wendy Lustbader. Taking Care: Supporting Older People and Their Families. The Free Press/Macmillan, Inc.
Keirsey, David and Marilyn Bates. Please Understand Me: Character and Temperament Types. Prometheus Nemesis Book Company.
Kroeger, Otto and Janet M. Thuesen. Type Talk: the 16 personality types that determine how we live, love and work. New York: Bantam Doubleday Dell Publishing Group, Inc., 1988.
Lerner, Hariet Goldher. Dance of Anger. New York: Harper & Row, Publishers, 1985.
. Dance of Deception. Harper Collins.
.
Dance of Intimacy.
Harper Collins.
McGoldrick, M. Genograms. New York: W. W. Norton & Company,, 1985.
Miller, Alice. The Drama of the Gifted Child, New York: Basic Books, 1981.
Miller, J. Keith. Compelled to Control: Why Relationships Break Down and What Makes Them Well...Effective Ways to Recover Intimacy. Health Communications, Inc.
Minuchin, Salvador and H. Charles Fishman. Family Therapy Techniques. Cambridge: Harvard University Press, 1981.
Olson, David H. in Froma Walsh, Normal Family Processes, New York: Guilford, 2 nd ed,1993.
Palmer, Helen. The Enneagram in Love and Work: Understanding Your Intimate and Business Relationships. Harper Collins.
Rubin, Theodore Isaac. The Angry Book. New York: Macmillan Publishing Company, 1969.
Sandford, John. Invisible Partners. New York: Paulist Press, 1980.
Scarf, Maggie. Intimate Partners. New York: Random House, Inc., 1987.
Schaef, Anne Wilson. Co-Dependence: Misunderstood-Mistreated. San Francisco: Harper & Row, Publishers, 1986.
Seixas, Judith and Geraldine Youcha. Children of Alcoholism: A Survivor's Manual. Harper and Row.
Sue, Derald W. Counseling the Culturally Different: theory and practice. New York: J. Wiley & Sons, 1981.
Wallerstein, Judith S. and Sandra Blakeslee. The Good Marriage. New York: Warner Books, Inc., 1995.
Woititz, Janet.Healthy Parenting: How Your Upbringing Influences the Way You Raise Your Children, and What You Can Do to Make it Better for Them. Fireside Parkside | <urn:uuid:6c93f1ab-9a7c-4b95-b753-e8507122b791> | CC-MAIN-2014-23 | http://www.seattleu.edu/WorkArea/DownloadAsset.aspx?id=12216 | 2014-07-22T21:33:06Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00232-ip-10-33-131-23.ec2.internal.warc.gz | 1,101,138,733 | 7,776 | eng_Latn | eng_Latn | 0.942589 | eng_Latn | 0.997035 | [
"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 | [
1230,
2828,
3870,
4845,
5581,
7500,
9556,
11604,
13725,
15158,
16209,
17911,
19647,
21204,
22745,
24295,
25586,
27271,
28502,
29114,
30737,
32094,
32175,
32248,
34172,
34987
] | [
1.3046875,
3.21875
] | 8 | 1 |
RIC09924
Visual Discrimination of Letters in the Alphabet by Young Children: A Rasch Measurement Analysis
Janet Richmond and Russell Waugh
Faculty of Education and Arts, Edith Cowan University
Perth, Western Australia
Key words: visual discrimination, reading, alphabet letters, Rasch measurement, primary, students
A paper to be presented at AARE 30 November to 3 December 2009 in Canberra
Address correspondence to: Professor Russell F. Waugh, School of Education, Edith Cowan University, Bradford Street, Mount Lawley, 6050, Western Australia.
Telephone (08) 9370 6941 firstname.lastname@example.org
ABSTRACT
Data on 30 items for upper case letters and 36 items for lower case letters, where each item was scored in one of two categories (wrong scored zero and correct scored one), were Rasch analysed to create two linear scales . The student sample was N=324 pre-primary and primary students (aged 5 to 9 years) in Perth, Western Australia. Twelve of the initial 30 items of Visual Discrimination of Upper Case Letters were deleted due to item misfit statistics leaving 18 items and five of the original 36 items for Visual Discrimination of Lower Case Letters were deleted leaving 31 items. The 18 item-scale and the 31 item-scale each had a good fit to the measurement model, were reliable (Person Separation Indices of 0.55 and 0.82 and Cronbach Alphas of 0.70 and 0.82), and were unidimensional, showing no statistically significant interaction on item difficulties along the scale. Items were ordered from easy to hard and student measures from low to high on the same scale, allowing the objective identification of alphabet letters that students found difficult to discriminate. Students who had poor visual discrimination skills of alphabet letters could also be identified objectively.
Visual Discrimination of Letters in the Alphabet by Young Children: A Rasch Measurement Analysis
Introduction
For satisfactory academic development it is expected that children perform adequately for the age or grade level of a child in the areas of reading, spelling, writing, mathematical computations, communicating, science, computers, sports, among other areas of academic performance (Erhardt & Duckman, 2005; Kirk, Gallagher, & Anastasiow, 2000; Loikith, 1997). Concepts required for these academic skills such as the concept of space, are dependant to a great extent on visual perception and are reflected in language in words that explain size, shape, colour, number, position, direction and distance. Comprehension of these words and concepts in, for example, listening, reading, mathematics and geography reflect the adequacy of the visual spatial functions of the individual (Carrow-Woolfolk, 1981). Some authors state that letter discrimination (the ability to see the visual differences between letters) and letter identification processes (knowledge of the correspondence between letters and phonemes), as well as visual attention and memory, are involved in reading (Catts & Kamhi, 1999; Schneck, 1996). These theories determine that accurate, effortless word recognition requires the use of visual decoding based on familiar letter sequences or graphic configuration and orthographic patterns (order of letters), while phonological skills (sounds represented) are necessary to develop proficient word recognition and semantics (meaning) (Catts & Kamhi, 1999; Goldstand, Koslowe, & Parush, 2005; Kulp, 1999; Lachmann & Geyer, 2003). Thus, weak readers demonstrate their visual perceptual difficulties related to spatial concepts and shape recognition by their slow reading speed, since they have to sound out each word and confuse letters such as "b" and "d" (Green & Chee, 1997). The underlying causes of reading problems may differ between beginning readers and poor
readers, as well as between poor readers depending on the pattern of reading performance (Lachmann & Geyer, 2003; Oliver, Dale, & Plomin, 2007; Schneck, 2005). These authors found that reversals did not predict the performance on reading tests in young children, but were a good predictor of performance on reading tests for grade 3 children, possibly due to their age and developmental level. Children who display more difficulties discriminating orientationally-related letters or patterns show more reversals in reading text (Lachmann & Geyer, 2003). It is thus important that children with potential difficulties in reading are identified early by using linear scales to assess their letter discrimination ability.
The current study was aimed at producing a linear scale which would measure the ability of primary school children to visually discriminate upper and lower case letters in readiness for learning to read.
Current Measures of Visual Discrimination
Identifying students with visual discrimination problems and identifying objectively those letters that students have difficulty discriminating is an important issue in the teaching of reading to young children and in finding out how to help them read better (see for example Wolf, 2008). Current instruments used to assess visual perceptual aspects of letters and letter reversal recognition skills include the Jordan Left-Right Reversals Test (JLRRT) (Jordan, 1990), the Reversal Frequency Test (RFT) (R. A. Gardner, 1978) and the Test of Pictures, Forms, Letters, Numbers, Spatial Orientation and Sequencing Skills (TPFLNSOSS) (M. F. Gardner, 1991). The goal of these assessments is to discover what knowledge children bring to the visual task, in other words, the children's abilities, strengths and weaknesses (Gregg & Scott, 2000; Loikith, 1997). It is important that the instruments used to measure these letter discriminations and letter reversals actually measure what they purport to measure
objectively and accurately (Bailey, 1991; Clegg, 1982; Cooke, McKenna, Fleming, & Darnel, 2006; Downing, 2003; McDaniel, 1994; Messick, 1995a, 1995b).
According to Richardson (1996), paediatric occupational and speech therapists are increasingly making use of standardised tests to determine eligibility for therapy reading services, monitor progress and decide about the type of treatment required. Standardised tests allow for the measurement of the child's performance in a specific area according to the 'norm' or average for a particular age level. However, existing standardised tests were developed using True Score Theory Measurement and the measures are not linear. True Score Theory says that a total raw score on a test equals the 'true score' (which cannot be observed) plus a random error score and almost any test data will fit this measurement model. In addition, the reliability and validity of the current tests are called into question.
The TPFLNSOSS and the RFT do not require a verbal response or reading/language comprehension and, in Level Two of the JLRRT, a degree of reading comprehension is required for successful completion of the test. The TPFLNSOSS combines visual perception with classroom related tasks, while the JLRRT considers reversals of letters, numbers, letters in words, as well as whole word reversal. All the tests have gaps in their psychometric evidence (either not presented or low reliability coefficients, for example). The RFT does not report any psychometric data and fails to adequately explain the rationale, has a poorly written manual with little detail and some ambiguity and vagueness. The TPFLNSOSS reaches a ceiling where there are not enough difficult items for seven, eight and nine year olds and the paper is of a poor quality allowing the print to show through the page resulting in possible confusion to the child. The JLRRT reports an inflated reliability for the older child due to the low development of skills. Performance on Level Two is strongly related to
reading and comprehension ability. The assessments available to discriminate letters and letter reversals visually display flaws in their development. These flaws and inconsistencies led to the conclusion that a new assessment of visual letter and letter reversals had to be developed which had linear measures and was psychometrically sound to enable valid inferences to be made. This would ensure that children with letter and number reversal problems could be accurately identified and remedial strategies could be started at an early stage.
Methodology
The two tests reported here were part of a larger study developed for the measure of letter and number, and letter and number reversal recognition (discrimination) but only the Rasch analysis for upper case and lower case letters are reported here. Ethical and administrative approvals were obtained from the university and from the schools, parents and students, with signed informed consent forms. In the Visual Discrimination of Upper Case Letters Test, the students were presented with upper case letters in a random order where some letters are reversed and some letters are facing the right way. In all cases where a letter is not symmetrical around the vertical axis, both a reversed and correctly oriented letter was presented in random order and not in close proximity. Each letter was spaced apart from the next, so that it is easy to isolate each letter. The students were required to indicate which of the upper case letters are reversed on the page. Visual Discrimination of Lower Case Letters consists of a similar random presentation of lower case letters where all the letters are presented in the correct direction and those that are not symmetrical around the vertical axis are also presented in the reversed orientation. The students were requested to indicate the reversed lower case letters. The items were discussed with several occupational therapists,
speech pathologists and reading experts who helped in deciding which items to use. The final sets of items determined after the Rasch analysis are given in Tables 5 and 6.
A pilot study was conducted with 20 students aged 5 to 10 years and was followed by an interview with each student. The tests were all completed during one single session lasting between 30 and 50 minutes, depending on the students work pace and the age of the students. After the students had completed the tests, they were asked to verbally feedback on their subjective experience and opinion of the test by answering four questions: Would you mind telling me if you found the test interesting? What made it interesting/boring? What do you think should be done differently? How did doing the test make you feel? The child's responses were recorded by the examiner on an interview record sheet.
All the Pre-primary and Year One students reported that the original battery of tests was too long and an attempt was made to shorten the tests, after further discussion with the reading experts. The year Two and year three students had varying opinions about the length of the tests with some saying it was the right length and one saying it was too long. Comments received about what made the eight tests interesting were the novelty of the tests, the challenge to complete the tests without making any mistakes or not getting "caught by the tricks". The only comment about what could be done differently was that the tests should be shorter. Most students said they felt "OK" about doing the test. Some students said they did not like the test because it was difficult or they found the tests too lengthy, three of the students enjoyed completing the tests and requested to do it again.
Seven primary Schools in and around the Perth metropolitan area in Western Australia were used for the data collection. The data collection occurred over a three month
period from October to December 2008. Students were included in the study if they were between the ages of five to ten years old, volunteered and signed consent forms were obtained. An information and consent form was sent home with every Pre-Primary to Year Three student in the seven schools with a request that the form be returned to the class teacher by a set date. Students were required to have a working knowledge of the English language to complete the assessment. Students with known developmental disorders, intellectual limitations, neurological impairments, learning difficulties, psychiatric disorder and/or visual difficulties, as identified on the parent report form, were not excluded from the participant group.
A convenience sample of 324 students was acquired, ensuring the inclusion of five public primary schools, and two independent schools by subdividing the schools into categories prior to the selection process. These participants formed the sample for the main data collection. Every child from Pre-primary to Year Three in the participating schools was given an opportunity to participate in the study. The return rate of the parent consent forms was between 10% and 30% from the various schools. School Principals reported that this was a generally accepted return rate for any forms sent out by the schools. The sample included 177 girls and 146 boys. There were 45 Pre-primary students, 118 Year One students, 77 Year Two students and 83 Year Three students. Twenty-nine of the students were four or five years old, 71 were six years old, 92 were seven years old, 87 were eight years old, 39 were nine years old and six were ten years of age. Seventy-two students were reported by the parents as having had some form of intervention or diagnosis relating to learning difficulties, while 252 students had no record of previous or current interventions or learning difficulty. There were 68 students who attended private schools, while 256 students attended public schools.
Initial Rasch Analysis
An initial Rasch analysis was performed on the original items for Visual Discrimination of Upper Case Letters (30 items) and Visual Discrimination of Lower Case Letters (36 items) where each item was scored in one of two categories (wrong scored zero and correct scored one). The computer program used was Rasch Unidimensional Measurement Models (RUMM2020) (Andrich, Sheridan & Luo, 2005). Twelve of the initial 30 items of Visual Discrimination of Upper Case Letters were deleted due to item misfit statistics, meaning that half of students scored the item correct and half of the students scored the item as incorrect and the item was therefore considered to be non-discriminatory. The disagreement between the students may be related to the chosen Modern Victorian Font which was used in the scale as this is the script that is taught to students in some states in Australia. The remaining 18 items were found to have a reasonable fit to the measurement model for the 324 students included in this study. For Visual Discrimination of Lower Case Letters, five of the initial 36 items were deleted due to item misfit statistics, where students were divided about the difficulty of the items and they were therefore non-discriminatory, possibly also due to the Modern Victorian Font style used in the scale. The remaining 31 items displayed a good fit to the measurement model. The Rasch analysis with the RUMM program does not indicate how to alter an item in order to make it fit the measurement model. In order to include, in a future measure, the deleted items which were initially considered conceptually valid, these would need to be changed and re-tested. One suggestion, from anecdotal evidence, is to change the font used in the scale to something with which the students might be more familiar in printed context.
Final Rasch Analysis Results
The following output shows the results for the final Rasch analysis for Visual Discrimination of Upper Case Letters (18 items) and Visual Discrimination of Lower Case Letters (31 items) with the RUMM2020 computer program.
Summary of Fit Statistics
The RUMM2020 program estimates an item-person interaction which establishes the overall fit statistics that determine whether the item estimations contribute meaningfully to the measurement of one construct. This calculation thus examines the consistency with which students' responses agree with the calculated difficulty of each item on the scale. The standardised fit residual statistics (see Table 1) have a distribution with a mean near zero and a standard deviation near one when the data fit the measurement model (Andrich, 1985), as is the case with these three measures. This means too that there is a good pattern of person and item responses consistent with a Rasch measurement model.
Dimensionality
For Visual Discrimination of Upper Case Letters, there was an item-trait interaction chi-square of 42.07 with df = 36 and a probability of 0.23. This means that the scale is constructed with reasonable agreement amongst the students about the linear progressive difficulty of the items. The item-trait interaction chi-square for Visual Discrimination of Lower Case Letters was 136.85 with df = 124 and a probability of 0.20, showing a similar reasonable agreement amongst the students about the linear progressive difficulty of the items along the scale.
Table 1: Global Item and Student Fit Residual Statistics (N=324)
Comment on Table 1
Fit residuals have a mean near zero and a standard deviation near one when the data fit the measurement model (as is the case here). This reflects good consistency of item and student scoring patterns.
Person Separation Index
The Person Separation Index is an estimate of the true score variance among the students and the estimated observed score variance using the estimates of their ability measures and the standard error of these measures (Andrich & van Schoubroeck, 1989). For Visual Discrimination of Upper Case Letters and Lower Case Letters, the Person Separation Indices are 0.55 and 0.82. Cronbach Alphas are 0.70 and 0.82 and so internal reliability is also satisfactory. For a good measure, it is desirable that these indices should be 0.9 or greater, as it is an indicator that the student measures are separated by more than their standard errors. Based on this index, the Visual Discrimination Lower Case Letters scale demonstrates acceptable separation, but Visual Discrimination Upper Case Letters requires improvements to the measure in any future use.
Individual Item Fit
Items are ordered by calibrated values to evaluate their fit to the measurement model. The location of each item on the scale is the item difficulty in standard units, called logits (log odds of answering successfully). All the items fit the measurement model with probabilities greater than p=0.10 (see Table 2). The residuals shown in Table 2 represent the difference between the observed responses and the expected responses calculated from the Rasch measurement parameters. Standardised residuals should fall within the range of -2 and +2. Table 2 shows that all items for Visual Discrimination Upper Case Letters have acceptable residuals except for item 30.
Table 2: Individual Item Fit Statistics for Visual Discrimination Upper Case Letters
For Visual Discrimination of Lower Case Letters, all the items fit the measurement model with probabilities greater than p=0.08 (see Table 3), but a few of the residuals are a little outside what might be considered ideal limits.
Table 3: Individual Item Fit Statistics for Visual Discrimination Lower Case Letters
1. Location refers to the difficulty of the item on the linear scale.
Notes on Table 2 and 3
2. SE means Standard Error, and refers to the degree of uncertainty in a value.
4. DegFree stands for degrees of freedom, and refers to the number of scores in a distribution that are free to change without changing the mean distribution.
3. Residual represents the difference between the expected value of an item, calculated according to the Rash measurement model and the actual value.
5. ChSq stands for Chi-square
6. Prob relates to the probability based on the Chi-square and refers to the levels of certainty to which an item fits the measurement model.
Targeting
The RUMM2020 program produces a student-measure item-difficulty or targeting graph on which the student measures are placed on the same scale as the item difficulties in
standard units called logits. For Visual Discrimination of Upper Case Letters (see Figure 1), this targeting graph shows that the student measures cover a range of about -0.8 to +3.5 logits and the item difficulties cover a range of about -1.5 to +1.8 logits. From the graph it can be seen that many students (about 290) were able to answer the items correctly and the targeting of the items needs to be improved in any future use of the scale by adding in some harder items to 'cover' the students with the higher measures.
Figure 1 Targeting Graph for Visual Discrimination Upper Case Letters
in logits. Many students (about 290) answered the items correctly.
Note: Student measures are on the upper side in logits. Item difficulties are on the lower side of the same scale
For Visual Discrimination of Lower Case Letters (see Figure 2), the targeting graph shows that the student measures cover a range of about -1.0 to +4.5 logits and the item difficulties cover a range of about -2.2 to +2.3 logits. From the graph it can be seen that many students (about 175) were able to answer the items correctly and the targeting of the items needs to be improved in any future use of the scale by adding in some harder items to 'cover' the students with the higher measures.
Discrimination
Item Characteristic Curves examine the relationship between the expected response and the mean group student measures. These curves display how well the item discriminates between groups of persons. An example of one item characteristic curve for each construct will be presented. Figure 3 shows the Item Characteristic Curve for Item 26 Visual Discrimination of Lower Case Letters. This curve shows that the item discriminates well for
students with different measures. The Item Characteristic Curves for all the other items were checked and found to be satisfactory (but are not reported here to avoid unnecessary repetition).
Consistency of Use of Scoring Categories
The RUMM2020 program produces graphs of the scoring categories for each item. The Scoring Category Curves show the relationship between the probability of scoring in each category (zero for wrong and one for right) on each item. Figure 4 is the Scoring Category Curve for item 1 of Visual Discrimination Upper Case Letters. This figure shows that the scoring was done logically and consistently. When students have low measures on item 1, then they have a high probability of obtaining a zero score (answer wrong) and, when they have a high measure, they have a high probability of scoring 1 (answer correct). The Scoring Category Curves for all the other items were checked and they were satisfactory too. The Scoring Category Curves for all the items of the other two variables, Visual Discrimination Lower Case Letters and Visual Discrimination Numbers, were checked and
they were also found to be satisfactory, but they are not presented here to avoid too much repetition.
Characteristics of the Sample (VDUCL)
The measures for Visual Discrimination of Upper Case Letters were displayed in a graphical format separated by gender (Figure 5), type of school (Figure 6), age (Figure 7), grade (Figure 8) and whether intervention had been received (Figure 9). The mean differences were then tested for statistical significance using t-tests. Females have a higher mean measure than males for Visual Discrimination of Upper Case Letters but this is not statistically, significantly different (t=1.05, df=321, p=0.15). Public school students have a higher mean measure than private school students for Visual Discrimination of Upper Case Letters and this is statistically, significantly different (t=2.63, df=322, p=0.005). As would be expected, the mean measures generally increased by age from Four years of age (lowest) to nine years of age (highest) and this was statistically, significantly different (t=5.07, df=66,
p<0.000). Again, as expected, the mean measures generally increased by grade from Preprimary (lowest) to Year 3 (highest) and this was statistically, significantly different (t=8.27, df=127, p<0.000). While the mean measures for no intervention were higher than for intervention, this was not statistically, significantly different (t=1.44, df=322, p=0.07).
Figure 6: Target Graph by Type of School for Visual Discrimination for Upper Case Letters Note: There is a colour error in the RUMM program. Purple represents other schools (not red) and green represents the public schools (not blue).
Figure 7 Target Graph by Age for Visual Discrimination for Upper Case Letters
Note: There is a colour error in the RUMM program. Four and five year olds are represented by green (not blue), six year olds are represented by Purple (not red), seven year olds are represented by pink (not green), eight year olds are represented by maroon (not purple), nine year olds are represented by black (not browngreen) and ten years and above are represented by brown-green (not black).
Figure 9 Target Graph by Intervention for Visual Discrimination for Upper Case Letters Note: There is a colour error in the RUMM program. Green represents no intervention and purple intervention.
The graphical data for Visual Discrimination of Lower Case Letters was checked in the RUMM computer program but is not produced here to avoid too much repetition but the graphs are similar to those produced for Visual Discrimination of Upper Case Letters.
Females have a higher mean measure than males for Visual Discrimination of Lower Case Letters but this is not statistically, significantly different (t=1.06, df=321, p=0.15). Public school students have a higher mean measure than private school students for Visual Discrimination of Lower Case Letters and this is not statistically, significantly different (t=0.90, df=321, p=0.19). As would be expected, the mean measures generally increased by age from four years old (lowest) to ten year old or older (highest) and this was statistically, significantly different (t=10.01, df=66, p<0.000). Again, as expected, the mean measures generally increased by grade from Pre-primary (lowest) to Year 3 (highest) and this was statistically, significantly different (t=15.98, df=127, p<0.000). While the mean measure for no intervention was higher than for intervention, this was not statistically significantly different (t=1.24, df=321, p=0.10).
Discussion
The final 18 items and their difficulties are presented, in order from easiest to hardest, in Table 4 for Visual Discrimination of Upper Case Letters. The students found it easy to discriminate upper case letters that were symmetrical around the midline, for example the T, X, Y. They found it moderately easy to discriminate upper case letters that had an upright line on the left of the letter (e.g. E, R, B), moderately difficult to discriminate upper case letters that were rounded (e.g. S, G, U) and most difficult to discriminate upper case letters that were in a reversed orientation (e.g. , , ).
In the Visual Discrimination of Lower Case Letters (see Table 5 for the 31 item difficulties ordered from easy to hard), students found it easy to discriminate letters that began with a long downward stroke on the left, such as the k, h, b, and moderately easy to
discriminate lower case letters that only consisted of a body, for example o, r, u, c. Lower case letters that consisted of only a body and were also reversed were moderately difficult to discriminate, for example , , ; while lower case letters with a body as well as a tail and in the reversed orientation (e.g. , , ) were the most difficult to discriminate.
Table 5 Difficulties for 18 Final Items in Visual Discrimination for Upper Case Letters Scale
_______________________________________________________________________
Note: Items are ordered from easiest (item 2, -1.58 logits) to hardest (item 30, +1.79 logits)
Table 6 Difficulties for 31 Final Items in Visual Discrimination for Lower Case Letters Scale
_______________________________________________________________________
_______________________________________________________________________
Note: Items are ordered from easiest (item 9, -2.06 logits) to hardest (item 4, +2.26 logits)
Discussion on the Non-Fitting Items
Eighteen items were deleted from the Visual Discrimination Upper Case Letters due to poor fit to the Rasch measurement model. Usually the main reason for non-fit is poor agreement in regard to the item difficulty for students who have similar measures. For example, half of the medium ability students say an item is easy and half say that it is hard, thus it does not fit the measurement model and is deleted. The 12 items deleted in Visual Discrimination of Upper Case Letters were: J, H, and the reversed letters C, B, F, S, R, Z, L, N, J, and D. The students disagreed on the difficulty of these letters but the reasons for the disagreements are unknown. It is also of particular interest that most of the letters deleted due to disagreement were the letters printed in the reversed orientation. A number of students suggested that they confused the reversed J and L with the correctly oriented letter L and J respectfully because they have difficulty remembering 'which is which'. A substantial number of students requested information assisting with identification of the reversed letter J, asking "what letter is this".
In Visual Discrimination of Lower Case Letters, five of the original 36 letters were deleted due to non-fit to the Rasch measurement model. The deleted letters were the reversed letters y, j, r, f, and b. It is again noticeable that all the letters where there was poor fit were the reversed letters. Except for the letter r, the font should not have affected the students' interpretation of these letters; however, the orientation of the letters may have been a small confusing factor but it is more likely that there was another unknown reason.
Inferences from the Measures
Linear scales were created that show good fits to the measurement model and valid inferences can now be made about the students who need help. The bottom 19 student
measures for Visual Discrimination of Upper Case Letters have been taken because these students all scored 14/18 or less, meaning that they were the students who responded incorrectly to the last four letters including the reversed letters. These student measures are presented in Table 7 and identified only by number for ethical reasons.
Table 7: Lowest 19 Student Measures Visual Discrimination Upper Case Letters
The child who scored four in Visual Discrimination of Upper Case Letters was only able to discriminate letters that were symmetrical around the vertical axis. Students who scored 10 had some difficulty discriminating asymmetrical letters as well as reversed upper case letters, whereas the students who scored 14 mainly found the reversed letters difficult to discriminate. Students scoring poorly in Visual Discrimination of Upper Case Letters have difficulty discriminating when upper case letters are reversed and may need extra assistance to improve this skill. Having made these inferences, teachers could tailor-make remedial work for the identified students.
The bottom 21 student measures for Visual Discrimination of Lower Case Letters have been taken because these students scored less than 19 out of 31, meaning that they were unable to discriminate the reversed lower case letters. These student measures are presented in Table 8. Students, who scored 10, were only able to correctly discriminate the easiest 10 items in the scale and had difficulty discriminating most of the lower case letters with only a body such as the c, a, r as well as the letters with a body and tail such as g, y, p. They were unable to discriminate a lower case letter when it was in the reversed orientation. The students scoring 17 correct had difficulty with the q, s, j and all the letters presented in the reversed orientation. These student measures identify students who may require assistance to improve their skill in discrimination of the lower case reversed letters. They may also be the students who reverse their letters in reading, spelling and or writing.
Table 8: Lowest Student Measures Visual Discrimination Lower Case Letters
These results give some direction to future research along similar lines including Rasch linear measures related to letter discrimination in sequences, in words and in phrases. It also suggests that students could be interviewed individually to try to discover why they disagree about the difficulties of the deleted items. While young students may not be able state why they cannot discriminate certain letters (it may be due to a brain or memory disfunction that students cannot articulate), some may be able to provide a clue to the answer.
References
Andrich, D. (1985). A latent trait model for items with response dependancies: Implications for test construction and analysis. In S. Embretson, E (Ed.), Test design: Developments in psychology and psychometrics (pp. 245-275). Orlander: Academic Press.
Bailey, D. M. (1991). Research for the health professional: A practical guide. Philadelphia: F. A. Davis Company.
Andrich, D., & van Schoubroeck, L. (1989). The General Health Questionnaire: A psychometric analysis using latent trait theory. Psychological Medicine, 19, 469-485.
Carrow-Woolfolk, E. (1981). CAVAT. Hingham, MA: Teaching Resources Corporation. Catts, H. W., & Kamhi, A. G. (1999). Language and reading disabilities. United States of America: A Viacom Company.
Cooke, D. M., McKenna, K., Fleming, J., & Darnel, R. (2006). Construct and ecological validity of the Occupational Therapy Adult Screening Test (OT-APST). Scandinavian Journal of Occupational Therapy, 13, 49-61.
Clegg, F. (1982). Simple statistics: A course book for the social sciences. Cambridge, GB: Cambridge University Press.
Downing, S. M. (2003). Validity: On the meaningful interpretation of assessment data. Medical Education, 37, 830-837.
Gardner, M. F. (1991). Test of Pictures / Forms / Letters / Numbers / Spatial Orientation and Sequencing Skills. Burlingame, CA: Psychological and Educational Publications, Inc.
Erhardt, R. P., & Duckman, R. H. (2005). Visual-perceptual-motor dysfunction and its effects on eye-hand coordination and skill development. In M. Gentile (Ed.), Functional visual behaviour in children: An occupational therapy guide to evaluation and treatment options (pp. 171-228). Bethesda, Maryland: AOTA Press.
Gardner, R. A. (1978). Reversals Frequency test. Santa Ana, CA: Optometric Extention Program Foundation, INC.
Green, C., & Chee, K. (1997). Understanding ADHD. A parent's guide to attention deficit hyperactivity disorder in children. London: Vermilion.
Goldstand, S., Koslowe, K. C., & Parush, S. (2005). Vision, visual-information processing, and academic performance among seventh-grade schoolchildren: A more significant relationship than we thought. American Journal of Occupational Therapy, 59(4), 377389.
Gregg, N., & Scott, S. S. (2000). Definition and documentation: Theory, measurement and the courts. Journal of Learning Disabilities, 33(1), 5-12.
Jordan, B. T. (1990). Jordan Left-Right Reversal Test. Novato, CA: Academic Therapy publications.
Kulp, M. T. (1999). Relationship between visual motor integration skill and academic performance in kindergerten through third grade. Optometry and Vision Science, 76(3), 159-163.
Kirk, S. A., Gallagher, J. J., & Anastasiow, N. J. (2000). Educating exceptional children. Boston, MA: Houghton Mifflin Company.
Lachmann, T., & Geyer, T. (2003). Letter reversals in dyslexia: Is the case really closed? A critical review and conclusions. Psychology Science, 45, 50-72.
McDaniel, E. (1994). Understanding educational measurement. Dubuque, IA: WCB Brown & Benchmark Publishers.
Loikith, C. C. (1997). Visual perception: Development, assessment and intervention. In M. Gentile (Ed.), Functional visual behaviour: A therapist's guide to evaluation and treatment options. (pp. 197-247). Rockville, MD: American Occupational Therapy Association Inc.
Messick, S. (1995a). Standards of validity and the validity of standards in performance assessment. Educational Measurement: Issues and Practice, Winter, 5-8.
Oliver, B. R., Dale, P. S., & Plomin, R. (2007). Writing and reading skills as assessed by teachers in 7-year olds: A behavioural genetic approach. Cognitive Development, 22, 77-95.
Messick, S. (1995b). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741-749.
Richardson, P. K. (1996). Use of standardised tests in paediatric practice. In J. Case-Smith, A. S. Allen & P. N. Pratt (Eds.), Occupational therapy for Children (pp. 200-224). St Louis: Mosby-Year Book Inc.
Schneck, C. M. (2005). Visual perception. St. Louis, MI: Elsevier Mosby.
Schneck, C. M. (1996). Visual perception. United States of America: Mosby Year Book Inc.
Wolf, M. (2008). Proust and the squid: The story and the science of the reading brain. Crows Nest, NSW: Allen & Unwin. | <urn:uuid:aadbb1b7-a767-4f3a-be74-3a0a22d4ac43> | CC-MAIN-2014-23 | http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=7547&context=ecuworks | 2014-07-22T21:34:07Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00229-ip-10-33-131-23.ec2.internal.warc.gz | 316,650,066 | 7,905 | eng_Latn | eng_Latn | 0.961194 | eng_Latn | 0.996344 | [
"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 | [
598,
1801,
3794,
5770,
7806,
9750,
11691,
13710,
15564,
17118,
18282,
19288,
20213,
20993,
21946,
23058,
24107,
24466,
25181,
25636,
27464,
28090,
28426,
30344,
31434,
32511,
35398,
37374
] | [
2.171875,
2.21875
] | 5 | 2 |
ISSN 1712-8358[Print]
ISSN 1923-6700[Online]
DOI:
www.cscanada.net www.cscanada.org
Cross-Cultural Communication Vol. 9, No. 5, 2013, pp. 87-91
10.3968/j.ccc.1923670020130905.2797
Film and Novel: Different Media in Literature and Implications for Language Teaching
HU Caixia[a],*
[a]College of Arts, China University of Petroleum, Qingdao, China. *Corresponding author.
Received 15 June 2013; accepted 21 September 2013
Abstract
Key words: Film and novel; Implications; Language teaching
Film and novel are two main dominant media in literature. They exhibit great differences in terms of image vs. word, sound vs. silence, point of view, and time, and so on. The differences between novel and film leave a great many implications for language teaching. Film and video can be used to aid students' literacy. In view of the visual signs of the film, some opportunities can be created for students to pick up the non-verbal language. Students can also be encouraged to make video by themselves based on what they learn.
HU Caixia (2013). Film and Novel: Different Media in Literature and Implications for Language Teaching. Cross-Cultural Communication, 9(5), 87-91 . Available from: http//www.cscanada. net/index.php/ccc/article/view/j.ccc.1923670020130905.2797 DOI: http://dx.doi.org/10.3968/j.ccc.1923670020130905.2797.
INTRODUCTION
Film and novel, as two main dominant media in literature, have attracted millions of people from all over the world. However, reading a novel and seeing a film are quite different experiences. Many films have been and are still being adapted from novels and therefore become one of the most easily accessible language products available to the students. Yet many teachers fail to realize their pedagogical values and are reluctant to use them in the classroom except as "a bit of time-filling end-of-term entertainment" (Voller & Widdows, 1993). In fact, just because film is associated with fun, they, if integrated with
87
novel, could be very motivating and useful in teaching. This paper, beginning with a discussion about the differences between film and novel, attempts to explore some constructive uses for film and video in the language teaching.
1. DIFFERENCES BETWEEN FILM AND NOVEL
Film and novel, based on their different nature, have many differences in the way of telling stories, such as ways of narration, time and space, so on and so forth. Here, I would like to discuss some of the main differences in terms of image vs. word, sound vs. silence, point of view, and time, etc.
1.1 Image vs. Word
The most obvious and most important difference between film and novel rests on the distinctive features of the two media they use in telling a story: image vs. word. The philosopher C. S. Peirce uses the terms "sign" and "icon" to distinguish the relationship between two things when one can represent another (Montgomery, 1992, p.193). A word can be a sign, which indicates an arbitrary relationship, and a photograph can be an icon, which represents a less arbitrary relationship. "As mediums of representation, film is made of icons, while prose is made of signs" (Montgomery, 1992, p.193). Therefore, the visual images in the film seem to have a more direct and immediate relationship to what they depict than the verbal words in the novel in view of the fact that the images resemble more to the reality. In this sense, the story presented by the film is much easier to be understood than that told by the novel, especially when certain cultural factors are involved. For example, when a Chinese reads the complicated description about a banquet in British context, he may still feel confused about what it is like even he can understand the meaning of all the descriptive
words in the novel. On the contrary, when presented the image directly in the film, he will grasp the main features of a banquet immediately, which is quite helpful in his understanding the plot of the story or even the author's intention of writing about this.
In contrast, the novel seems to be more oblique in its relationship to reality, considering that the world in the novel is gradually unfolded by the narrator. However, on the other hand, this allows readers to reread, reflect, appreciate what they have covered or imagine the following plot if they like, which seems impossible in seeing a film with the continuously moving images. In reading a novel, the readers can freely choose the speed and content of their reading, not necessarily paying attention to the text to the same degree. They may concentrate on a certain chapter of the novel or flexibly skip parts of the text. Montgomery's (1992, p.192) words seem to support this point of view: "Reading a prose novel is usually a solitary act and apparently allows greater degrees of discretion and control to the reader". Moreover, the verbal signs in the novel can well represent the art of language, which can be seen in the use of metaphor and irony, etc. For instance, in Thomas Hardy's Tess of the d'Urbervilles (1971), there is a famous sentence of irony: "'Justice' was done, and the President of the Immortals, in Aeschylean phrase, had ended his sport with Tess". People can appreciate it when reading the novel, but cannot feel the sense of irony when seeing a film. To some extent, the film also tries to approximate the ironies the novel develops in telling a story, but it cannot duplicate them. Just as Monaco (1981, p.33) argues, "Films have words too, of course, but not usually in such profusion and never with the concrete reality of the printed pages".
1.2 Sound vs. Silence
Sound is another medium used in the film to represent a story, while word is the only tool available in the novel. There are three kinds of sound in film: speech, music and noise. In certain situations, any of them alone could tell a story (Bo, 2008). The film could duplicate sounds in real life, which, accompanied by the moving light on the screen, can make people more actively participate in the experience of the story by arousing their senses of both vision and hearing. As a result, the audiences are more likely to be emotionally involved and, therefore, be able to feel what the characters feel and think what the characters think. The film creates varieties of atmosphere by using different sounds so that the audience could predict the following plot. For example, judging from the sweet background music of a certain scene or the fast beat music combined with extreme quiet darkness of night, the audience may immediately distinguish whether something romantic or horrible will happen next. However, as to the novel, it can only create the atmosphere by using the silent words, which makes it arbitrary in a way but leaves more space for the readers to imagine. Different readers may
Copyright © Canadian Academy of Oriental and Occidental Culture
88
have different interpretations of the verbal signs based on their different personal and cultural background and, thus, form different mental constructs of what is described in the novel, say, the appearance of a certain character.
1.3 Point of View
Seen from another perspective, however, it seems that the novel is more subjective in telling a story than the film since it is best equipped to express thoughts. In a novel, when the author gives comments on the characters' actions in the authorial voice or even when he expresses thoughts in the voice of the characters, he cannot help having his own personal view of point involved. "It is in fact difficult not to present experience subjectively in the novel, and difficult therefore not to privilege the character from whose subjective point of view the action is dominantly presented" (Lodge, 1996). Comparatively speaking, the film is much more impartial in view of the fact that it presents the plot mainly through a sequence of images. Therefore, people may have quite different experiences in reading a novel and seeing a film. For instance, in reading Chapter 3 of Austen's novel Pride and Prejudice (1856), it is not difficult to spot other people's and the author's attitude toward Darcy through her choice of words in her description, such as "disgust", "proud", "disagreeable", "unworthy", etc. However, it is far from enough for the audiences to grasp this through Darcy's cold facial
"Point of view", a term used for "describing and analyzing basic types of narration", refers to the "angle of vision from which a scene is presented" (Montgomery, 1992, p.184). In the novel, a story can mainly be narrated from 3 "points of view": the first person narrator, the limited third person narrator or the omniscient third person narrator (Gajdusek, 1988), while, in the film, the story is basically shown by using the device of "voice-over" (Lodge, 1996). It is true that the film sometimes tells stories from the point of view of the first person narrator, in which case Bridget Jones adapted by Andrew Wynford Davies serves as a good example. But, generally speaking, the film usually shows what happens as if it were through the eyes of a certain character rather than telling the story through the first person voice. Point of view, in this sense, is "a camera concept which describes what is seen by the camera" (Cickoglu, 2003). Moreover, in telling a story, the novel can use the technique "polyphony" (Ricoeur, 1986), which is not quite possible in the film. "Polyphony" is a term created by Dostoevsky to refer to a plurality of voices, that is, telling a story in many different voices: sometimes in the authorial voice, and sometimes in the voice of characters. Virginia Woolf's the Waves is a good example of such multiple voices. As an outsider, the omniscient narrator knows all the thoughts and feelings of the characters, frequently revealing to the readers, and occasionally goes in and out of the characters' mind and makes some comments on their action. This kind of style is in no way what the film can duplicate.
expression or even from the chat between Elizabeth and Charlotte presented by the film. When people see the scene and his action, they may have their own judgment about Darcy instead of being influenced too much by the author. In another sense, it also well explains that the novel can well reveal the people's inner world while the film can only present the surface.
1.4 Time
There is a need to introduce two concepts first before discussing the time difference: One is fabula, which is "the raw material of the narrative", that is, the events or happenings of a narrative and the other is sjuzet, which is "the representation of that action in a discourse" (Lodge, 1996), such as a novel discourse or a film discourse, etc., in other words, the way of presenting events. Although an action may happen once in the fabula, it may happen many times in the sjuzet. In the novel, an action may be described again and again through deliberate choices of different words either depending on different characters' voices or the different situations, whereas the film may easily repeat the actions by means of flashback or replay. According to Lodge (1996, p.211), "most narrative discourses are shorter in duration than the sequence of actions they represent", that is, the actions in the fabula. But the film has much more flexibility in lengthening real time or accelerating tempo of events by using slowmotion and the device of the cut respectively. However, there is also a formal constraint on the film. A film can usually last 2 hours or so, even though the novel could be long enough to make the readers take weeks or months to read, or even so short in length which only takes several minutes. Therefore, when a novel is adapted to a film, the story needs to be condensed or even sometimes the plots be recreated.
2. IMPLICATIONS FOR USING FILM AND VIDEO IN LANGUAGE TEACHING
As discussed above, there are many differences between the novel and the film in terms of image, sound, point of view, and time, etc.. But, on the other hand, they supplement each other. If wisely used, they could be very helpful in our teaching. However, it heavily depends on the needs of the target students and the teacher's flexibility in designing activities. It is necessary for the teacher to choose some materials that suit students' interest and language level. When integrating the two forms of media, it is not enough to show the film or video only in language teaching class, it is also necessary to guide students to make a link between the written text and the visual scene and help them to develop various abilities. Here, based on their differences, I would venture to suggest some uses for film and video in language teaching as follows:
89
2.1 Using Film and Video to Aid Students' Literacy
Given that the film, with its beautiful settings and vivid images, is more immediately and easily attractive and entertaining than the text, students can become more motivated in seeing a film than reading a novel. Moreover, as discussed earlier, the sound, such as music or noises may also help students' understanding and make them absorbed. In this sense, the film can serve as a good tool in aiding students' literacy, especially for the students of lower-intermediate level, or even the beginners. Montgomery (1992, p.192) argues that film is a kind of medium that ensures "easy intelligibility", which we could make the most of in language teaching. In class, the teacher may select some clips of film that suit students' language level, in which, for example, there may not be too many difficult words or too complicated sentences. Theoretically, it would be better to let students read the text first before showing them the film because, as mentioned earlier, the arbitrary relationship of words to reality leaves students more space of imagination. However, if the target students are in a really low level and cannot even read fluently by themselves, the teacher may alternatively introduce the plot of the story first and give them some time to imagine the scene before showing the clips of film so as not to risk the danger of constraining students' thinking due to the immediacy and directness of film. Considering the amount of language input and the time limit, the selected clips of film may not be too long. In class, the teacher may show the clips several times. There could be no caption on the screen during the first showing, while the caption or the script of the clips should be provided for the second time so that students can make a link between the written form of words and the vocal sound with help of the images on the screen. Imitation could be adopted to help students familiarize with the words. Or even further, the students could be asked to read the script without referring to the screen. In the follow-up activity, the teacher may pick up some important words from the clips and check students' understanding. The usage of the words could be checked by asking them to make up sentences by using the words. A variation of this is to show the students another sequence of film, pick up some sentences involving some of the words and check whether they could understand them or not.
2.2 Focusing on Non-verbal Language
Non-verbal language is of great importance in communication and is what we cannot acquire through reading the novel. As commented by Stempleski & Tomalin (1990), non-verbal language is "as eloquent as what we actually say". So, in language teaching, we'd better take advantage of the visual signs of the film and create some opportunities for students to decode
Copyright © Canadian Academy of Oriental and Occidental Culture
the non-verbal language in class so as to help develop their communicative ability. In selecting materials, the sequences of film with clear body language and facial expressions are preferred. The teacher may flexibly use different techniques based on them. In view of the fact that the sound and the vision are separate components in the film, the technique of sound-off could be a good choice. When playing the sequence, the teacher may have the sound off and leave students with only the visual thing to interpret. In organizing activities, the teacher may ask students to explain what the characters do in the film or give out the main idea of the sequence. To motivate and engage students, the teacher may also adopt the form of role play, asking students to act out the sequence based on their memory and according to their understanding, etc. As discussed earlier, the film, compared with the novel, has much more flexibility in lengthening or shortening real time. The teacher, therefore, could, taking the best of this advantage in playing the sequence, speeding up or slowing down the film to make the body movements more pronounced so that the students can have a good observation. More challengingly, the students could be encouraged to do dubbing if they have the necessary sophistication and language competence. "Dubbing", in Lonergan's (1984, p.77) words, "implies altering the original sound track of a video film" and replace it with "audio recordings made by the learners or the teacher". But, in my view, asking students to do the dialogue when viewing the film in class could be more motivating and more effective, considering the students' interest and involvement in class. No matter what kind of activity is adopted, the ultimate end is to engage students, creating a good atmosphere for them to learn knowledge in pleasure and entertainment and enhancing their ability in daily communication. This could really be flexibly handled according to the needs and levels of the target students.
2.3 Encouraging Students to Make Video by Themselves
Video or film is "immediate" (Montgomery, 1992, p.197) and thus leaves little space for students to imagine, which seems not good for the students' creativity. Here, I would argue, if wisely used, this medium could become a helpful tool in students' personal development, in which case, encouraging students to make video by themselves could serve as a good example. In language teaching, the teacher could wisely combine video-making with the novel text, taking the best of the both. For example, before asking students to make a video, the teacher may first inform them of the plot of the novel and ask them to recommend some candidates among their classmates that best suit the characters. In this process, the students have to use their critical thinking (Candlin, Charles, & Willis, 1986). Additionally, the students have to work out a script in their own words according to the plot and have a careful design about the non-verbal language before putting on the screen.
Copyright © Canadian Academy of Oriental and Occidental Culture
90
For each step, there could be a question mark in their mind: How to choose the language and why should dress like this rather than that? Does the setting or the sound help achieve the theme? etc. In class, the original video could be shown and a comparison is necessary to be made between the selfmade one and the original in terms of words, non-verbal language, the setting or even the sounds, etc. Students' attention could be drawn to the cultural differences, as well. Students are allowed to challenge the original if they could provide enough reasons. Encouraging students to make a video themselves takes time and is challenging in a way but motivating (Sherman, 2003) and rewarding. In such a process, not only could students' language ability be improved, their imagination, creativity, and critical thinking could also be developed.
CONCLUSION
Many films are based on novels. However, there are many differences between them in the way of telling stories. This paper highlights the differences between novel and film in terms of image vs. words, sound vs. silence, point of view, and time, etc.. The novel is arbitrary in indicating a relationship, but seems to be more oblique in its relationship to reality, thus leaving more room to imagine. It displays more points of view to present a story but seems to be less objective than the film. The film could duplicate sounds in real life, which, accompanied by the moving light on the screen, can more easily resonate with the audience. Compared with the novel, film has much more flexibility in lengthening real time or accelerating tempo of events. Differences between novel and film make them supplement each other in some way. If wisely used, they do help language teaching. In light of their different features, this paper puts forward some constructive uses for film and video in language teaching, such as using film and video to aid students' literacy, focusing on nonverbal language, and encouraging students to make video by themselves, etc.. Some activities have been suggested for each use. It is also highly advocated that the selection of film or video, and the design of activities should be done according to the different target students' interests and specific needs.
REFERENCES
Austen, J. (1856). Pride and prejudice. London: Richard Bentley.
Bo, B. (2008). The differences between novels and films— enhance literature teaching by using films. US-China Education Review, 5(7), 58-61.
Candlin, J., Charles, D., & Willis, J. (1986). Video in English language teaching: An inquiry into the potential uses of video recordings in the teaching of English as a foreign language. Birmingham: University of Aston in Birmingham.
Cickoglu, F. (2003). Difference, visual narration, and "point of view" in my name is red. The Journal of Aesthetic Education, 37(4), 124-137.
Gajdusek, L. (1988). Toward wider use of literature in ESL: Why and how. TESOL Quarterly, 22(2), 227-257.
Hardy, T. (1971). Tess of the d'Urbervilles. London: Macmillan London Ltd.
Lodge, D. (1996). The practice of writing: Essays, lectures, reviews and a diary. London: Secker & Warburg.
Lonergan, J. (1984). Video in language teaching. Cambridge: Cambridge University Press.
Monaco, J. (1981). How to read a film: The art, technology, language, history and theory of film and media. New York & Oxford : Oxford University Press.
91
Montgomery, M., Durant, A., Fabb, N., Furniss T., & Millis S. (1992). Ways of reading: Advanced reading skills for students of English literature. London: Routledge.
Ricoeur, P. (1986). Time and narrative (Vol.2). Chicago: The University of Chicago Press.
Sherman, J. (2003). Using authentic video in the language classroom. Cambridge: Cambridge University Press.
Stempleski, S., & Tomalin, B. (1990). Video in action. London: Prentice Hall International English Language Teaching.
Voller, P., & Widdows, S. (1993). Feature films as text: A framework for classroom use. ELT Journal, 47(4), 342-353.
Copyright © Canadian Academy of Oriental and Occidental Culture | <urn:uuid:ca5cabf8-0cec-45c4-b16b-d02a32187865> | CC-MAIN-2014-23 | http://www.cscanada.net/index.php/ccc/article/download/j.ccc.1923670020130905.2797/5185 | 2014-07-22T21:37:29Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00231-ip-10-33-131-23.ec2.internal.warc.gz | 630,562,691 | 4,923 | eng_Latn | eng_Latn | 0.936424 | eng_Latn | 0.998583 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3747,
9978,
15662,
21481,
22823
] | [
2.046875,
3.21875
] | 3 | 5 |
Bicycling: Safety Activity Checkpoints
Whether you're riding a mountain, racing, or hybrid bike, it's important to assure that bikes are the proper size and in good condition. Make sure that the seat height is adjusted properly; when seated, girls should have a slight bend in the knee—in other words, the legs should never be fully extended. A too-low seat is a common problem and causes significant discomfort. The helmet should fit comfortably but snugly, be worn level on the head, and not move in any direction when the chin strap is securely fastened.
Bike races, mountain-biking, and long-distance cycling trips can be strenuous, and it's essential for girls to condition themselves beforehand. Also, long-distance touring involves many hours of cycling, sometimes in difficult terrain, and requires girls to carry more gear and supplies than on short day trips. When training for lengthy bicycle trips, set realistic goals for mileage, and gradually increase the distance; for instance, one week, aim to ride 10 miles, and the next, strive for 12.
Caution: Girls are not allowed to do aerial tricks on bicycles.
Know where to bike. Learn about American road bike trails at adventurecycling.org. Connect with your Girl Scout council for site suggestions.
Include girls with disabilities. Communicate with girls with disabilities and/or their caregivers to assess any needs and accommodations. Learn more about the resources and information that the National Center on Accessibility and the National Center of Physical Activities and Disabilities provide to people with disabilities.
Basic Gear
Waterproof sunscreen and (SPF of at least 15) and lip balm
Sunglasses
Nonperishable, high-energy foods such as fruits and nuts
Daypack to carry personal belongings
Specialized Gear
Bicycle (padded handlebars and gel-padded seat recommended)
Reflectors
Headlamp and taillight if bicycling at dusk
Horn or bell
Bicycle clothing: Wear comfortable, close-fitting clothing (such as bicycle shorts or aerobic exercise tights when cycling in temperatures below 68 degrees) that cannot catch in bicycle gears or chain; avoid cotton and use synthetic fabrics that wick perspiration away from skin more comfortably; reflective or light-colored clothing is recommended when cycling at dusk; wear bright-colored or fluorescent clothing during day; on extended trips in cooler weather, wear layers and carry extra clothing and rain gear
Pant clips or bands if necessary
Protective bicycle helmet with properly fitting safety harness that meets the American Society for Testing and Materials (ASTM) F1163-88 requirements, displaying the Safety Equipment Institute (SEI) seal
Biker pack
Cycling gloves
Cycling shoes, or stiff-soled athletic shoes such as court shoes
General map and/or bike-route map
Compass
Cycling repair kit: Each group carries a tire pump, tire patch kit, tire irons, screwdriver, adjustable wrench, pliers, hex-head (Allen) wrenches, lubricating fluids
Two water bottles per person
Prepare for Bicycling
Communicate with council and parents. Inform your Girl Scout council and girls' parents/guardians about the activity, including details about safety precautions and any appropriate clothing or supplies that may be necessary. Follow council procedures for activity approval, certificates of insurance, and council guidelines about girls' general health examinations. Make arrangements in advance for all transportation and confirm plans before departure.
Girls plan the activity. Keeping their grade-level abilities in mind, encourage girls to take proactive leadership roles in organizing details of the activity. The length and terrain of a trip, day or extended, are appropriate to the girls' skill levels, their experience, and their physical condition, as well as the time of day, the weather, and the equipment available. Review the route and practice map-reading skills. Make careful plans for the type of road to be traveled. For example, secondary roads are quiet, but may have trees, curves, and hills that obstruct visibility. Ride only during daylight hours.
Organize cycling groups and arrange for adult supervision. Except when riding on bicycle paths, participants travel in groups of five or six, allowing at least 150 feet between groups so that vehicles may pass. Participants ride one to a bicycle except when riding tandem. In tandem riding, each girl has her own seat and the number of riders doesn't exceed the intended limits of the bicycle. For every two groups, there is an adult at the head and another at the rear. The recommended adult-to-girl ratios are two non-related adults (at least one of whom is female) to every:
- 6 Girl Scout Daisies
- 12 Girl Scout Brownies
- 16 Girl Scout Juniors
- 20 Girl Scout Cadettes
- 24 Girl Scout Seniors
- 24 Girl Scout Ambassadors
Plus one adult to each additional:
- 4 Girl Scout Daisies
- 6 Girl Scout Brownies
- 8 Girl Scout Juniors
- 10 Girl Scout Cadettes
- 12 Girl Scout Seniors
- 12 Girl Scout Ambassadors
Compile key contacts. Give an itinerary to a contact person at home; call the contact person upon departure and return. Create a list of girls' parents/guardian contact information, telephone numbers for emergency services and police, and council contacts—keep on hand or post in an easily accessible location.
Select safe cycling site or route. Observe all state and local regulations, and notify jurisdictional authorities about the group's trip, when necessary. Use designated bicycle trails whenever possible, select bicycle trails with even surfaces, and avoid routes involving heavily trafficked streets and highways. Know in advance the location of emergency and medical services along the route.
Cyclists learn road safety. Girls learn to recognize and avoid common roadway hazards, including drainage grates and manhole covers, sand, gravel, glass, wet leaves, and litter on road shoulders, and other road-surface hazards; to communicate and cooperate with other road users; and to ride defensively. Motor-vehicle traffic presents the greatest danger to cyclists; hazards such as oil, wet leaves, parked cars, and rocks cause the majority of cycling accidents. Girls practice bicycling with a load comparable in weight to the load on the trip and learn to brake before they have to, especially on curves and down hills. Girls are instructed in and practice bicycle-riding skills in traffic, including signaling, scanning ahead and behind (especially before moving left), yielding to oncoming traffic, and making left turns. Emergency braking techniques are taught. Girls cycle single file with traffic; it is acceptable to ride briefly two abreast when passing a slower bicyclist.
Dress appropriately for the activity. Make sure girls and adults avoid wearing dangling earrings, bracelets, and necklaces that may become entangled in equipment.
Prepare for emergencies. Ensure the presence of a first-aid kit and a first-aider with a current certificate in First Aid, including Adult and Child CPR or CPR/AED, who is prepared to handle cases of soft tissue and bone injuries, and sunburn. If any part of the activity is located 60 minutes or more from emergency medical services, ensure the presence of a first-aider (level 2) with Wilderness and Remote First Aid. See Volunteer Essentials for information about first-aid standards and training.
On the Day of Bicycling
Get a weather report. On the morning of the bicycling activity, check weather.com or other reliable weather sources to determine if conditions are appropriate. If severe weather conditions prevent the bicycling activity, be prepared with a backup plan or alternate activity, and/or postpone the cycling activity. Write, review, and practice evacuation and emergency plans for severe weather with girls. In the event of a storm, take shelter away from tall objects (including trees, buildings, and electrical poles). Find the lowest point in an open flat area. Squat low to the ground on the balls of the feet, and place hands on knees with head between them.
Use the buddy system. Girls are divided into teams of two. Each girl chooses a buddy and is responsible for staying with her buddy at all times, warning her buddy of danger, giving her buddy immediate assistance if safe to do so, and seeking help when the situation warrants it. If someone in the group is injured, one person cares for the patient while two others seek help.
Be prepared in the case of an emergency. Provide a detailed itinerary and an established call-in schedule for each day. Carry identification and a list of emergency phone numbers and contact information for bike-repair shops.
Prepare for the long haul. Adjust bicycles frequently for comfort, and check handlebars after adjusting the seat for proper leg extension. Girls should not stop cycling abruptly; instead, after stopping, make sure they cool down gradually by walking around for a few minutes. Girls do not push past their endurance levels.
Ride safely. Cyclists ride with the flow of traffic and obey applicable traffic regulations, signals, lane markings, and local ordinances pertaining to bicycle operation. Bicyclists do not weave in and out of traffic or between
parked cars. Light gear is stored in bicycle panniers (foldable carriers) or packs on the back of the bike. Bicyclists make a full stop and look left, right, and left again, especially at the end of a driveway and before entering a street or roadway. Cyclists walk their bikes across busy intersections. Bicyclists use hand signals to indicate turning or stopping. Bicyclists keep a safe distance between themselves and the vehicle ahead. Bicycles have lights and reflectors. When bicycles are not on segregated paths, lights are on to increase visibility.
Bicycling Links
- Adventure Cycling Association: www.adventurecycling.org
- USA Cycling: www.usacycling.org
- Tread Lightly: www.treadlightly.org
Bicycling Know-How for Girls
- Stretch your muscles. Before cycling, gently stretch your hamstrings, quads (against a wall), and calves. Learn how at www.grouptrails.com/Stretches.htm.
- Learn emergency maneuvers. Read about and practice the quick stop, rock dodge, and instant turn on the League of American Bicyclists site, which also provides tips for beginners.
Bicycling Jargon
- Bully: To ride uphill without slowing down
- Brain bucket: Bicycle helmet
- Century: A 100-mile bike ride | <urn:uuid:9b3fe497-0a2e-4f0a-b0f4-1d9aba285e84> | CC-MAIN-2014-23 | http://www.gswise.org/getfile/8a619ce1-fa9e-47b8-b4d6-0554873ab917/Bicycling_Safety_Activity_Checkpoints_2010.aspx?chset=edfff441-88e9-466d-8a81-536ca3cf4341 | 2014-07-22T21:41:56Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00233-ip-10-33-131-23.ec2.internal.warc.gz | 783,164,896 | 2,203 | eng_Latn | eng_Latn | 0.996768 | eng_Latn | 0.99705 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1594,
4859,
9257,
10458
] | [
3.5
] | 7 | 102 |
July 2010
Can a Mediterranean Diet Positively Affect Our Genes?
There is mounting evidence that a style of eating enjoyed by people in countries around the Mediterranean Sea (Spain, Portugal, southern Italy, Greece and Turkey) has a positive effect on cardiovascular health. It emphasizes modest portions of a variety of foods such as fruits, vegetables, whole grains, yogurt, fish, small amounts of red wine and a common mainstay of the cuisine in many of these Mediterranean countries – olive oil.
been strengthening over the last several years. In 2004 the U.S. Food and Drug Agency (FDA) published a "Qualified Health Claim" for labels of products that are essentially pure olive oil :
"Limited and not conclusive scientific evidence suggests that eating about 2 tablespoons (23 grams) of [virgin] olive oil daily may reduce the risk of coronary heart disease due to the monounsaturated fat in olive oil…."
What makes a Mediterranean diet heart healthy?
Olive oil's reputation for promoting heart health has
Adding to the understanding of how olive oil benefits the heart, scientists have recently found that the polyphenols in extra virgin olive oil can promote
There are several contributing factors. We know that omega 3 fatty acids found in fish can reduce inflammation of blood vessels that can cause atherosclerosis; resveratrol, an antioxidant found in red wine, can inhibit LDL cholesterol oxidation; and the monounsaturated fats in olive oil can help reduce LDL cholesterol. Although all types of olive oil contain monounsaturated fats, extra virgin olive oil undergoes the least amount of processing and therefore maintains the greatest amount of polyphenol antioxidants.
Nutrition News from the Department of Human Nutrition, K-State Research and Extension, Kansas State University heart health on a molecular level. A study published in the July 2010 issue of the Journal of the Federation of American Societies for Experimental Biology (FASEB) reported that olive oil can alter genes in a hearthealthy way. Researchers from the Cardiovascular Risk and Nutrition Research Group at the Institut Municipal D-Investigacio Medica in Barcelona, Spain, conducted a study involving three
groups of healthy individuals. One group consumed a Mediterranean diet that included virgin olive oil with high levels of polyphenols; a second group consumed olive oil with low levels of polyphenols and a third group consumed their usual diet. After three months, the group that consumed the olive oil with the highest level of polyphenols had significant reduction in the expression of atherosclerosis-related genes.
This explains for the first time one reason for the heart healthy benefit of olive oil.
Consequently, consumers are beginning to have a greater understanding from the molecular level why consuming a Mediterranean type diet is heart healthy. We can positively alter the actions of our genes by changing our diet—in a very delicious way!
Common characteristics of a Mediterranean Diet include:
Small portions
Fresh food, fruits and vegetables
Monounsaturated fats (found in olive oil, avocadoes and nuts)
tuna, sardines and trout
Polyunsaturated omega-3 fatty acids found in fish like salmon,
Olive oil used in many foods-pastas, breads, salads and pastries
Whole grains and legumes
Small amounts of red wine (optional)
Yogurt
Walking adds to the benefit of the diet
Fresh fruit for dessert
Sources:
FASEB (2010, July 6). Virgin olive oil and a Mediterranean diet fight heart disease by changing how our genes function.
http://www.fda.gov/Food/LabelingNutrition/LabelClaims/QualifiedHealthClaims/ucm073992.htm#olive.
For more information about healthy eating, contact your local extension office.
To find out more, call toll-free 1-888-369-4777.
The Food Assistance Program can help people of all ages with low income buy nutritious foods for a better diet.
Contents of this publication may be freely reproduced for educational purposes. All other rights reserved.
In each case, credit Karen Hudson, MEd, RD, LD, Family Nutrition Program Coordinator, Department of Human Nutrition; Kansas State University; Can a Mediterranean Diet Positively Affect Our Genes?; July 2010.
K-State Research and Extension is a short name for the Kansas State University Agricultural Experiment Station and Cooperative Extension Service, a program designed to generate and distribute useful knowledge for the well-being of Kansans.
Supported by county, state, federal and private funds, the program has county Extension offices, experiment fields, area Extension offices and regional research centers statewide. Its headquarters is on the K-State campus, Manhattan.
Brand names appearing in this publication are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned.
Kansas State University is an equal opportunity provider and employer.
Kansas State University Agricultural Experiment Station and Cooperative Extension Service, Manhattan, Kansas.
Kansas State University, County Extension Councils, Extension Districts, and the U.S. Department of Agriculture cooperating. | <urn:uuid:bc49f9e2-d188-4291-8fb3-1bda34661e17> | CC-MAIN-2014-23 | http://www.ksre.ksu.edu/humannutrition/doc9930.ashx | 2014-07-22T21:33:43Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00234-ip-10-33-131-23.ec2.internal.warc.gz | 869,139,014 | 1,022 | eng_Latn | eng_Latn | 0.989845 | eng_Latn | 0.989599 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1696,
5183
] | [
2.453125
] | 4 | 7 |
Drive Safely
Help reduce traffi c accidents and fatalities by following these safety guidelines:
* Wear safety belts.
* Don't drink and drive.
* Obey traffi c safety rules.
* Drive defensively. Expect the other drivers to make mistakes and think what you would do if a mistake does happen. For example, do not assume that a vehicle coming to a stop sign is going to stop. Be ready to react if it does not stop.
* Keep your vehicle in good mechanical condition
* Don't talk on a cell phone while driving. Phones detract from your ability to concentrate on the road and increase your chance of an accident by nearly 400%. If you must use the phone, pull over to a safe, well-lit parking lot.
* Remember as your speed increases so does your braking distance. If you double your speed, you quadruple your braking distance. If you double the weight of your vehicle, you double the stopping distance.
Resources
JCPH Traumatic Brain Injury Program 303-232-6301
Colorado Department of Public Health and Environment (CDPHE) www.cdphe.state.co.us/pp/injuryprevention (303) 692-2560
Centers for Disease Control and Prevention (CDC) Injury Center www.cdc.gov/ncipc
Public Health
Jefferson County
Jefferson County Public Health
Lakewood Edgewater
(303) 232-6301 jeffco.us/public-health May 2014
Safety Tips
* Prevent Window Falls
* Never Leave Children in Automobiles
* Wear Bike Helmets
* Drive Safely, Use Seatbelts
Jefferson County Public Health 303-232-6301 jeffco.us/public-health
Prevent Falls From Windows
Every year, thousands of young children are killed or injured in falls from windows. To help prevent these tragedies, take the following actions -- especially for windows in bedrooms.
To keep kids safe:
* Safeguard your windows with window guards or window stops.
* Install window guards to prevent children from falling out of windows. (For windows on the 6th fl oor and below, install window guards that adults and older children can open easily in case of fi re.)
* Install window stops so that windows open no more than 4 inches.
* Never depend on screens to keep chil dren from falling out of window
* Whenever possible, open windows from the top -- not the bottom.
* Keep furniture away from windows, to discourage children from climbing near windows.
Never Leave Children in Automobiles
A car sitting in the summer sun quickly turns into an oven and temperatures can climb from 78 degrees to 100 degrees in just three minutes, to 125
degrees in 6-8 minutes.
To keep kids safe:
* Never leave children in a car
* Always lock your car and secure the keys so that your kids can't get to them
* Warn children about playing in the car by themselves without adult supervision
* Get your kids out of the car fi rst, and then worry about getting the groceries, etc., out of the car when you get home
* Be sure that childcare providers and day care workers have a plan to make sure that kids aren't left in the day care providers car or van
* If you are concerned that you might leave your sleeping infant or toddler in their car seat when you get out of the car, place a reminder on the dashboard.
* If you see a child alone in a car, be sure to call 911 and help make sure the child gets out as soon as possible.
Remember to Wear Bike Helmets
Bike riding is a lot of fun, but accidents happen. More than 500,000 people in the US are treated in emergency departments, and more than 700 people die as a result of bicycle-related injuries each year. Children are at particularly high risk for bicycle-related injuries.
(Centers for Disease Control and Prevention) Falling can cause all sorts of injuries, including head injuries. A head injury can mean brain injury. That's why it's so important to wear bike helmets. Wearing a helmet provides some protection for the head and brain in case of a fall.
To keep kids safe:
* Always wear a properly fi tted helmet, even if going for a short ride.
* Be sure helmet has a sticker that says it meets standards set by
the Consumer Product Safety Commission (CPSC).
* Keep bicycles in good working order. Maintain and repair bikes.
* Learn about bike and traffi c safety. Take a bike safety class. | <urn:uuid:506ee0b9-a5b3-4291-bdc5-a3dfad438c56> | CC-MAIN-2014-23 | http://jeffco.us/public-health/documents/library-and-educational-displays-documents/safety-tips/ | 2014-07-22T21:34:13Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00236-ip-10-33-131-23.ec2.internal.warc.gz | 201,469,584 | 939 | eng_Latn | eng_Latn | 0.995084 | eng_Latn | 0.998207 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1496,
4170
] | [
3.359375
] | 4 | 26 |
Emergency Preparedness and
People who are Blind and Visually Impaired:
A Handbook for the Consumer
American Council of the Blind 1155 15 th Street, NW Suite 1004 Washington, DC 20005
202-467-5081 - 800-424-8666 - FAX: 202-467-5085
www.acb.org
COMMUNITY
ENVIRONMENT
PERSON
The Three Rings Analogy
One of the most difficult issues with regard to pre-event planning for any emergency is the overwhelming amount of information available. The Three Rings Analogy is a simplified means of identifying and explaining disaster preparedness in a manner that encourages step-by-step positive action. It is based on the idea of three concentric rings; each one inside the other.
The center-most ring represents you, as an individual. What will you need? During most emergencies, unless it is a burning building or an unsafe or damaged structure, most people are told to shelter in place and wait for further instructions from their local emergency management agency. This center ring is the first step – what basic supplies should you have prepared?
The next ring out is an expansion of this concept, and that is person-in-environment. Do you know what to do if you are at work or at a conference or convention? Where is the nearest exit? What will your family do if you are all separated? Who should you all contact?
The outer-most ring represents the community and being active in it. First responders, emergency planners, local transportation departments and many other officials involved in emergency management are interested in knowing how best to serve the needs of people with disabilities. This third ring represents us, as blind individuals offering our experience and expertise to aid in their planning process to better serve our neighborhoods and communities.
THE CENTERMOST RING: PERSON
There are a number of simple things that you as a visually impaired individual can do to prepare both yourself and your family in the event of a disaster. One of the easiest things you can do to prepare for the unexpected is assemble a supply kit. This would include basic necessities for 3 to 5 days; many of the items are things that you probably have already in and around your home. Consider marking emergency supplies with large print, fluorescent tape or Braille.
1. Three days supply of water (one gallon per day per person)
You don't have to go out and buy water all at once. Buying a few
bottles at a time and storing them is an easy and affordable option.
2. Five days supply of non-perishable food (don't forget a manual can opener)
Items such as canned ready-to-eat foods, boxed or canned juices, crackers, cereal, granola bars, or trail mix are all good examples. Be aware of the salt content, as it has the side effect of making you thirsty. If you have specific dietary needs, keep that in mind when making your food choices. Check and replace your foodstuff every 6 months.
3. Battery-operated or Crank-operated Radio (don't forget extra batteries).
It is essential that information gets to you and in times of emergency the radio is often the first source.
4. Flashlight and Plastic Emergency Whistle
A flashlight can be used to alert first responders to your location or assist you or someone else with orientation and navigation through debris. The flashlight and whistle are both imperative for visibility and signaling purposes. The human voice can only shout at the highest volume for about 4 minutes. As long as you can breathe you can sound the whistle to alert responders to your location.
5. First Aid Kit
First aid kits are available in many locations, but owning one isn't enough. Make sure that you are familiar with the contents and their placement in the kit. You might consider adding a blanket, non-latex gloves and antiseptic wipes.
6. Toiletries and a Change of Clothing
These can include items as simple as toothbrush and toothpaste, hairbrush, toilet paper and garbage bags with ties.
7. Medications, Special Needs & Assistive Devices
Make sure you have 14 days of medication. On a separate sheet of paper note all medication you take – both prescription and overthe-counter. Provide contact information for your physician and indicate any allergies or dietary needs you might have. Also include prescription eyewear and hearing aids information. If you need an assistive device or an interpreter, include it on the paper. Specify your particular needs. For example: "I use ASL (American Sign Language). Because of my vision impairment I need an interpreter skilled in restricted field interpreting." It may also be a good idea to include a description of how someone can use your assistive device to communicate with you especially if you have
difficulty voicing when under stress.
Portable assistive devices (e.g. magnifiers, assistive listening devices, communication devices): Be very clear that these items are assistive devices and not just "baggage." If you use a laptop computer or notetaker to facilitate communication, you may want to clarify this in writing. This information can be shown to a shelter manager to prevent any problems with space restrictions. For example: "I need my (name of device). It will enable me to write down information to be able to refer back to. This is equivalent to a pen and paper for me." Or "I am deaf-blind and I use (name of device) to facilitate communication."
8. Cane
Even if you have some usable vision or are a guide dog user, a cane can be essential for mobility to help maneuver around obstacles and negotiate and identify barriers.
9. Work Gloves and Sturdy Shoes
After auditory cues, touch is the most heavily relied upon sense for someone who is visually impaired. A pair of heavy work gloves and sturdy shoes can offer safety and security in exploring an unfamiliar environment in addition to the use of a cane.
10. Identification and Important Papers
It is a good idea to put photocopies of important documents, and an accessible version of important numbers, in a plastic pouch or bag. This could include: state or federal photo identification (nondriver ID card or passport), Social Security card, health insurance or Medicaid/Medicare cards, home/life/auto insurance papers, deeds, bank account numbers, contact numbers for your emergency contact person and local emergency numbers.
Note: If you have a service animal or pet, make sure that you have included food and water for your animal as well as bedding and a favorite toy. An extra leash to give your dog more leash if needed or to replace one that has become damaged is also a
consideration. Also be certain that your service animal has appropriate identification. For specific needs relating to a service animal or pet, please see the separate handout, "Emergency Preparedness and Your Service Animal or Pet."
No doubt there are many other items that are of utility but the goal of this brochure is simplicity and a focus on items specifically useful for people with visual impairments.
HOT TIP: If putting together your kit seems overwhelming, it is possible to purchase "ready-made" Disaster Kits. However, make sure you are familiar with all the items in the kit Keep in mind that these kits will not
The 2 nd RING: PERSON-IN-ENVIRONMENT
This ring deals with the person-in-environment, being aware of your surroundings and making plans so that wherever you are, you are informed and prepared.
1. Know alternate transit, transportation and pedestrian routes in your neighborhood and work environments.
2. Know emergency exits of buildings that you are in such as office buildings, apartment/condo complexes and hotels, as well as at conferences and events that you attend.
3. Have a designated family contact or check-in person, preferably someone who is out of state.
Local phone lines may be overwhelmed but long distance lines may still operate. Ensure that all family members know the phone number of the contact person or have the number in their possession. Make sure the contact person does not have an unlisted number, in case you are forced to look it up.
4. Create and implement a buddy system.
An example: having a reliable designated driver for home, school and work in case you need a ride in the event of an emergency. 70% of assistance after an emergency is made by neighbors, friends or other "buddies."
5. Have a means of writing and taking down information to assist you with communication in the event of an emergency.
Have paper, pens and markers, or slate and stylus in your possession in addition to assistive technology and back-up power supplies for your technology. Example: if you are an individual who is deaf/blind, have index cards with pre-printed phrases that you will need to use when communicating with first responders.
6. Keep a copy of local emergency numbers (other than 911) easily
available.
7. Practice emergency plans and procedures with your family.
8. If you must evacuate your home, post a message inside at a designated location indicating where you have gone. Take your emergency kit that contains vital documents and supplies, and make sure that you have a plan for the care of your pets. For health and safety reasons, shelters are not permitted to allow pets.
RING 3: PERSON-IN-COMMUNITY
1. Ask about specific vulnerabilities for your community: hurricane, tornado, blizzard, toxic spill etc.
2. Contact your local Office of Emergency Management to learn about their planning to meet the needs of people with disabilities.
For example: How is transportation to shelters being provided? What provisions are made for guide dogs? State and local governments generally have emergency evacuation plans in place for their jurisdictions. They may or may not be aware of the needs of people with visual impairments.
Ask what plans they have for before, during and after a disaster. Keep in mind that response efforts after a disaster are just as important as pre-event planning.
3. Talk to your local office of Emergency Management or 911 coordinating agency to explore the creation of a voluntary registry of people with disabilities located within their jurisdiction.
Such a directory would give first responders the ability to contact or assist local residents during emergency situations and would alert them as to specific needs such as transportation, medical, communication or the use of a service animal.
4. Demand pre-event emergency planning information in accessible formats at the same time printed materials become available.
5. Encourage your community to disseminate information through creative alternatives, such as radio reading services.
6. Work with your own neighborhood to develop a neighborhood evacuation plan.
A Neighborhood Emergency Watch could function much like Neighborhood Watch, where neighbors inform each other of emergencies and work with each to ensure the safety of all.
7. Help prepare yourself by contacting your local Red Cross for information and classes.
In an emergency, you may need to provide first aid or other assistance, and the Red Cross can provide you with that training.
8. Ask your local media to make sure that all emergency contact information is captioned for people who are deaf or hard of hearing, and read slowly and repeatedly for people who cannot see the screen.
9. Ask local emergency responders and the Red Cross to ensure they maintain TTY service.
HOT TIP: Your local Office of Emergency Management is responsible for coordinating emergency preparation and response. If you are unsure of who to contact in your community regarding emergency preparedness and people
NOTE: ACB does not endorse any one specific plan or program for emergency preparedness. The information provided in this brochure is intended to assist you in beginning your\ personal planning efforts. However it is not intended to be comprehensive. For further information, please contact your local emergency management official and local Red Cross.
American Council of the Blind 1155 15 th St., NW, Suite 1004 Washington, DC 20005
FREE f/t BLIND
MATTER
To: | <urn:uuid:6d6ac4ff-77aa-42cf-8df4-ccc5416356ec> | CC-MAIN-2014-23 | http://www.surpriseaz.gov/DocumentCenter/Home/View/2917 | 2014-07-22T21:42:17Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00237-ip-10-33-131-23.ec2.internal.warc.gz | 1,150,415,793 | 2,467 | eng_Latn | eng_Latn | 0.938426 | eng_Latn | 0.998484 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
255,
1333,
2922,
4736,
6607,
7241,
8871,
10418,
11424,
12111
] | [
3.1875
] | 2 | 14 |
2007 Iowa Rabies Summary
In 2007, 31 cases of animal rabies were reported in Iowa, which is significantly less than previous years (see Table 1: Positive Rabies Cases 2001-2007). Rabies was identified most frequently in wildlife species (13 bats and 5 skunks), and thirteen cases were diagnosed in domestic species (7 cats, 5 dogs, and 1 horse).
Year
Rabies information is accessible on the IDPH website http://www.idph.state.ia.us/adper/rabies.asp and IDPH provides rabies consultation at 800-362-2736.
This report was compiled by Mollie Burns, 4 th year Veterinary Student, Iowa State University
CDC announced this year that the United States is free from dog strain rabies, a strain that is easily transmitted from dog to dog. However, this does not mean our dogs are free from rabies risk. Dogs (and other mammals) are susceptible to the bat and skunk strain rabies we commonly see in Iowa. Therefore, we need to continue to vaccinate our pets and valuable livestock against rabies. Dog bites to humans are still considered a rabies risk and need to be assessed accordingly.
As stated above both bat and skunk strain rabies commonly circulate in Iowa, and many different species can be infected with these strains. In samples that are strongly positive (the strain typing procedure is only effective in samples that are strongly positive as opposed to weakly positive), the University of Iowa Hygienic Laboratory (UHL) can differentiate the strain that infected the animal. In 2007, UHL was able to identify the strain in 17 of the 31 positive rabies cases, 10 were skunk strain and 7 were bat strain. Skunk strain rabies was identified in 4 skunks, 4 dogs, 1 cat, and 1 horse. Bat strain rabies was identified in 6 bats and 1 cat. UHL was not able to identify the strain in the 14 remaining positive samples because they were not strongly positive.
In Iowa during the late summer and early fall months, we have traditionally seen an increase in the number of indeterminate rabies diagnosis in bats. In 2007, there were 26 bats diagnosed as indeterminate i.e., the laboratories observed a non-specific fluorescence on the immuno-fluorescent assay. In these cases, additional testing is performed to try to distinguish between non-specific fluorescence and the fluorescence normally seen in positive rabies samples. If this testing is not able to make this distinction the laboratories classify the sample as indeterminate. Indeterminate and unsuitable samples are treated as positives, and if there was human exposure, post exposure prophylaxis is recommended.
Nationwide, one human rabies case was reported in 2007. This case occurred in Minnesota and underscores the importance of seeking prompt medical attention if you are bitten by or come in direct contact with a bat. The tragic case involved a 46 year old man who was exposed to a bat in north-central Minnesota in mid-August. According to the Minnesota Department of Public Health, the man reportedly felt a "needle-prick." However, he and a companion examined his hand and saw no bite marks or blood. He concluded he was not bitten and did not seek medical advice. The bat was not submitted for testing.
Bat bites can be visibly undetectable, and, therefore, if you have any physical contact with a bat, you should wash the exposed area thoroughly with soap and water. If possible, the bat should be captured and tested for rabies. If capture is not possible, you should seek medical attention. Additionally, if a bat is found in a room with an unattended child, a sleeping person, or anyone who cannot reliably communicate what happened, this is considered a potential bat exposure, and medical attention should be sought immediately. Iowa's most recent human rabies case occurred in 2002 and the virus was identified as a bat strain, and prior to that the last case was in 1951.
Rabies information is accessible on the IDPH website http://www.idph.state.ia.us/adper/rabies.asp and IDPH provides rabies consultation at 800-362-2736. | <urn:uuid:71c034e2-9472-44af-81d2-c6486ab0c7c3> | CC-MAIN-2014-23 | http://www.idph.state.ia.us/IDPHChannelsService/file.ashx?file=2F213040-1EC1-467B-8486-F774F5E1189B | 2014-07-22T21:43:10Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00236-ip-10-33-131-23.ec2.internal.warc.gz | 816,115,523 | 889 | eng_Latn | eng_Latn | 0.988775 | eng_Latn | 0.99827 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
602,
4026
] | [
2.046875
] | 1 | 62 |
Inside
2 Divorce Issues in Kansas Answers to Questions from Kansas County Extention Agents
Top Ten Positive Behaviors of Parents Going Through Divorce
Extension Spotlight
3
4 Helping Parents Help Their Kids During Divorce
5 Does Divorce Always Cause Problems in Children When They Get Older?
6 Resources for Working With Famlies Going Through Divorce
"Divorce is too complex a process to produce just winners and losers. People adjust in many different ways, and these patterns of adjusting change over time."
E. Mavis Hetherington and John Kelly
Show respect for feelings.
Just as you are going through some tough times, your children will as well. Have respect for your child's feelings. Try to form an environment in which the sharing of feelings is ok.
Avoid the use of spies or go-betweens.
Children should never be used as spies or messengers to discover hidden secrets of the other spouse or to communicate adult things. Only adults should be involved in adult issues.
Steer clear of fights in front of kids.
Children do not need to witness your fighting. They may feel unsafe or become anxious during these times.
Be civil.
You may not like each other, but you can still be polite and civil to each other. Treat your relationship as a business relationship in which you show respect, but do not have emotional involvement.
Don't force children to take sides.
Some parents say or do things that are manipulative in a way that the child feels he/she has to choose between one parent or the other. Allow the child to love both parents the same.
Be consistent with schedules/rules.
(continued on page 2) Consistency seems to be one of the most important aspects of helping children transition. They feel more secure and safe both physically and emotionally when there is a consistency of rules and schedules at both households.
From the Desk of
From the Desk of
From the Desk of
From the Desk of
From the Desk of
Shoup Olsen
Divorce Issues
Divorce Issues
Divorce Issues
Divorce Issues
Divorce Issues
in Kansas
in Kansas
in Kansas
in Kansas
in Kansas
Charlotte
We appreciate the positive responses to the September issue of the Connections newsletter on marriage and couple relationships.
through divorce is our response to these demographic community needs.
This month's newsletter focuses on the issue of divorce, which is not always easy to talk about in Extension programming. As one agent has said, "We do not want to be perceived as promoting divorce." Our role in Extension education is to respond to community needs and to provide educational programming that addresses those documented needs.
Also, some agents throughout the state have been asked by the local legal and judicial communities to conduct workshops for divorcing parents. Thus, Extension is offering parents information that will help them understand how their divorcing behaviors toward each other can impact their children's adjustment and long-term well-being.
Kansas has historically had a higher divorce rate than the national average and has only in recent years begun to experience a slight decline. Now the yearly ratio of marriages to divorces for Kansas and the U.S. are almost equal at 2:1. Providing research-based Extension education to families going
We are hopeful that other Extension information which we have to offer will ultimately help couples develop skills for building and maintaining healthy relationships.
Sincerely, Charlotte Shoup Olsen, Ph.D. W. Jared DuPree, MS
Answers to Questions from Kansas County Extension Agents
Question:
When we want to use information in newsletters and news columns from the Connections newsletter, how do we reference it?
Answer:
Since Connections is written for your professional use, you have permission to include segments of an article within your newsletters and news columns without referencing it. However, if you use an article in its entirety, please notate at the end of the article, using the following sample as a guide:
Article title (Date of publication). Connections, Issue #, page #(s)
If you have questions about programming issues in "Strong Marital and Family Relationships," please submit your question to Charlotte Shoup Olsen, Ph.D. You can reach her in the following ways:
Email: firstname.lastname@example.org
Phone: 785/532-1948
FAX: 785/532-6969
Mail
343 Justin Hall, KSU Manhattan, KS 66506
Extension Spotlight Michelle Staudinger
Michelle Staudinger has worked as a Kansas County Extension Agent in Family and Consumer Sciences for the past five years in Ellsworth county. With her bachelor's degree in family studies and human services from K-State, the family relationships/youth development parts of her job are among her favorites. Thus, she often writes news articles and newsletter spots on various family wellness topics and works to make connections in the community with families at all levels through their involvement in church, community organizations, youth activities, and other local groups.
Some of the most rewarding aspects of her job are working with so many different people, including persons at the correctional facility (see caption), and getting to know and understand each of the communities within Ellsworth county. Building her community awareness has helped in knowing how to strengthen Extension programming in the individual communities. Keeping up with numerous projects and committees is always a challenge as all Extension agents know, but Michelle is dedicated to fulfilling each of her commitments by "making sure I'm doing them all justice." She is one of the core team members of the statewide action planning group on Strong Marital and Family Relationships.
Michelle grew up in a farm family in central Kansas, graduating from a small high school. She is part of a close knit farm family that includes two older sisters and a younger
"We have a somewhat unique situation in Ellsworth County having the correctional facility. One of my projects has been parenting classes for inmates and it has been a very rewarding experience. To know these men are working to improve their family situations and change behaviors in themselves makes the time and effort I spend out there well worth it!"
Michelle Staudinger brother. Her parents are still on the family farm and she continues to spend a great deal of time there. Her hobbies include walking, cooking, and water skiing.
Of utmost importance, though, is Michelle's upcoming marriage to Allan Brokes this December. She will join Allan, his brother, and parents in working on their family farm, hoping to balance family time and her work time as they start a family after a few years.
congratulations,
congratulations,
congratulations,
congratulations,
congratulations,
Michelle!
Michelle!
Michelle!
Michelle!
Michelle!
PERSONAL INVOLVEMENT
Helping Parents Help Their Kids During Divorce
Divorce at times can get messy. When it involves children, the mess can get even messier. Unfortunately, many children get caught in the middle of issues that should not involve children at all. Although divorce is difficult for all children, there are some things that parents can do to help them cope with the divorce better. The most important messages you can send to a child during this time are:
being able to communicate to you what they need. Try to take time to listen.
[x] The divorce is not your fault.
[x] You do not have to choose between us (the parents).
[x] We both love you.
In addition, parents need to be aware that divorce can influence children to react in different ways. Many of these reactions are normal even though they may be difficult to handle at the time. Some behaviors can get out of hand and may require additional help from a professional counselor or therapist. Here are some common behaviors with suggestions for different child/adolescent behaviors:
■ May become clingy. Form a consistent schedule. Tell them when you are going and when you will be back. Be specific.
■ May throw temper tantrums. Once again, consistency is important. Whatever you decide to do in those situations, do it every time. Most temper tantrums in young children (2 – 4) occur due to frustrations of not
■ May cry a lot. Emotions sometimes spill over to small incidents. Children may start to cry over little things they did not cry about in the past. Avoid intense emotional moments in front of the kids. In addition, an increase of affection, both verbally and physically, is always important during this time.
■ May become distant. During uncomfortable times, some older kids distance themselves by playing with friends a lot or staying involved with other activities. It is important to let your child have some space; at the same
time, it is important to let him/her know that you are there as well. You may want to set aside a time to spend together. It is important to not talk ill of the other parent during these times.
■ May become angry. Anger is a natural reaction to divorce. They may feel they were never asked about the divorce or that it is one parent's fault. Allow them to express anger in appropriate ways. Expression of anger is often times an expression of hurt feelings. Letting these feelings out in an appropriate way helps the child go through the process of healing.
(continued on page 5)
R
esearch
esearch
esearch
esearch
esearch
Does Divorce Always Cause Problems in Children When They Get Older?
Many have speculated about the effects of divorce on children when they reach adulthood. Some have hypothesized that children who experience divorce will have a lower quality of life in adulthood.
child suffered from psychological problems and some did not.
Some studies have found that many adults suffer from psychological difficulties due to the experience of divorce as a child. Thus, researchers from Pennsylvania State University took a sample of 137 adults that had experienced divorce as a child. They wanted to know in this longitudinal study why certain adults that had experienced divorce as a
Helping Parents Help Their Kids During Divorce
(continued from page 4)
When do I need to get professional help?
■ If your child is having thoughts, makes statements, or attempts to hurt himself/herself or others.
■ If your child is excessively clingy to the point that your family cannot function.
■ Whenever you feel that extra support, an additional point of view, and/or some guidance may help your situation better.
Most kids do fine if the parents are committed to helping the children go through the process in a comfortable, loving, and patient manner. In addition, parents that seek to find their own additional support and guidance tend to have more successful attempts at helping their children.
This research found that marital discord, in general, weakened the bonds between parents and children. Furthermore, weak parent-child bonds appeared to cause more distress, low self-esteem, and general unhap-
piness in adults who experienced divorce as a child. Thus, the research would suggest that parents who are experiencing divorce should try to help their children maintain a bond with both parents.
If a bond is maintained, the research suggests that an adult will more likely not suffer some of the psychological issues that could arise. In addition, that adult would have a better chance of having less distress, higher selfesteem, and more general happiness in adulthood.
Summary: Parents of divorce should try to maintain a bond with all of their children as they go through each transition in life. Both parents should encourage their children to maintain bonds and support each other in this endeavor.
Amato, P. R. & Sobolewski, J. M. (2001). The effects of divorce and marital discord on adult's psychological wellbeing. 'American Sociological Review, 66, 900-921.
Resources
Resources
Resources
Resources
Resources
Resources for Working With Families Going Through Divorce
K-State Research and Extension
CYFERnet & Other Websites
Family Change: Separation and Divorce is a K-State program that offers the county Extension agent and other community educators a resource with research-based information for divorcing parents with children under the age of 18. A leader's manual offers a twohour workshop format for adults going through divorce to become aware of behaviors that can impact the transition and long term adjustment of the children as well as themselves.
The workshop leader needs to be skilled in communicating information and behavioral options, and facilitating group discussion. The manual includes masters for overheads, a participant evaluation instrument, and a certificate of completion. Bookmarks are available through Charlotte Olsen's office for marketing the program.
The manual for parents offers information to help adults going through the separation and divorce process understand personal and family adjustments, legal issues, and financial matters. It is written in question and answer format, but is not intended to be a substitute for legal advice or counseling. Rather, it is designed to provide basic, general information. Both publications can be downloaded as follows:
■
A Leader's Manual http://www.oznet.ksu.edu/library/famlf2/ mf2543.pdf
■
A Manual for Parents http://www.oznet.ksu.edu/library/famlf2/ mf2539.pdf
http://cyfernet.org
This national Extension website (CYFERnet) lists 90 programs for working with divorcing families. Two programs of special note are:
Parents Forever
Publisher: University of Minnesota Extension
Description: This Extension program features a child-centered, comprehensive and straightforward response to divorce education needs. Parents Forever is in response to Minnesota legislation requiring educational programs for divorcing parents, and it meets the Minnesota Supreme Court's educational criteria. The curriculum has been specially designed and tested. To receive and use the materials, a professional is required to complete its online training ($200 registration fee). The curriculum also has been translated and adapted for Spanish speaking parents. http:/ /www.extension.umn.edu/parentsforever/
Coping with Separation & Divorce: A Parenting Seminar
Publisher: University of Vermont Cooperative Extension
Description: This site provides information about a four-hour educational program for parents going through divorce/separation. http://www.uvm.edu/extension/cope/
Videos
Research-based Books
Children: The Experts on Divorce
This 40 minute videotape features children speaking from their own experiences of going through their parents' divorce. They explain what they need from their parents and candidly discuss their perspective about the things that divorcing parents should and shouldn't do. It can be used in educational programs working with families of divorce.
For Better or For Worse: Divorce Reconsidered, by E. Mavis Hetherington and John Kelly (published by W.W. Norton & Company, 2002).
Why Marriages Succeed or Fail, by John Gottman and Nan Silver (published by Simon & Schuster, 1994).
Cost: $25.00 Order from:
Family Connections Publishing 1405 East 2100 South Salt Lake City, UT 84105 (801)484-2100
Top Ten Positive Behaviors of Parents Going Through Divorce
(continued from page 1)
'No child support' does not equal 'no visitation rights.'
Some parents get involved in this revenge game that is very unfortunate and directly can harm children. If one spouse does not pay child support, this does not mean that the parent should not get visitation that month. Equally, if the parent does not allow visitation, this does not mean the parent should not send child support that month. These actions hurt kids.
Express to your child that the divorce is not the child's fault.
Children think differently than adults. Even though you may think that your children understand that the divorce is not their fault, you may be surprised. Make sure you express numerous times that the divorce is not their fault.
Allow children to express emotions appropriately.
Some parents try to cover up or ignore their children's feelings. Just as you are going through tough times, they are going through tough times, too. They look to you for emotional support. Let them express their anger, fear, sadness, and disappointment appropriately in a safe environment in which they feel it is ok to express these feelings.
Show expressions of love.
This can be done verbally, with affection, and spending time with your children. Make sure they understand that both parents still love them. | <urn:uuid:ab780e74-89f9-45e8-b38b-6a8ed09073ed> | CC-MAIN-2014-23 | http://www.ksre.ksu.edu/Families/doc12222.ashx | 2014-07-22T21:33:05Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00239-ip-10-33-131-23.ec2.internal.warc.gz | 854,307,703 | 3,302 | eng_Latn | eng_Latn | 0.997083 | eng_Latn | 0.997928 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1852,
4382,
6805,
9313,
11830,
14437,
16578
] | [
2.203125
] | 3 | 1 |
Summer 2014 Action Guide
ACTION GUIDE Send All my friends to school
INTRODUCTION
In 2000 over 180 countries agreed Millennium Development Goal 2 to 'ensure that, by 2015, children everywhere, girls and boys alike, will be able to complete a full course of primary schooling'.
In 2000 there were around 114 million children out of school. Initial progress towards the goal was rapid and many millions of children enrolled in school for the first time. However, recently progress has stalled. There are currently 57 million children out of school and it is likely that at least 48 million children will still be out of school in 2015.
Photo: Georgina Cranston/SightSavers
CHILDREN WITH DISABILITIES
More than a third of the 57 million children missing out on school have disabilities. That's 24 million children! Providing a quality education for children with disabilities requires both extra resources and a shift in cultural attitudes towards disability. Both these changes have been slow to develop. An extra effort is required to make sure all our friends go to school.
WHAT NEEDS TO CHANGE?
Challenges like large class sizes and too few teachers affect all children, including the children with disabilities. However, children with disabilities face additional challenges. These include low budgets for special needs education, a shortage of trained special needs teachers and negative attitudes towards children with special needs—and their teachers. All these things need to change if every child is to go to school.
WHAT CAN YOU DO?
1. Create 'buddy' messages in your school and send them to your MP. Go to page 2.
2. Plan a campaign in your school community and inform the press. Go to page 3.
3. Organise an event and meet your MP. Go to page 4.
Young Ambassadors Maisie and Rebecca meet students at an inclusive school for visually impaired and sighted children in Uganda.
Photo: Graeme Robertson/GCE UK
For support with taking action, get in touch with Oxfam's Education & Youth Team: firstname.lastname@example.org
Sign up for 'Send All My Friends to School' at www.sendmyfriend.org All participating schools receive a free resource pack and DVD.
Page 1
Summer 2014 Action Guide
Send all MY friends TO School
Write 'paper buddy' messages and send them to your MP
Your MP is the ideal person to take your messages about the right of every child to go to school to the UK Government.
For example, your MP can write to the Minister for International Development or ask a question in Parliament. Winning the support of your MP with a creative campaign is the first step to helping ensure that every child has the opportunity to go to school.
Why take action?
Showing that young people feel strongly about this issue helps to persuade MPs in the UK to take it seriously. It's an important part of a global movement to make sure that world leaders stick to their promises.
The learning, communication, time-management and planning skills this campaign will help you to develop are valuable in other areas of your school and personal life. So you'll not only be helping to send all our friends to school, you'll also be learning useful new skills.
What to do
STEP ONE
Ask your teacher to register for Send All My Friends to School at www.sendmyfriend.org.
This website has lots of exciting resources and ideas to develop your understanding of global education and help you learn about campaigning.
Then think about designing your 'paper buddies'. There are templates in the free resource pack you'll be sent when your register, but feel free to be creative and design your own.
STEP THREE
Learn about the issues to help you write well informed messages. There are lots of resources at www.sendmyfriend.org and the video of Young Ambassadors Maisie and Rebecca's trip to Uganda is at http://vimeo.com/89398998
STEP TWO
Think about how your teacher can help you to collect as many 'ideal teacher' messages as possible. You could write messages in your class and ask other classes to join in too.
The campaign video at http://vimeo.com/84134392 explains the issues and how to get organised. Set yourself a target number of 'ideal teacher' messages and get started!
STEP FOUR
Join your 'buddies' together and send them with a letter to your MP. MPs' contact details are at www.theyworkforyou.com.
In your letter summarise the core issue and what you want your MP to do. Try to write this in a really brief, persuasive and inspiring way. There's advice at http:// bit.ly/1iGYbl2
For support with taking action, get in touch with Oxfam's Youth & Schools Team: email@example.com
Sign up for 'Send All My Friends to School ' at www.sendmyfriend.org All participating schools receive a free resource pack and DVD.
Page 2
Summer 2014 Action Guide
Send ALL my friends to school
Photo: Mark Chilvers/ GCE UK
What to do
Plan a bigger campaign in your school community and inform the press
Aim to plan a bigger campaign in your school community. The purpose is still to send 'Buddy Messages' to your MP, but this time you need to think more carefully about how to inspire lots of other young people to get involved.
Could you design and present assemblies or lessons?
Could you organise an exhibition, event or film screening?
Could you visit other local schools and inspire young people there to be involved?
Could you make a film or write a press release and get a story in your local paper?
Ideas
Emma Woods has been leading Send My Friend campaigns for four years now. Read her campaign tips at http://bit.ly/1jbZvLk There are ideas to help you get planning at http://bit.ly/1gCWfoL Check out Kingsbury High School's very creative film at http:// vimeo.com/70406735
Finally see how Ringwood School students involved local primary schools at http://vimeo.com/84594541
Make sure your plan is realistic and do-able. The 'Bricks and Hammers' activity will help to identify barriers and solutions. See http://bit.ly/N2rHpj pg 42. If your plan won't work change it!
STEP ONE
STEP TWO
Ask your teacher to register for Send All My Friends to School at www.sendmyfriend.org There are 'Do It Yourself' resources for you to design your own materials at http://bit.ly/1dg8oFI Get thinking with others about what you'd like to do.
STEP THREE
Set some targets for your campaign and plan how you'll work with others to achieve them. This will involve some careful project planning. Make sure you are realistic and set targets you can achieve.
Get Global has some great ideas and practical examples to help you design your own campaign http://bit.ly/1eQrAn4. Or ask Oxfam for support.
Next try to get a story about your campaign in your local paper. The press pack for Send All My Friends to School at http://bit.ly/NxtfHW contains step by step advice.
STEP FOUR
Finally send your 'Buddy Messages' messages to your MP with a covering letter—see page 2 for more information.
For support with taking action, get in touch with Oxfam's Youth & Schools Team: firstname.lastname@example.org
Sign up for 'Send
All
My Friends to School' at www.sendmyfriend.org
All participating schools receive a free resource pack and DVD.
Page 3
Summer 2014 Action Guide
Send all my friends to school
WHAT TO DO
STEP ONE
Ask your teacher to register for Send All My Friends to School at www.sendmyfriend.org Organise collecting 'Buddy Messages' as outlined on Pages 2 and 3. Try to collect as many thoughtful and passionate messages as possible.
STEP THREE
Invite your MP to a meeting. You'll find contact details at http://www.theyworkforyou.com/ Virtually all MPs also have their own websites which include their contact details.
Organise a meeting with your MP
Your MP is able to take your 'Buddy Messages' messages to Parliament and share them with other MPs, the Prime Minister and the Department for International Development (DFID).
Every year around 100 MPs meet young campaigners for Send My Friend to School and participate in events organised by young people.
Organising an MP event provides you and your friends with a great opportunity to develop project management and campaigning skills.
Make sure you ask your MP to take a specific action—for example, to write to the relevant Minister—and ask her or him to feed back the results of their actions to you.
Finally don't forget to tell us about how you got on. We'd love to hear about your successes! Email email@example.com
STEP TWO
Plan the type of event you'd like to invite your MP to. For example, it could be a large assembly or a smaller meeting. Or you could visit your MP in Parliament or their constituency office.
Make sure your meeting is well organised, tightly scripted and creative. Rehearse with a teacher playing the role of your MP so you can iron out any glitches before your big day.
STEP FOUR
Have a great event!
Our MP toolkit at http://bit.ly/1mjbj2Y provides lots of advice about the best ways to engage your MP.
Remember to ask your MP to do something specific. The MP toolkit has suggestions. Take lots of photos, ask your local paper to write a story and tell us how it went.
For support with taking action, get in touch with Oxfam's Youth & Schools Team:
firstname.lastname@example.org
Sign up for 'Send
All
My Friends to School' at www.sendmyfriend.org
All participating schools receive a free resource pack and DVD.
Page 4 | <urn:uuid:e26153e8-f15e-4e35-a769-f3eb3ec7a000> | CC-MAIN-2014-23 | http://www.oxfam.org.uk/~/media/Files/Education/Resources/Send_all_my_friends_to_school/Send_All_My_Friends_To_School_Action_Guide.ashx | 2014-07-22T22:13:54Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00240-ip-10-33-131-23.ec2.internal.warc.gz | 993,000,270 | 2,051 | eng_Latn | eng_Latn | 0.998041 | eng_Latn | 0.998232 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2173,
4753,
7157,
9352
] | [
3.78125
] | 3 | 1 |
Global Warming and NORTH CAROLINA
NPS
orth Carolina's diverse coastal and inland ecosystems face a serious threat from global warming. The Intergovernmental Panel on Climate Change estimates average temperatures in the state could rise about 5.4 degrees Fahrenheit by 2100 if global warming continues unabated. Parts of North Carolina's 3,375 miles of coastal shoreline have already seen a 2-inch rise in sea level over the past century. By 2100, researchers project this level could increase another 12 inches, causing beach erosion, salt-water incursion and damage to coastal development. Inland, North Carolina's Great Smoky Mountains National Park could see drastic changes to forests, as the state's climate becomes more like that of central Florida. We can solve global warming and revitalize our economy by rebuilding America with clean energy. N
Global warming effects on North Carolina wildlife
orth Carolina is home to an incredible diversity of native wildlife species, including 360 birds, 107 mammals, 206 fish, 68 reptiles and 84 amphibians. Rising temperatures and sea level in the state will likely change the makeup of entire ecosystems, forcing wildlife to shift their ranges or adapt. N
Global Warming Pollution
* Rising stream temperatures could significantly reduce viable habitat for several species of cold-water fish in North Carolina, including brook trout.
* Just a slight increase in temperature could cause North Carolina's red spruce and Fraser fir populations to be replaced by more heat-tolerant southern pines and oaks, affecting the wildlife that calls those unique mountain forests home.
* The Southeast is home to 70 endangered or threatened species, 27 percent of which live within three miles of the ocean.
Rising sea levels could inundate the habitats of these wildlife species, including the brown pelican, piping plover and loggerhead sea turtle.
* Milder winters in states north of the Carolinas could mean that many of the ducks that migrate to the area during the winter would stay farther north. On top of this, coastal erosion and a loss of marshes due to sea level rise could reduce available waterfowl habitat in North Carolina.
Burning coal, gas and oil produces carbon dioxide, which is a greenhouse gas that warms the planet as it builds up in the atmosphere. Some of the carbon dioxide released today remains in the atmosphere after even 100 years, trapping more and more heat.
Since the mid-1800s, emissions of carbon dioxide have skyrocketed, causing global temperatures to rise by about 1˚ Fahrenheit in the last century. Earth has not experienced such a rapid change in temperature in thousands of years.
A Global Solution
The U.S. must lead the world by passing global warming legislation at home and working with other nations at the Copenhagen climate summit at the end of
2009 to sign a new climate treaty that keeps further warming below 2˚ Fahrenheit. With a global solution, we can avoid the worst impacts of global warming.
What's at stake for North Carolinians?
uring the four-year period from 1999-2002, North Carolina's rainfall level matched that of a normal three-year period, creating the worst drought in North Carolina in 100 years. University of North Carolina researchers say 20 percent less rain falls in the summertime than it did a century ago, a trend projected to continue due to global warming. Rain—when it does come—will likely come in more severe downpours that cause flash flooding. These fluctuations are just some of the many issues people could have to deal with in the coming century. D
* North Carolina is already losing coastline to rising ocean levels. In 1999, the 132-year-old Cape Hatteras Lighthouse was moved inland 2,900 feet so it wouldn't collapse into the Atlantic. Beach replenishment projects over the next century could cost between $660 million-$3.6 billion.
* Research from MIT shows that hurricanes and other major storms have increased in intensity and duration by about 50 percent sinch the 1970s and are linked to increases in average sea surface temperatures. Moreover, rising sea levels due to global warming will leave
"Global warming poses an overriding challenge to our responsibility to protect wildlife for our children's future. We must advance balanced solutions that work for people, wildlife and the economy to overcome this challenge."—
Larry Schweiger President, CEO National Wildlife Federation beachfront development more vulnerable to storm surges.
* Loss of wildlife and habitat could mean a loss of tourism dollars. In 2006, nearly 4.2 million people spent more than $2.3 billion on wildlife viewing in North Carolina, which in turn supported 49,771 jobs in the state.* (Jobs are an average of 2001 and 2006 data.)
GLOBAL WARMING NATIONAL POLICY SOLUTION:
A federal legislative solution can drive American ingenuity, create millions of green jobs, and restore America's global leadership on global warming. Legislation should:
* Include ambitious targets to reduce America's global warming pollution as swiftly and deeply as possible. Scientists say that developed countries as a whole need to reduce their global warming pollution by at least 80% from 1990 levels by 2050 to avoid the worst impacts of global warming.
* Move America toward a 100% clean electricity future by maximizing energy efficiency, modernizing the electric power grid, expanding power generation from renewable energy resources, and investing in clean transportation infrastructure.
* Invest in natural resources. Forests, coasts, wetlands, clean air and clean water are already being impacted by global warming. Funding is needed to safeguard the natural resources that are critical to wildlife populations and human health.
* Lead a worldwide effort to finance clean energy technology, forest conservation, and adaptation to unavoidable impacts of global warming.
For more information, visit: www.nwf.org/globalwarming.
Updated 1-30-09. Unless otherwise noted, all images courtesy of USFWS.
WHAT IS BIOMASS?
Much of North Carolina's
renewable energy
potential comes from
biomass, organic matter
such as plant fibers and
animal waste that can be
converted into electricity
and fuel.
North Carolina's solutions to global warming
The state has a number of incentive programs for businesses and individuals to become more energy efficient, one of the first steps in addressing global warming.
* The Energy Improvement Loan Program offers low interest loans to people and organizations that want to make energyefficiency improvements and develop renewable energy systems.
* North Carolina State University's Animal and Poultry Waste Management Center is studying several hog waste management technologies to reduce emissions of methane, a greenhouse gas. Instead of being released directly into the atmosphere, waste methane can be used to generate energy.
* North Carolina has the potential to generate nearly 20 percent of its electricity from renewable sources like wind and biomass.
Following some simple guidelines, you can cut your global warming pollution, become more energy efficient and give something back to nature.
* Plant shade trees: The Department of Energy says planting three trees strategically around your home to block the sun in summer and wind in winter can reduce your annual heating and cooling costs by an average of 40 percent.
* Become a Green Tag subscriber: Many states now offer options for homeowners to buy electricity from clean, renewable sources such as wind, solar and biomass that produce little or no global warming pollution. Green energy can also be purchased through the National Wildlife Federation by visiting www.nwf.org/energy.
Julie Lalo
National Wildlife Federation 703-438-6084 firstname.lastname@example.org
Bill Kane
North Carolina Wildlife Federation 828-293-5866
email@example.com
Warren Gretz (NREL) | <urn:uuid:d87cfad2-7f71-4763-a2a2-c41ae201079b> | CC-MAIN-2014-23 | http://www.nwf.org/~/media/PDFs/Global-Warming/Global%20Warming%20State%20Fact%20Sheets/NorthCarolina.ashx | 2014-07-22T21:46:41Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00238-ip-10-33-131-23.ec2.internal.warc.gz | 988,153,334 | 1,577 | eng_Latn | eng_Latn | 0.997405 | eng_Latn | 0.997462 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3005,
7880
] | [
3.296875
] | 4 | 8 |
The Railroad Trestle
By L. Wellington Miller local playground, which was located right along the tracks. It wasn't fancy, but it had a couple of swings, a sliding board and a small, push-it-your self merry-go-round.
There were patches of grass here and there, but mostly it was dirt and cinders. Cinders came from the remains of the burnt coal used on the
I t was in the early spring of 1940. I was 13 years old, living in the small town of Sunbury in the coal regions of northeast ern Pennsylvania. It wasn't a coal-mining town, but it was the home of many railroaders for the Pennsylvania & Reading Railroad. My dad was a fireman on the steam engines for the Pennsylvania
Railroad, which was why we usually lived close to freight yards and the heavily traveled railroad tracks.
His job kept him away from home for weeks at a time, so he gave me some rules to abide by: "Listen to
My eyes burned and I started coughing and choking.
your mother; do your chores around the house; and stay away from the railroad tracks, especially the railroad trestle. That's a dangerous place to be when trains come through town. It only has wood en boards as railings, and someone could easily fall through the spaces between the boards."
Our home was located at the end of North Fourth Street. When we stood on our front porch, we could look across the street and beyond the wide-open field and clearly see the railroad tracks sitting high on cinder banks. They were built high that way because the Susquehanna River overflowed during heavy rains and flooded our area.
steam engines. Those huge, heavy engines used a lot of coal, resulting in a lot of cinders. Instead of the rail road throwing the cinders in a pile somewhere, they used them to fill in areas along the tracks where rain or snow had washed some away. Then, if they had any leftover, they would come by and use them on playgrounds and crude baseball fields.
About 50 feet from the playground was a big wooden trestle (bridge) that was built over the tracks. When a very slow freight train was pass ing through, which was often, a person could go up the steps on one side and cross over the wooden planks to the steps on the opposite side of the tracks.
About three blocks from our home was our
One day, one of my buddies happened to be standing in the middle of the trestle when a freight train came by. Purely by accident, he discovered that when the train was traveling south—on the downgrade—the engine would blow white steam
From Good Old Days Specials Magazine, March 2007, Vol. 34, No. 2, Copyright © 2007 Good Old Days Specials Magazine through its smokestack. The steam gave off invis ible droplets of water that felt like a fine, misting rain. During the hot summer months, it was quite refreshing to stand in the middle of those large puffs of steam and feel the cooling droplets as the engine passed below.
This particular Saturday afternoon, a couple of us kids were goofing around at the playground. It wasn't real cold, but I was wearing a sweater and corduroy pants.
Dan called to me that a freight train was com ing. We could hear the engine's eerie whistle as it was passing over some street crossings.
This one was headed north, on an upgrade. It was a long train, with hoppers full of coal. Everyone hollered at me and told me to head for the trestle and give it a try. They were snickering a little, but I didn't pick up on that. I hadn't done this stunt on the trestle before, so this was my chance to be a big shot.
headed for the middle and waited for the engine. The guys were yelling at me to turn and face the opposite direction so that I could watch the engine as it passed under the trestle. So I turned and wait ed. The sound of that engine, straining from all the weight it was pulling, was exhilarating.
Suddenly, to my surprise, I heard a loud gush from the engine's smoke stack and found myself engulfed in black sulfur smoke and soot mixed with stinking droplets of water. My eyes burned and I started coughing and choking from the sulfur.
I never realized that steam engines traveling on an upgrade would blow steamy black smoke. The fireman had to shovel in lots of coal to keep the steam pressure up and steady.
It didn't take me long to run down off that trestle, still coughing and spitting out that horrible sulfur taste. My hair, sweater and corduroy pants were very damp and gritty. I smelled like I had run into a skunk. Needless to say, my buddies were laughing at me; they had known what would happen. But I didn't think it was funny. I knew that there was going to be trouble when I got home.
I went to the back kitchen door, thinking I could sneak up to my bed room and change clothes. I was wrong!
Mom had seen me coming across the field and she was waiting for me in the kitchen. She grabbed my collar and hollered, "What were you doing? Look at you! All wet, and you smell like a skunk!" When I told her what I had done, she frowned and reminded me about what Dad had said about hanging around the tracks and the trestle.
"Yes, I know," I said. I was scolded, threatened and then sent to my room. I wasn't really a bad kid; it was just too easy for me to hang around with "the wrong kids" and do those dumb things that little kids do. I was never severely punished, but I was sent to bed, often without supper.
The train was coming. I didn't have much time, so I ran toward the trestle as fast as I could. I had to reach the top before it got any closer. I bounded up the wooden steps two at a time. I
To this day I am very thankful to my parents for raising me to respect them and other people. Later in my adult life, as I gained wisdom, I realized that rules were made and enforced to teach. ❖
❖❖❖
From Good Old Days Specials Magazine, March 2007, Vol. 34, No. 2, Copyright © 2007 Good Old Days Specials Magazine | <urn:uuid:fface6a8-c3f3-459f-bd2f-22e70e2d25f2> | CC-MAIN-2014-23 | http://www.goodolddaysmagazine.com/stories/download.html?code=NS00080 | 2014-07-22T21:31:55Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00240-ip-10-33-131-23.ec2.internal.warc.gz | 757,720,598 | 1,379 | eng_Latn | eng_Latn | 0.999402 | eng_Latn | 0.999444 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2881,
5844
] | [
2.703125
] | 2 | 11 |
Multimedia 100 Curtis Stage
Grading Policy:
60 points is based on course projects including the final project (Participation in class and critiques is included here)
20 points will be based on in class projects
20 points will be based on 4 quizzes
100 points total for the class
Course Description:
Students apply the principles of design to an electronic medium while developing the skills necessary to digitally manipulate graphic images and text with Adobe Photoshop. Students also learn the basics of Adobe Illustrator and integrate Photoshop materials with Illustrator documents.
Teaching Methods:
Demonstrations and guided instruction in computer graphics techniques and use of equipment. Other methods may include:
-Videos
-Group critiques to analyze and evaluate completed assignments and works in progress
-Internet research
Student Evaluation
This class is comprised primarily of classroom instruction reinforced by in-class (Lab) and out-of-class (Homework and Online) exercises, online research & discussion, and one course-long, in-depth project, all of which will count toward your final grade. There are also two exams, which cover the material presented during the class periods preceding each exam. Finally, participation (both in-class and online) and student professional conduct are evaluated and contribute to your final grade.
Course Objectives:
1. Practice copying files, making and naming folders, accessing the network, using file find, saving files, adding an icon to a drive.
2. Demonstrate downloading images, cropping, adjusting resolution, flattening, saving as jpg, and e-mailing images.
3. Employ interface and tools for Photoshop: Making selections and masking, create layers, copy and paste images from a web-site. Combining images, using the Pen Tool and Filters, including Liquify, Vanishing Point Filter and Drop Shadow.
4. Distinguish between and select the various common file formats such as; PDF, JPEG, TIFF, GIF, PNG, PSD and EPS.
5. Experiment with scanning images and using Image Capture with digital cameras, including adjusting image size, resolution, and transformation.
6. Apply the basic principles of digital photography, including cleaning up and damaging images. Use the Clone Stamp Tool and the Healing Brush.
7. Compare color theory and computer graphics terminology. Illustrate color adjustments in Photoshop, including tinting techniques and coloring line art.
8. Prepare images that relate to art history movements and employ the Principles of Design. Analyze Pop Art, Cubism and Surrealism, including works by artists such as Artists Picasso and Hockney.
9. Distinguish between Illustrator and Photoshop, vector verse bitmap/raster graphics. Place Images and Export Layers. Use Tracing, Pathfinder Palette and Basic 3D.
10. Compare working with Type in Illustrator and Photoshop. Load fonts, create outlines and type effects.
11. Distinguish between Advertising Graphics: Logo Design, Branding,
Visual and Corporate Identity Systems.
12. Employ layout design, alignment, hierarchy, grid structure. Integrate type and image.
13. Print and Assemble Presentation and Portfolio. Prepare Files for the Web, Animations, Web Photo Gallery.
14. Question the relationship between society and manipulated images, media ethics and appropriation. Appraise copyright infringement.
Course Content and Scope:
Emphasis on use of Adobe Photoshop as a tool to design, organize and compose visual images and to blend images with text to create graphics for print or web. Fundamental Photoshop skills acquired and practiced in a manner that engages creativity and encourages experimentation.
1. Thematic Works of Art
2. Advertising Concepts and Layout Design
3. Visual Identity
Course Objectives:
1. Create a series of art works based on a selected theme which integrates art historical styles, such as Cubism, Surrealism and Pop Art. Research and develop ideas by searching the Internet and Library. Thumbnail, select images and compose artwork using Photoshop Tools and Techniques. Print and mount for presentation.
2. Design a series of advertisements for a product line that expresses a consistent concept and marketing strategy. Research various advertising campaigns. Develop a unique look utilizing the tools of Illustrator and Photoshop, develop images and type to create a dynamic image for the product.
3. Develop a visual identity system for a business. The project includes,
logo design, color system, font specification, and web site design.
4. Verbally analyze and appraise work of peer group using art and design specific terminology. In written format compare and contrast works by artists and designers, analyze the purpose of each work in relation to visual communication.
Course Time Expectation
As an advanced level course, students should expect to spend 4-10 hours per week of time outside of class working on online material, projects, and exercises assigned for class. The more time you spend working on this material - the more you are going to comprehend and the more successful you may be.
Ask Questions.
This is a technical class, and we will be covering a lot of information in a short time. If you are confused, lost, need clarification, etc, please don't hesitate to ask questions in class. Chance are your fellow students will benefit from the answers AND this will add to your class participation grade! I am also available between classes via email.
Attendance and Participation
Class attendance is an important part of the course experience. Most of the course content is only available by attending class. You are responsible for obtaining any notes that you missed during an absence, either from a classmate or from the Moodle site (or from SpringPad).
Participation in class discussions, labs, and student professionalism are all factored into your classroom grade.
Missing a few classes is going to happen - missing classes in a row is going to be difficult for the student to catch up. My lessons are layered so one topic leads to the next.
If you must miss a class, please notify me, either by e-mail or in person, prior to class so arrangements can be made.
In Class Policies
Cell phones must be turned to silent mode during class. If a call must be answered, take the call outside of the classroom. While class is happening, Lab workstations should only be used for class work— However, I realize Web browsing, e-mail, Google Plussing, Facebooking, game play, instant messaging and other non-class related computer activities are going to happen BUT! these activities should not distract you or neighbors. I will not go over material again if I find the
student was not paying attention.
No food or drink are allowed in the computer labs.
Disability Policy
Students with disabilities who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the course instructor. If a student with a disability feels modifications, special assistance or accommodations offered are inappropriate or insufficient he/she should seek the assistance of the Director of Disable Student Services on campus.
Recommended Texts:
There is no specific textbook required for the class. However students may find it useful to invest in a textbook that covers the two main software programs that are covered in the course, Photoshop and Illustrator
Materials:
1.One binder/folder with vinyl view pages to organize all assignments,exercises and sketches and handouts
2.A portable storage device such as a USB drive, an iPod or a portable external hard drive could also be used.
3.Matte board for mounting
4.Notebook
5.Lab Print Fee $5
note
-Steel rule, Exacto knife, Spray adhesive for mounting will be available
Course Content and Scope:
1.The Basics
-Multimedia "Shared Drive" Network
-Saving Files and Finding Files
-Lab Environment
-Intro to Photoshop
-Toolbox and Menu systems
-Page and Document setup
-Copying Files
-Layers
2.Acquiring & Basic Changing of Images
-Scanning
-Downloading Images (Copy and Paste Images from a Web-site)
-Resolution and Image Sizes
-Saving Photoshop Docs
-Cropping
-Transformations
-Flattening
-Output of files (email,print,web,video)
-Image capture from Digital Cameras
3.Manipulation and Tools for Photoshop:
-Making Selections
-Masking
-Combining Images
-Pen Tool
-Painting and Brushes
-Paths
-Channels
-Text
-Gradients
-Filters
-Layer Styles
4.File Formats
-Common formats for use in Multimedia
-PDF
-JPEG
-TIF
-GIF
-PNG
-PSD
-EPS
-AI
-SWF
5.Basics of Digital Photo
Cleaning Up and Damaging Images (retouching)
-Clone Stamp Tool
-Healing Brush
-Patch Tool
-Tonal Adjustments- Curves and Levels
-Brightness/Contrast
-Basic Exposure Restoration
6.Color Theory and Computer Graphics Terminology
-Creative Color adjustments
-Tinting Techniques
-Coloring Line Art
-making Line Art
7.Art History Movements and Principles of Design:
-Pop Art
-Cubism
-Surrealism
-Modern Interface and Graphic Design
8.Illustrator Interface
-Placing Images and Exporting Layers
-Tracing
-Pathfinder Palette
-Basic 3D
9.Typography: Working with Type in Illustrator and Photoshop
-Loading Fonts
-Creating Outlines
-Type Effects
-Layer Styles on Text
10.Advertising Graphics:
-Logo Design
-Branding,
-Visual and Corporate Identity Systems
11.Layout Design:
-Alignment
-Hierarchy
-Grid Structure
-Box Models
-Organic Organization
-Integrating Type and Image
12.Printing, Presentation and Portfolio:
-Preparing Files for the Web
-Animations
-Web Photo Gallery
Projects
The projects constitute the largest portion of the grade. An emphasis on research, development and execution of ideas is stressed as well as formal implementation; color, balance, structure, etc. However, technical requirements, following direction and presentations constitute a significant part of the grade also.
In-Class Assignments
There is a class assignment nearly every week each project is worth 2 points. If you are in the class and you do the project you will get the two points. The points for these projects cannot be made up. 20 points
Main Projects
Project 1-"Life in SoCal in Art Movements" Due: October 10
Students are asked to make 3 pieces of art. All 3 pieces should carry the same theme. One piece should be produced using formal ideas from Cubism, one drawing inspiration from Surrealism, and one using Pop Art.
The Goal is to show contemporary life in L.A. as You see it through the 3 art movements
This project requires demonstrated research and development of ideas. Students should use the Internet and or libraries to learn the background behind each of the 3 art movements. Students are also required to show thumbnail ideation for the project. This research and development should be turned in along with the mounted artwork for a portion of the grade.
20 points
Project 2 -"Live to Skate/Surf" Photo and Graphic Advertising Due: Nov 21
Students will produce an advertising campaign for a fictitious Surf/Skate company. This project will include research, thumbnails and ideation. The final presentation will be 1 printed and mounted comp for 2 designs.
1. Magazine Photo Montage
2. Design for Board- logo etc.
This project must be printed and mounted on to foam core. Each ad should be 8.5" x 11".
Students will work with Photoshop/Illustrator using images, graphic shapes and Type to create a dynamic Ad campaign with the emphasis on customization.
25 points
Project 3 -"Visual Identity" Due:Final Dec 12
Students will develop a visual identity system for a coffee shop or restaurant (like cupcakes)type business. The project includes, logo design, color system, font specification , 3 fold Brochure layout using the logo and color system and a business card. This project will be presented printed and mounted on one large 20 x 30 foam-core board. 25 points | <urn:uuid:783a3169-23be-441a-9836-7000180701ae> | CC-MAIN-2014-23 | http://www.lamission.edu/directories/getcoursefile.aspx?sec=0379&yrsem=20133 | 2014-07-22T21:32:34Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00239-ip-10-33-131-23.ec2.internal.warc.gz | 858,564,880 | 2,448 | eng_Latn | eng_Latn | 0.945564 | eng_Latn | 0.995357 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1360,
2967,
4446,
6669,
7997,
8529,
9119,
9914,
11469,
11882
] | [
2.296875
] | 2 | 72 |
WHAT DO YOU DO AT A GIRL SCOUT TROOP/GROUP MEETING?
Most Girl Scout troop/group meetings have the same general format and are usually one to two hours in length. The basic parts of a meeting are:
Where do we start?
Before you plan your first meeting, review the Journey Facilitator How-to Set and the leader's guide for your troop/group grade level. Your first few meetings will include registration for girls and adults, getting to know the girls and helping them get to know you, learning the Girl Scout Promise and Law and sharing the special stories of Girl Scouting with the girls. You will want to find out what the girls are interested in, help them plan an investiture and rededication, assemble a first-aid kit and participate in lively, fun activities such as songs and games.
- Girl handbooks
STARTING A TROOP ON A SHOESTRING
LEADER'S SUPPLIES
- Age level award book, Journey books
- The Source
- Safety-Wise
- Storage box (some leaders us a wheeled luggage cart if they have them)
- Big scissors
- Sharpies, multiple colors
- Tissue
- First aid kit
INCOME
Start-up grant from community, if available.
Start-up fee from parents: should cover the first batch of pins, patches, etc.
Dues: decided with or by girls depending on age-level.
SUPPLIES
Look in your own cupboard.
Watch garage sales and shop thrift stores. Don't be afraid to mention that it is for a Girl Scout troop – some people will give discounts.
PAPER/PHOTOCOPIES
Ask parents for old office letterhead, and use the back - great for drawing, paper airplanes, etc. Some companies will let employees use the printer/copier for the cost of paper, or for free, as a community service.
GIRL SUPPLIES
1. Have each girl bring in her own supplies in a box labeled with her name or use zip lock bags
2. Ask parents for donations of excess craft materials they might have.
3. If a craft project calls for something special, have each girl bring that item.
4. Plan ahead for projects and ask parents to start saving items that will be needed in the future.
5. Juliette Low Birthday Party or troop shower - ask each girl to bring in a wrapped item that could be used for crafts or the first aid kit. Provide a list of suggested items like a "registry." Use a game to let the girls unwrap a present: musical chairs, hot potato, left-right, etc.
6. Have a troop scavenger hunt (prizes can be simple things like stickers, balloons, etc).
SUPPLY LIST (SUGGESTIONS)
INEXPENSIVE GIRL SCOUT ACTIVITIES
Sing songs, practice the flag ceremony, visit fire station, animal shelter, nursing home, day hike at the council camp or your meeting place, visit a playground to eat a sack dinner and "just play!"
Adapted from Lisa Smith Beasley and scoutingweb.com
USE THIS FORM TO HELP YOU PREPARE FOR YOUR MEETING
Meeting #_____
Purpose:
_____________________________________________________________________
Preparation:
_____________________________________________________________________
Pre-meeting:
_____________________________________________________________________
Opening:
_____________________________________________________________________
Sharing Time:
_____________________________________________________________________
GS Circle:
_____________________________________________________________________
Snack:
_____________________________________________________________________
Program Activity:
_____________________________________________________________________
Clean-up:
_____________________________________________________________________
Closing:
_____________________________________________________________________
Leaders should bring:
Girls should bring:
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
Suggested supplies for every meeting:
These should be purchased with troop funds, parents may donate an amount for start-up expenses or you may ask your Service Team Coordinator for other funding ideas.
Resource Books: Safety-Wise, The Guide for Daisy Girl Scout Leaders, How To Guide Girl Scout Daisies through Welcome to the Daisy Flower Garden, Welcome to the Daisy Flower Garden, Daisy Girl Scout Activity Book
First aid kit
American Flag
Troop box (sturdy cardboard or purchased filing box)
Three-ring binder with divider inserts for keeping troop records and/or pocket folders for each girl
Craft supplies, writing implements
Agenda
Attendance record sheet
Meeting #1: Becoming a Girl Scout Daisy
Purpose:
Girls get to know one another, learn basic Girl Scouting Values, and hear the Daisy Girl Scout Story.
Preparation:
Review How To Guide Girl Scout Daisies through Welcome to the Daisy Flower Garden and The Guide for Daisy Girl Scout Leaders and this guide before this meeting.
Pre-meeting:
Have an adult cut Daisy-shaped nametags
Opening:
Pledge of Allegiance Welcome girls. Introduce yourself "I'm a Daisy" poem
Sharing Time: Girls introduce themselves
Girl Scout Circle: Find out girls interests. Brainstorm ideas for future meetings
Snack:
Ants on a Log. Adults can make ahead of time.
Program
Read or tell the Daisy Girl Scout Story from Welcome to the Daisy Flower Garden page 6 or The Guide for Daisy Girl Scout Leaders, page 24.
,
Activity:
Make individual folders Play Marshmallow Relay
Clean-up:
Everyone helps!
Closing:
Friendship Circle,How to Guide Daisy Girl Scouts through Welcome to the Daisy Flower
Garden, orThe Guide for Daisy Girl Scout Leaders, page 41.
Wait with girls until all are picked up by a parent or pre-arranged adult.
Leaders need to bring:
- Celery, raisins, peanut butter, paper plates, napkins, drink
- Suggested supplies for every meeting
- Crayons, markers, white poster board, clothespins, yellow card stock or stiff cardboard, yarn or string, glue
Resources for the First Meeting:
Name Tags
- Pre-meeting preparation: Cut petal shapes from white poster board for each Girl Scout Daisy and adult volunteer.
- Materials: white poster board, clothespins, glue, crayons, markers, yellow tag board/stiff cardboard, yarn/string.
- Have each person write her name on the front, then glue a small clip-type clothespin to the back. (Place the clip end of the clothespin closer to one side of the tag.) When the glue is dry, the nametag can be clipped on the owner's clothing and worn during the meeting.
- Make the center of the daisy out of stiff yellow cardboard. Punch a hole near the top and attach a string for hanging. Write the troop number in the center of the circle.
- At the end of each meeting, members can clip their petals back onto the daisy center. You may want to write each person's name around the edge of the circle to help keep track of the petals.
- You can make a troop kaper chart on the back of your daisy center or on another piece of cardboard. If you cover it with clear contact paper, you can write on it with a marker and erase with a damp cloth. Fill in the jobs to be done each week, then clip a girl's name to each section.
I'm a Daisy Girl Scout poem
(May be sung to tune of "On My Honor")
I'm a Daisy standing tall
I'm a Daisy friend to all
I'm a Daisy helping every day
And living all my life in the Girl Scout way.
Marshmallow Relay
Marshmallows, a teaspoon for each player
Method: Players line up with spoon in hand. On signal, marshmallow is placed on spoon and player walks to the finish line. If marshmallow falls off, player returns to start and begins again.
Friendship Circle
Stand in a circle. Cross arms right over left and hold each other's hands. Everyone remains silent while one person makes a silent wish and gently squeezes the hand of the girl on her right. (To keep track, each girl can put a foot in the center when they have been squeezed.) Proceed around circle until you reach the person who started. As the girls get older, you can sing while squeezing.
Pocket folders for each girl can be used for copies of Girl Scout Promise, songs, games, etc.
5
Stand Tall
Hold hands
Palms up from right to left
Girl Scout sign
Meeting #2: Becoming a Girl Scout Daisy
Purpose:
Developing positive values, learn special Girl Scout components, i.e. do a good turn daily, The Girl Scout Promise and Law.
Preparation:
Review The Guide for Daisy Girl Scout Leaders on investiture, How To Guide Girl Scout Daisies through Welcome to the Daisy Flower Garden, and this resource page before attending this meeting.
Pre-meeting:
Nametags, take attendance (girls can place mark by their own name), Good Turn Mouse
Opening:
Welcome girls Pledge of Allegiance "I'm a Daisy" poem Say the Girl Scout Promise and talk about it Learn the Girl Scout Sign
Sharing Time:
Explain "Good turns" and why we do them. Let girls tell about good turns they have done
Girl Scout Circle:
Talk about investiture. Explain concept of "ceremony."
Snack:
Leader/parent provided
Program Activity:
Play the "Daisy to Daisy" game Play the Musical Ball game
Clean-up:
Everyone helps! Sing "Magic Clean Up"
Closing:
Friendship Circle, How to Guide Daisy Girl Scouts through Welcome to the Daisy Flower Garden, page 45, or The Guide for Daisy Girl Scout Leaders, page 41. Wait with girls until all are picked up by a parent or pre-arranged adult.
Leaders need to bring:
- Koosh ball or small yarn ball
- Suggested supplies for every meeting
- Cardboard/heavy paper, wiggly eyes, pompon nose, thick string, hole punch, glue
- Copies of poem and songs
Resources for the Second Meeting:
Good Turn Mouse
Make a mouse from cardboard or heavy paper, usually 2 per 8 ½" x 11" paper, teardrop shape. For each good turn the Girl Scout Daisy does, she ties a knot in the tail. She can keep track of the good deeds she does, but she may tie a knot only once for any activity (such as dishes which she might do several times in a week). She either reports on each activity she did, or she can be asked which good turn she thought was best and asked to describe it.
"I'm a Daisy" poem
Daisy-to-Daisy Game
All girls stand with a partner
Caller says: nose-to-nose, finger-to-knee, hand- to-foot, etc.
When caller says: "Daisy-to-Daisy," all girls find a new partner.
Musical Ball Game
Have a way to play music, or choose someone to hum or whistle.
Everyone else forms a circle, faces the center and puts one hand behind her back.
A ball (something small enough to fit in their hands) is passed from girl to girl while the music is playing.
When the music stops, whoever is holding the ball must leave the circle and become the new music operator.
Magic Clean Up
To the tune of "London Bridge"
Weave the magic in and out, in and out, in and out,
Weave the magic in and out, for we are Daisies.
We have tidied everything, everything, everything,
We have tidied everything, for we are Daisies.
Meeting #3: Becoming a Girl Scout Daisy
Purpose:
Learning practical life skills, connecting with family
Preparation:
Review The Guide for Daisy Girl Scout Leaders on investiture, How to Guide Girl Scout Daisies, and this guide before attending this meeting.
Pre-meeting:
Nametags or kaper chart, attendance, have girls color investiture invitation.
Opening:
Welcome girls Pledge of Allegiance Practice the Girl Scout Promise "I'm a Daisy" poem
Sharing Time:
Talk about the Good Deed Mouse and share good deeds.
GIRL SCOUT Circle:
Talk about the investiture, check the "Suggested Investiture Ceremony'" in this packet and practice a few times.
Snack:
Leader/parent provided
Program Activity:
Girls finish coloring invitation and address to those they wish to invite.
Clean-up:
Everyone helps! Sing "Magic Clean Up."
Closing:
Friendship Circle, How to Guide Daisy Girl Scouts through Welcome to the Daisy Flower Garden, page 45, or The Guide for Daisy Girl Scout Leaders, page 41.
Wait with girls until all are picked up by a parent or pre-arranged adult.
Leaders need to bring:
Girls needs to bring:
- Suggested supplies for every meeting
Snack, if assigned
- Scissors, pens, crayons, markers
- Invitation
Resources for the Third Meeting:
Investiture Invitation
- Make one for each girl. Bring to meeting. Have girls color the petals only. Leave the center circle for words.
- Using 9 x 12 white or manila construction paper. Create a daisy design that has large circle that the girls can write in.
- You can create the words for the invitation on copy paper leaving the 'To' and 'From' blank. Make sure the space for 'To' and 'From' is big enough for the girls to write in.
- WHAT:
- TO:
- WHERE:
- FROM:
- WHEN:
- The girls fill in the 'To' and 'From' blanks and cut out the circle and glue it on their flower center.
- As the parents/designated adults pick the girls up, each girl delivers her invitation.
Daisy display board for investiture
- Yellow circle for the center of the daisy and a green stem. Arrange on the blue background with space to add petals.
- Cardboard or poster board covered with Girl Scout Daisy blue.
- Write the troop number in the middle of the yellow center.
- One green leaf per leader and adult volunteer working with the troop with her name written on it.
- A daisy petal for each girl with her name written on it.
Investiture Ceremony
Check in The Guide for Daisy Girl Scout Leaders or Let's Celebrate: Girl Scouts Ceremonies or the attached suggested Girl Scout Daisy Investiture Ceremony page. The event can be as elaborate or simple as you and the girls want.
Suggested Girl Scout Daisy Investiture Ceremony:
Use the display board created in Meeting #3 for placing petals during the ceremony.
Ceremony:
- Ask the guests to be seated.
- Girls stand in a circle or semi-circle depending on the placement of the daisy center and the stem.
- Leader: "An investiture ceremony is a formal ceremony where registered girls actually become Girl Scouts. We would like to begin by saying the Pledge of Allegiance."
- Co-Leader: "Today is a very special day for us. It is the day we receive our membership pins and become Girl Scouts. To do this, we each make a Promise…the same promise made by our sister Girl Scouts all over the country." Ask the girls to say the Girl Scout Promise together.
- Invite each girl to come forward with her parent. Each girl is given her petal and she places her petal around the center. The idea is that when all girls have placed their petals on the yellow center, a completed daisy is formed. After all the petals have been placed, the leaders/adults then place their leaves on the stem. Any adult who has not been invested should be at this time.
- Have each girl face you and give her a Girl Scout Daisy Pin and the Girl Scout Handshake (make the Girl Scout Sign with the right hand and shake with the left). Present each Girl Scout Daisy with her Beginning Certificate.
- Parent(s) and child may return to the semi-circle.
- Leader: "Welcome to the world of Girl Scouting. Wear your pins with pride and always remember the Promise you have made."
- When all the girls have received their pins,
- Invite parents to be seated and girls can perform the "I'm a Daisy" poem.
Suggested Girl Scout Daisy Flag Ceremony:
You may have your girls say the Pledge of Allegiance and the Girl Scout Promise as a simple opening flag ceremony. Smaller flags are necessary for smaller girls.
Meeting #4: Becoming a Girl Scout Daisy
Purpose:
Investiture
Preparation:
Check to make sure you have everything you need, including an agenda, program for parents, refreshments, certificates, Girls Scout Daisy pins, display board.
Pre-meeting:
Nametags for everyone. Set up meeting space for ceremony.
Opening:
Welcome everyone
Pledge of Allegiance
The Girl Scout Promise "I'm a Daisy" poem
At the ceremony Girl Scout Daisies wear their uniform, receive the Girl Scout Daisy Beginning Certificate and the Girl Scout Daisy pin.
Refreshments:
If there is an older girl troop in your area that would be willing to serve for this ceremony, enlist their help.
Clean-up:
Everyone helps! Sing "Magic Clean Up"
Closing:
If the girls want: Friendship Circle, How to Guide Daisy Girl Scouts through Welcome to the Daisy Flower Garden, or The Guide for Daisy Girl Scout Leaders, page 41.
Leaders Should Bring:
Girls Should Bring:
Suggested supplies for every meeting Poster board with Daisy parts Flag ceremony materials (optional) Girl Scout Daisy Pins Girl Scout Daisy Beginning Certificates Girl Scout Adult Pins Refreshments (optional)
Their guests Wear uniforms | <urn:uuid:daf36dd6-81a0-45b3-a95f-b5ad5bfcc6ea> | CC-MAIN-2014-23 | http://www.gshom.org/file_download/186d6158-15c1-44be-b0c3-f87cd5356f35 | 2014-07-22T21:33:49Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00240-ip-10-33-131-23.ec2.internal.warc.gz | 768,967,742 | 3,577 | eng_Latn | eng_Latn | 0.973233 | eng_Latn | 0.998296 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
789,
2730,
4592,
6868,
8192,
10122,
10941,
12879,
15417,
16596
] | [
3.0625
] | 3 | 1 |
Distinguish Spoken English from Written English: Rich Feature Analysis
Xiufeng Tian
1
1 Foreign Language Department, Hebei Finance University, China
Correspondence: XiufengTian, Foreign Language Department, Hebei Finance University, No.3188, Hengxiang North Street, Baoding City, Hebei Province, China. Tel: 86-137-3128-7625. E-mail: firstname.lastname@example.org
Received: March 28, 2013 Accepted: April 24, 2013 Online Published: June 3, 2013
doi:10.5539/elt.v6n7p72 URL: http://dx.doi.org/10.5539/elt.v6n7p72
Abstract
This article aims at the feature analysis of four expository essays (Text A/B/C/D) written by secondary school students with a focus on the differences between spoken and written language. Texts C and D are better written compared with the other two (Texts A&B) which are considered more spoken in language using. The language features are discussed mainlyin three aspects (which are most salient among the four texts): nominalization, lexical density and grammatical intricacy, and personal pronouns.Through the analysis, the discrepancy between spoken and written language is highlighted. Some relevant pedagogical implications are subsequently drawnand expected to be helpful to thoseteaching academic writing.
Keywords: rich feature analysis, academic writing, spoken language, written language
1. Introduction
Barton (2004) indicates that rich features "are defined as those features that point to the relation between a text and its context. Rich features have both linguistic integrity (i.e., they are structural features of language, so they can be defined in linguistic terms and then categorized, coded, counted, and otherwise analyzed empirically) and contextual value (i.e., they can be conventionally connected to matters of function, meaning, interpretation, and significance)" (p. 66). The analysis of rich features could be very meaningful if used in students writing. Through the comparison between the weaker and stronger writing, teachers may be able to seek answers to why inexperienced writers usually write awkward sentences or express the meaning rather vaguely. It is also believed that, through rich feature analysis, composition teachers will show much more grounded judgments on students' writing as well as clearer guidance for distinguishing spoken language from conventional written language in academic context.
While practicing writing in an academic context, students usually need a period of time to learn to distinguish spoken language from written language. The novice writers in particular tend to transfer spoken language into academic writing where written language is supposed to be more scientifically used. According to Hammond (1990), young children (from English-speaking background or not) have a weak control of differences betweenthe oral and the written modes of language. What makes it more difficult to learn is that "there is no absolute distinction between the two (spoken and written)" (Carter, 2004).
The two modes of English, namely, spoken and written, are especially confusing for nonnative speakers who are learning English but seldom adequately output it as native speakers do. Take Chinese students as an example, the majority of students in China are required to learn English language from primary school until they get to college. However, English is taken as a subject rather than a language for most of the students because they take examinations for it frequently while rarely use it in their daily life. They are usually unaware of the differences between spoken and written English, which might probably lead to the awkward consequences of writing with spoken language but speaking in written mode. It turns to be of great importance that teachers provide students with clear and necessary guidance for them to avoid misusing the 2 types of language on their writing learning journey.
The four expository essays (texts A, B, C, and D, see appendix) that I am going to analyze in this paper are two sets respectively written by inexperienced and experienced writers of secondary students. According to their teachers, the weaker texts (A & B) are more of spoken rather than written, which is not considered appropriatein
academic writing. However, it doesn't help students improve only by marking their paper with "write just the way people speak" or "This gives the impression that you're chatting with someone rather than writing an essay." Possibly, they need more detailed guidance suggestingthat they are "chatting with someone" and how they can write to be like "writing an essay". In this paper, specific features will be further and deeply analyzed on the four expository essays.
2. Rich Feature Analysis
Between the two sets of texts (A&B VS C&D), there are many significant differences reflecting that texts A and B are more spoken while texts C and D are rather written. These differences lie in the utilization of nominalization, lexical density and grammatical intricacy, personal pronouns (i.e., we, I, you), passive voice, vague language (i.e., something, other things), modal expression (I think), etc. I would like to focus on the first three of them which are more salient features for suggesting the differences between spoken and written language in these four expository essays.
2.1 Nominalization
The way spoken language differs from written language lies in their functions. Spoken language describes "actions" while written language expresses "things". Halliday (2002) points out:
"speaking and writing – each one makes the world look like itself. A written text is an object; so what is represented in writing tends to be given the form of an object. But when one talks, one is doing; so when one talks about something, one tends to say that it happened or was done" (p. 344).
Actions usually are described by verbs and things by nouns. When students are weaker in controlling the two types of language, they tend to have more descriptions ofaction in academic writing therefore to frequently use verbs instead of nouns.It will be clearer when we compare the followingexcerpts from Text B and D:
Example 1. Words using in Text B and Text D
1. Once we get more land, farmers can grow crops to provide us food and medicines, and land is also used to provide housing….we must go ahead with it, and if we do, we will see how much it can benefit our people. (Text B)
2. The clearing of timber would allow for more land to be developed for farming and housing, both of which could yield further economic benefits. (Text D)
In extract 1, 9 verbs are there to describe actions and happenings, but only three verbs in extract 2. With the same meaning development in the two extracts, No. 2 uses more nouns such as "clearing", "farming, "housing", and "benefits" while the equivalence in extract 1 is almost expressed all by verbs or verb phrases, as e.g. 2 shows us in the following:
Example 2. Words using in Text B and Text D
Nouns in extract 2 Verbs or verb phrases in extract 1
farming grow crops housing provide housing
benefits benefit
This is not a special case which only exists in these two extracts from texts D and B. It is easy to find out that the weaker texts (texts A & B) has a lot of verbs but the stronger ones (texts C & D) have quite a number of noun descriptions for creating more formal and abstracted written language. The nouns in the left column of e.g.2 are converted from verbs or other forms of words. The process of turning words that are not normally nouns into nounsis nominalization (Droga & Humphrey, 2003). According to Hammond (1990), nominalization turns actions into things and it is"a feature of many written texts, especially those of academic genres, and usually is associated with the build-up of abstraction within the text" (p. 40). Through analyzing the two sets of texts, I have easily figured out that nominalization is more frequently utilized in texts C (more than 20 words: debate, achievement, offering, capabilities, increase, etc.) & D (more than 30 words: debate, protection, arguments, examination, clearing, removal, etc.) while there are only few words that have been nominalized in texts A (3 words) and B (7 words). The huge difference between the two sets of texts suggests that the construction of the abstract and formal writing in part due to the process of nominalization which contributes to the typical distinguished features between spoken and written language (Droga & Humphrey, 2003).
Nominalization is very important in writing to secondary students considering from three aspects. Firstly,when nominalization compresses more information into one word or one nominal group, it can be further pre- or postmodified (e.g., "benefit" in the sentence of extract 1 "how much it can benefit our people" is a verb. While it is turned into noun as appearing in extract 2 "further economic benefits", it has two pre-modifiers through which more information is compressed into a phrase instead of a clause) and this could make the writing more abstract and condensed. Secondly, nominalization is used in reading materials of most subjects so as to pack more information into the texts. This is what students will encounter in secondary school learning. It can be quite helpful to them to "use nominalization to demonstrate that they understand the more abstract concepts in these subjects" (p. 99). Finally, nominalization contributes to a clear structure and organization since it can be used in short but more information packed headings, paragraph previews and even texts, which can guide readers to find what the text is talking about easily. (e.g., "deforestation" in the title of texts C & D provides readers a clear picture of "removing forests from …").
2.2 Lexical Density and Grammatical Intricacy
The abstraction of written language does not only lie in nominalization but also in lexical density which, according to Halliday (2002), "is the proportion of lexical items (content words) to the total discourse" (p. 329). The extent of the density (higher or lower) is due to the language type of the texts. Usually spoken language carries less lexical items in clause but written language is on the opposite. The first set of students' texts (A&B) which teachers think of as more spoken is clearly lower in lexical density compared with the other set of texts (C&D):
```
Figure 1. Lexical density in the four texts ("LD" means "lexical density") Text A: Average LD 108:44= about 2.5 Text B: Average LD 99:47= about 2.1 Text C: Average LD 139:24= about 5.8 Text D: Average LD 146:26= about 5.6
```
The discrepancy between the two sets explains the teacher's comments on texts (A&B) about "more spoken" or "like chatting with people" in that the lexical density of the second set of the texts is more than 5, twice as many as the first set, as figure 1 suggests. A specific example of lexical density analysis is given as follows:
Example 3. Lexical density analysis
3. To all the parents out there, I'd like to say / that we cannot afford / to ignore this problem/ but must grasp it /and face it head-on /so that the situation in our schools will be fixed./ (text A) (Average LD 10:6= about 1.7)
4. There has been an ongoingdebate in the localpress about the standard of currentschoolleavers, / with especiallyemployersinsisting/ that youngpeople who leaveschool today have a lowerlevel of educationalachievement than in the past./ (text D) (Average LD 20:3= about 6.7)
The words underlined are lexical items which "carry the content of the text" (Hammond, 1990, p. 33). Apparently, more lexical items appear in each clause of sentence 4which is extracted from text D, but relatively there are more grammatical items which provide no information but only "establish and maintain the relationships between the lexical items" (p. 36) in sentence 3 extracted from text A. These two sentences are just selected to illustrate their lexical identity and not less simple or more difficult than other sentences within their respective texts (A and D). The analysis above shows that text A is less lexically dense than text D. It is well known that reading activity can be done recursively, and the readers can reread the texts time and again until they get the needed information; but when the audience are informed through listening, e.g., in speech delivering, probably they won't be able to decode lots of information in a very short time. And this explains that written language tends to be more lexically dense while spoken language is the opposite. Therefore in e.g. 3, sentence 4 is more written partly because more information is compressed into the lexical items in its clauses while sentence 3 tends to be spoken with sparse sentence construction. This contributes to the perception that written language is denser in information distribution than spoken language.
Lexical density is one of the salient features to distinguish written and spoken language,but as Hammond (1990) points out, each of them (spoken or written) is complex in its own way, while written is complex in lexical items, spoken is intricate in its clauses.Although sentence 3 is less dense in lexical items than sentence 4, it is rather complex considering from the grammatical structure of the sentences.
While both of the two sentences contain almost the same number of words, sentence 3 has 6 clauses but sentence 4only has 3. As it is shown above in e.g. 4, the relationship between clauses in sentence 3 is more complex than it is in sentence 4. There are four levels of relationship as indicated by the brackets on the left side of the clauses of sentence 3 but only 2 levels for sentence 4. At the first level, clauses (2) and (3) are closest, and the same with (4) and (5); at the second level, clauses (2) and (3) are added to (4) and (5); at the third level, clauses (2) and (3), (4) and (5) are added to clause (6); at the fourth level, clause (1) is added to clauses (2) and (3), (4) and (5) and clause (6) to form the whole sentence 3 which is absolutely complex in clauses relationship. Other than sentences 3, the other sections of texts A and B are even more intricate in this way, while texts C and D are in the same situations with sentence 4. This is in accordance with thecharacteristics of spoken and written language, as what Hammond (1990) states in his article: "while written language is more complex than spoken language in terms of lexical density, it is also true that spoken language is more complex than written language in terms of its grammatical intricacy" (p. 41). If the teacher could explicitly express to the writers (of A& B) the characteristics of both written and spoken language related to lexical density and grammatical intricacy, text A and B could be written better than what they originally present.
2.3 Personal Pronouns
Written language used in school context "plays the major role in making meaning, so its resources have to be expanded beyond those resources needed for everyday interaction to take on the more technical and abstract meanings necessary for construing academic knowledge" (Schleppegrell, 2004). Relatively, compared with the abstract and monologic characteristics of written language, spoken language is more dialogic in nature and interpersonal. A dialogue usually involves more than one participant for interpersonal communicating in which first and second person pronouns are frequently used.Oppositely, the monologic written language doesn't need immediate feedback from the participants (its' readers) thus to use less first and second person pronouns. The utilization of first and second person in spoken language mainly expresses the speakers' desire of interaction with their participants or audience so as to get closer to them. However, in a piece of academic writing, since the writer may not share with his/her readers the same physical context or background, the two sides tend to keep a certain distance from each other. Personal pronouns are sometimes used but not frequently. Therefore, the frequency of using first and second personal pronouns is one characteristic that we count for the discrepancy between spoken and written language.
As for the four expository essays, the first set of texts (texts A&B)which are considered as weaker ones have frequently used the first and second personal pronouns (i.e., I, we, you, us…) while the second set (texts B&D) has none.
Table 1. Times of appearance of personal pronouns in the four essays
Obviously, both texts A and B prefer use more personal pronouns, especially those in first person. Text A uses "I" 10 times and text B uses "we" 12 times which makes the two texts more personal rather than academic: e.g., "I believe, and I am sure most of you do, that young people today are not …" (text A); "We must go ahead with it, and if we do, we will see how much it can benefit our people" (text B). It sounds like a speech that the writers are presenting their ideas in front of the audience who are sharing the same physical context with them and will probably provide feedback towards what the speakers are talking about. When the first personal pronoun is used in vague language, the texts become more spoken: e.g., "I believe, and I am sure"; "I think"; "we will see". However, writing in academic genres doesn't necessarily need interaction between writers and readers through frequently using personal pronouns. Most of the time, the monologic nature of written language will keep its audience a little farther away from what it presents. Texts C and D haven't used any first or second personal pronouns but only third personal pronouns for reference towards the previously used nouns: e.g., "While the standard of some current school leavers may be low, the majority of students succeed in completingtheir academic studies..." (text C); "To put their main arguments in a nutshell…"(text D). "their" in the sentence from text Crefers to the nominal group "the majority of students" and the one in the sentence from text D refers to "conservationists" and "the logging industry" which appeared previously in that paragraph. As Droga and Humphrey (2003) point out that reference of this kind "is common in written language and is often used to avoid repetition" (p. 105). Although texts A and B also have pronouns as reference, the utilization of first personal pronouns is more salient in reflecting their tendency of language use, namely more spoken.
3. Pedagogical Implications
Through analyzing the rich features of students' writing in terms of spoken and written language, I myself become clearer what the nature of written language is and that is of great importance to teaching students academic writing. While students are learning to write, using spoken language in writing academic essays seems very common. To have a good control of written language helps them not only in writing but also in commanding other school subjects because what they may confront with in reading of school context are rather formal and abstract articles. It is the teachers' responsibilities to offer help to them.
Yet teachers do not usually know how to offer their help to students in writing classes. While reading and correcting students' essays, simply marking some grammatical mistakes and briefly commenting on the paper like "vague", "awkward", and "good" doesn't enhance students' writing skills. It is quite possible that students ignore what teachers have marked because they don't understand what those comments mean. However, if the teacher not only shows where the problems are but also explains in detail that why the language is problematic and how to avoid those problems next time, students will probably gain more in this writing task. This is not easy to do for some teachers because they may not know how to specifically express the idea that why the language is problematic and why it is more spoken; but rich feature analysis provides teachers with experience of finding typical characteristic of the language therefore to teach students in academic writing.
Considering PRC EFL teaching context, what should be noticed is that teachers are quite likely to mark grammatical or spelling mistakes on students' writing rather than vague or inappropriate language problems because both teachers and students mainly tend to focus on grammar instead of proper language usage in English writing. Accordingly, raising their awareness (especially the teachers' perception) of the nature of written language is much of significance for English learning.
References
Barton, E. (2004). Linguistic discourse analysis: How the language in texts works. In C. Bazerman, & P. Prior (Ed.), What Writing Does and How it Does it (pp. 57-82). Mahwah, N.J.: Lawrence Erlbaum.
Carter, R. (2004). Grammar and spoken English. In C. Coffin, A. Hewings, & K. O'Halloran (Ed.), Applying English Grammar (pp. 25-39). London: Open University.
Droga, L., & Humphrey, S. (2003). Creating well organised and cohesive texts. Grammar and Meaning: An Introduction for Primary Teachers (pp. 85-109). Berry, NSW: Target Texts.
Halliday, M. A. K. (2002). Spoken and written modes of meaning. On Grammar: Volume 1 of the Collected Works of M. A. K. Halliday (pp. 323-351). London: Continuum.
Hammond, J. (1990). Is learning to read and write the same as learning to speak? In F. Christie (Ed.), Literacy in a Changing World (pp. 26-53). Hawthorn, Victoria: ACER.
Schleppegrell, M. (2004). Linguistic features of academic registers. The Language of Schooling (pp. 43-76). Mahwah, N.J.: Lawrence Erlbaum.
Appendix
Pairs of Weaker (Texts A & B) and Stronger Argumentative Essays (Texts C & D) by Secondary School Students
Text A. Has there been a decline in the quality of education?
1. As you know, people have recently been writing in the newspapers about the standards of current school leavers. I support all those writers who have been arguing that we young people do less well academically, because as a student myself I can see it happening.
2. I believe, and I am sure most of you do, that the young people today are not getting a fair go with the low educational standards in many schools. In my school I have noticed that there is a big problem with discipline. Every day you can see that many teachers are not able to keep their students in check, and so their classes become chaotic, and then some students become so disruptive that the others cannot concentrate and have trouble learning.
3. Also many of us can't even read, write or do math properly, which leaves us with poor exam marks. I think that every child must be taught these skills and when we reach the upper grades we should go further and learn more advanced things. But this is not happening, and what makes it worse is that our teachers are not held accountable, and they are also often blind to the fact that the number of illiterate people in our country is rising.
4. To all the parents out there, I'd like to say that we cannot afford to ignore this problem but must grasp it and face it head-on so that the situation in our schools will be fixed. I am one of the students affected, and so are most of my classmates, and I urge you to do something about it. Let us defend the educational standards of our young people, look into the aspects I have mentioned and make sure that things will be better in the future.
Text B. In support of deforestation
1. Currently a lot of people are debating whether or not we should remove trees from our rainforests. I support those who believe that this is the way for us here to go.
2. I am all for deforestation because I think that we have to remove trees in the rainforests to acquire more land. Once we get more land, farmers can grow crops to provide us food and medicines, and land is also used to provide housing. The trees of the rainforests give us building material so as trees are cut down, the land provides the area for houses, which are built from the felt trees. We have to build those houses because our population is growing and they need to have shelter from the harsh weather in Australia.
3. For children to have a good education they need to go to school to learn. To learn you definitely need paper because we use it to write on and it's also necessary for the books we read. Paper is made from trees, which therefore need to be cut down. We also get other things from the trees in the rainforest, like fuel. Also let's not forget that the trees are cut down by loggers. These people would be out of a job if there was no deforestation, and they wouldn't be able to support their families. And deforestation helps our economy because we can buy and sell all those products from the rainforests. So that's why I think we all must support deforestation. We must go ahead with it, and if we do, we will see how much it can benefit our people.
__________________________________________________________________________________________
Text C. Has there been a decline in the quality of education?
1. There has been an ongoing debate in the local press about the standard of current school leavers, with especially employers insisting that young people who leave school today have a lower level of educational achievement than in the past. However, this issue is highly complex and must be considered from various angles.
2. Most schools today are more concerned with academic achievement and the offering of a range of course choices than ever before. In this day and age many educational pathways are open for students of different interests, background and capabilities. On the one hand, combined classes and honoursprogrammes allow gifted students the opportunity to realize their full potential. On the other hand, there are learning support programmes which give students with learning difficulties the extra encouragement that they need to reach the next level of their education. This has not only led to better exam results, but also to an increase in the capabilities students have in the areas of reading, writing and mathematics.
3. Furthermore, just because the cane is not used in schools any longer, this does not mean that discipline standards have fallen dramatically. Punitive measures like detention and internal suspension are more than enough to stop most problem students. If one adds to these measures incentives like enrichment programmes for students that have behaved to an acceptable standard to this, the problems with discipline can be quite readily
solved.
4. While the standard of some current school leavers may be low, the majority of students succeed in completing their academic studies with a higher level of educational achievement than in the past. Looking at the issue objectively, the quality of education received and the standard of achievement are not dropping; they are equal or even superior to those of the past.
Text D. In support of deforestation
1. In recent years there has been a great deal of debate in Australia over whether rainforests should be logged. While conservationists argue for the protection of the rainforests as habitats for valuable plants and wildlife, the logging industry has made a case in favour of strategic deforestation. A close examination of the arguments of the proponents of the two sides reveals that the issues at stake are by no means straightforward. However, this essay considers the arguments made by the logging industry as the more convincing of the two and will present them in the following.
2. To put their main arguments in a nutshell, those in the logging industry contend that it is necessary for some rainforest areas to be removed because of the employment opportunities which their removal can create and the economy which can be sustained as a result. The clearing of timber would allow for more land to be developed for farming and housing, both of which could yield further economic benefits. Each of these arguments will be elaborated in turn.
3. As for employment opportunities, it is likely that they would increase considerably with the removal of timber from some rainforest areas and with its subsequent processing. Once removal and processing have occurred, the designing and building of houses or roads as well as the planting of crops for both food supply and medicinal purposes could be set in motion. For these various tasks a large number of people would be needed and could thus find employment.
4. In addition to opening opportunities for work, the removal of trees in some parts of the rainforests could also assist in the securing of land for farming and housing in cost-effective ways. Housing provides the necessary homes for a steadily and rapidly increasing population, and farming can provide a wide range of products that are required for everyday living such as meat, milk, vegetables and wool. These are all vital necessities for Australia's continuing economic development and the improvement of the standard of living of its population.
Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/). | <urn:uuid:37562518-c7e1-40af-8e9d-6d69181b053d> | CC-MAIN-2014-23 | http://www.ccsenet.org/journal/index.php/elt/article/download/28005/16893 | 2014-07-22T21:42:49Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00242-ip-10-33-131-23.ec2.internal.warc.gz | 566,206,515 | 6,154 | eng_Latn | eng_Latn | 0.998551 | eng_Latn | 0.998957 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4214,
8748,
13327,
16547,
21643,
26562,
29339
] | [
1.7109375,
2.328125
] | 3 | 4 |
INDEPENDENT the
A Newsletter for Madonna Rehabilitation Hospital
www.Madonna.org
April 3, 2009
The Madonna Independent, an employee newsletter of Madonna Rehabilitation Hospital, is published every other Friday by the Marketing and Public Relations department. To submit a story idea, news item, announcement or recognition information, contact Tami Rudder, editor, at 486-8606.
St. Anthony's annual chili cook-off
All story ideas, news items, announcements or recognition information must be submitted the Friday before the Independent is printed. The deadline for the next issue is Friday, April 10.
*The Independent can be viewed online at www.Madonna.org
Adaptive Sports gets "awesome" rating
When a child tells you, "It was awesome!" it's pretty much equivalent to earning a five-star service rating. So, when Hayden Higgins, a second grader at North American Martyrs, described his experience at the March 28 ice hockey workshop in those exact words, it thrilled Madonna recreation therapist and Adaptive Sports and Recreation Program Leader Linda Ohnoutka.
Hayden was diagnosed with Duchenne (pronounced: due-shen) Muscular Dystrophy (DMD) when he was not quite 7. It is the most common type of the disease, which is caused by a problem with the gene that makes protein in the body. The protein helps muscle cells keep their shape and strength. As a result, Hayden has had increasing difficulty walking and getting up after a fall. Although DMD is impacting how Hayden lives, it hasn't stopped him from being active.
Like his classmates, he enjoys reading, gaming on his Nintendo Wii and is a Cub Scout. Knowing their son can remain active keeps Jodie and Paul Higgins happy. "To see him smiling and interacting with the other kids is rewarding," Jodie said.
An advertisement for Madonna's youth adaptive sports and recreation workshops prompted Jodie to call Madonna. Hayden's school PTO was organizing a March 19 ice skating party and, thanks to Madonna, not only was Hayden able to participate in the party, he signed up for the ice hockey workshop, which, according to Hayden, also earned an awesome rating.
402.489.7102
Madonna therapist receives top honor
Occupational therapy for traumatic brain injury
by Jennifer Sylva, MOT, OTR/L and Lynn Dolezal, OTR/L
March highlighted Brain Injury Awareness and April marks Occupational Therapy month. This seemed an opportune time to share information about occupational therapy treatment for Traumatic Brain Injury (TBI) patients.
TBI occurs when an external force, such as a motor vehicle accident, gunshot, fall or assault causes damage to the brain. According to the Center for Disease Control and Prevention, males are about 1.5 times as likely as females to sustain a TBI, generally due to lifestyle. The two age groups at highest risk to sustain a TBI are 0-4 years old and 15-24 years old. Costs of treating a TBI totaled an estimated $60 billion in 2000. At least 5.3 million Americans currently have a long term need for help to perform activities of daily living as a result
1
of a TBI.
Most recovery from TBI occurs in the first year and can continue for the following five years. Some brain injury survivors may experience recovery throughout their lifetime. After sustaining a TBI, medical professionals measure brain recovery using a standardized measure called the Rancho
The occupational therapist's (OT) role in the recovery of a TBI covers a broad spectrum including:
independence with self-cares •
home management skills •
return to employment skills •
return to academic setting •
family training/education •
strengthening •
vision therapy •
return to driving •
child care •
*
treating muscle imbalance
For a TBI patient whose recovery stage is considered a Level 5 on the RLA scale (confused, inappropriate, non-agitated), a typical occupational therapy session may include working on increasing independence with the showering/dressing routine in the
Madonna Occupational Therapist Kortney Cuddigan helps Julie Young relearn her way around the kitchen. Julie lost some of her cognitive skills due to a traumatic brain injury.
Los Amigos scale (RLA). The RLA is a scale measured from stages 1-8 ranging from a non responsive coma level (Level 1) to a purposeful independent living level (Level 8).
Brain injury survivors may begin their recovery at any level on the RLA scale and typically progress through each stage chronologically. The amount of time needed for recovery varies; therefore, the amount of time spent at each level, as well as the ability to progress through each level, depends on many factors including mechanism of injury, age and onset.
morning. The OT utilizes external written cues, such as a checklist, to help sequence through this task, including promoting safety and independence. In addition, the patient may be experiencing double vision, abnormal muscle contractions in an extremity, poor memory, and impaired attention and concentration. The OT incorporates functional tasks to facilitate recovery in each of these areas of impairment.
Madonna served 156 individuals with brain injury during the 2008 fiscal year. Of these, 69 percent had traumatic brain injuries. Madonna has 12 inpatient and 36 outpatient occupational therapists on staff. Madonna's Brain Injury Program (BI) is one of the only programs in this region to receive CARF specialty accreditation for its Brain Injury Program.
Source: 1 The Centers for Disease Control and Prevention
ONE
Discover spring with Madonna's Child Development Center
Observation is a basic learning tool at the Madonna Child Development Center. Springtime provides an ideal climate for learning outdoors. A nature walk or a picnic provide excellent opportunities for discovery, observation and discussion.
Below are some suggestions for using a stroll outdoors as a vocabulary builder, while practicing listening and memory skills with your child:
Devote a portion of your walk to • listening. Talk about what you hear. See if you can locate where the sounds are coming from.
Explore the textures and smells you find • along the way. Touch the rough bark, smooth leaves and the soft moss. Smell the flowers.
Compare the trees, animals, flowers and • rocks you observe.
Use descriptive words like "above, below, • between, under, next to, large, medium and small," to describe the objects you discover.
Look for tracks and houses of animals. • Talk about where animals live, what they eat and how they stay warm.
Discuss the best parts of your trip when • you get home. It's not only satisfying to recall the fun events, but talking is good practice for your child's memory skills.
Look at life from the eyes of a child. Get out and enjoy spring!
Nathenson lobbies in Washington, D.C.
M adonna Respiratory Therapist Nancy Nathenson was part of a recent delegation in Washington, D.C., asking members of Congress to allow patients who receive home respiratory care to have access to respiratory therapists under Medicare Part B.
"Our request was straightforward," said Nancy. "We simply asked our members of Congress to add respiratory therapists to the list of providers for home health care."
Currently, respiratory patients who receive home care have limited access to the expertise of respiratory therapists. Nancy explained they did not ask Congress to spend additional money to provide specialized care.
Nancy said that meeting with Congressional leaders and staffers was an educational experience. As a constituent, she felt that Congressman Jeff Fortenberry listened to her concerns about how the issue would affect the citizens of Nebraska. Congressman Adrian Smith has already co-sponsored the bill.
Nancy is a member of the Political Advocacy Contact Team (PACT), a group organized by the American Association for Respiratory Care (AARC) to spearhead grassroots level advocacy efforts. The AARC has a long history of advocating on behalf of respiratory patients and professionals.
The AARC and the Nebraska Society for Respiratory Care made the financial commitment to send Nancy to lobby on behalf of all respiratory patients and therapists. Asking Congress to include respiratory therapists in the home health benefit was not only the group's unified message, but it was also another step toward ensuring that patients in all care settings received the specialized, quality care provided by respiratory therapists.
Employee Focus: Fun factoids about Jody
1 I was the women's team captain for B107.3's Battle of The Sexes game.
2 I am a CPR/First Aid instructor and volunteer on the Disaster Action Team through the American Red Cross.
3 I once delivered my friend's baby in her driveway.
Jody Luzum Employee Health/Hospital Support Staff LPN MRH employee for 29 years
4 I used to be a Capital City Clogger.
5 I volunteer once a month providing foot care for some of the Carmelite Sisters in Agnew, Neb.
I get the pleasure of doing most of the new employee health screens, and I love it! I do tuberculosis tests, Hepatitis B vaccinations, allergy and tetanus shots. I update employee health files and do a variety of tasks to keep Madonna employees safe at work.
In my role, I see many of the people who come to Madonna. This validates for me what an awesome place we work in. I tell people that I am sticking around long enough to see the day when a discount on a patient room at Madonna is a part of our benefits package.
Lifestyle Challenge: dash to the finish
T eams are making a mad dash to the finish line in hopes of capturing a prize in the Lifestyle Challenge. The final check-in event is April 8 from 7:30 a.m.1:30 p.m. at main campus in Sheridans and from 2:30-3:30 p.m. at ProActive.
Team awards will be given to the top three teams in weight loss and activity minutes. The top ten individuals in weight loss and activity minutes will also be recognized along with a separate category of spirit winners.
Note: In order to be eligible for prizes, winning teams are required to have all members attend the final check-in.
The Lifestyle Challenge post-celebration event will be held Monday, April 27, in Sheridans from 2:30-3:30 p.m. Final rankings and prizes with be awarded at the event.
Call for nominations: St. Jane de Chantal Awards of Excellence
Please take a moment to nominate a coworker who has made a significant impact in the lives of Madonna's long term care residents. Nominees can be any Madonna staff members, excluding managers, with one year of service who provides service to the long term care units including Extended Care North and South, Subacute, St. Angela Ventilator and Special Needs, St. Anthony's programs, the Chip Woods House and The Arbors. The nominee must exemplify the characteristics of St. Jane de Chantal, most notably a commitment to serving those in need with a forgiving, lively and cheerful manner.
The award categories are:
Margaret E. Murray award for Excellence • in Promotion of Meaningful and Enriching Lives for People of All Ages
Maj. Donald E. Murray, USAF, Ret. • Award for Excellence in Promotion of
Resident Health and Quality of Care
Excellence in Leadership •
Three staff members will be awarded a cash gift of $250 on Thursday, May 14, 2009, during the celebration of Older Americans Month at a wine and cheese reception.
A nomination form is available in the Human Resources department. All nominations must be submitted to Human Resources by Thursday, April 23, 2009. For more information, contact Marla Buresh in Human Resources at ext. 6084 or firstname.lastname@example.org.
The St. Jane de Chantal Awards of Excellence are made possible through a donation by Paul and Nancy Nathenson and their family.
TWO
Madonna's health plan name change
T he Epoch Group has joined forces with Meritain Health and will become part of the new Meritain Health. Beginning April 1, 2009, Meritain will administer all the Madonna health claims that Epoch previously handled.
There will be no changes to the employee health plan or prescription benefits with the transition to Meritain. The only changes will be in the administering and processing of claims, pre-certifications and the addition of Web site access for individual health claim needs. Health plan ID cards, phone numbers and claims payment address will change.
The following are some frequently asked questions to help with the transition.
Who is Meritain Health?
Meritain Health is a national heath benefits administrator with more than 20 years of experience. Meritain Health's 1,700 clients and million plus members enjoy exceptional service and support throughout all 50 states.
When will I get a new ID card?
New Meritain Health ID cards were mailed on Thursday, March 26. If you have not received your card yet, please continue to use your existing ID card. Do not throw away your existing ID card until you receive your replacement ID card.
Will the health plan customer service number change?
Yes. The new number to reach the customer service representative team will be provided on your new member ID card.
How will I access my online tools and resources?
As of April 1, 2009, you will have access to the Meritain Health member Web site at
Celebrate National Volunteer Week April 19-25
Jo Ann Drueke, volunteer resources coordinator, recently had a daughter and her mother, a patient, stop in her office. They both appreciated Madonna's volunteers and wanted Jo Ann to express their thanks to them. "Whenever we had a question or needed help, a volunteer was right there with the answer," shared the grateful couple.
Watch for more information about Madonna's volunteers in the April 17 issue of The Independent.
making a difference... one person at a time www.myMERITAIN.com. Your personalized Web site offers you access to your claims history and status, EOBs (explanation of benefits for claims), health tools and resources and provider lookup features. New users can register on the Web site at www. myMERITAIN.com on or after April 1, 2009.
Please note that your claims history will be transferred within a few weeks of receiving your new ID card. Contact a customer service representative should you have questions or need immediate assistance.
Will I continue to receive Explanation of Benefits Forms (EOBs) showing claims processing?
You will continue to receive an EOB, but only for any claim denials or in the case that more information is needed to process your claim. Otherwise, you will receive a new Monthly Member Statement which will summarize all of your activity within a given month and also includes any relevant account balances. This is a new tool Madonna is offering through this new partnership with Meritain Health. All EOBs are available online through your personal Web site available at www.myMERITAIN.com.
Please visit www.meritain.com to learn more. For any questions regarding the name change from Epoch to Meritain or regarding your benefits or change, please call your customer service representative at the number on your ID card. You may also contact Wendy Charlton in Human Resources with any questions at ext. 6484.
Best nurses in Nebraska a call for nominations
T he Lincoln Journal Star would like to recognize hard-working nurses who have made a difference in the lives of Nebraskans. Whether you're a current or former patient, a family touched by a nurse who went above and beyond the call of duty, or a co-worker, honor them with your nomination.
Are you a current or former Madonna • patient whose nurse made a lasting impact on you or has exceeded your expectations?
As a coworker, have you witnessed a • nurse who has been instrumental in a patient's recovery?
Contact Madonna's Human Resources department for an official nomination form. All submissions are due by Wednesday, April 8. Winners will be featured in a special issue of the Lincoln Journal Star on May 6. Please take a moment to nominate one of Madonna's dedicated and caring nursing staff.
Dolezal garners top honor
Lynn Dolezal, OTR/L, has been selected as the 2008 Clinical Instructor of the Year by Creighton University. Lynn was nominated by Mikala Habrock for the supervision she provided to Creighton University occupational therapy students during their Level II experiences at Madonna Rehabilitation Hospital.
Lynn will receive her award on April 14 at the School of Pharmacy and Health Professions' Honors
Convocation at Creighton University's main campus.
Lynn graduated from the College of Saint Mary in 2004 with a bachelor of science in occupational therapy. She has a commitment to education and enjoys sharing her knowledge with students. Lynn has been a Madonna employee for more than four years and currently works in the brain injury and pediatric programs. Congratulations, Lynn, on receiving this prestigious award!
Radiology joins the digital age
Congratulations to Liz Edwards and Nick Roth for converting Madonna's Radiology department from X-ray film to online digital image. The unveiling of the digital system on Wednesday, March 25, was met with immediate success. Two positive examples after implementation included:
Doctor A was asking for a same day • reading. Previously, this would take a day turnaround for film creation and courier service to Advanced Medical Imaging for conversion, reading and assessment. The new online system shortened turnaround time to 25 minutes!
Doctor B asked to see a patient's current • X-ray. As Liz and a nurse prepared to assist with the new system, Doctor B saw the icon on the computer, then logged on to view the image and results. In the future, he will access results from his office instead of coming to Madonna.
Computers throughout the building have been loaded with the necessary programs to allow access to the system. No more tracking down images for doctors after hours or filling out the obligatory paper work to check out X-rays. Images that need to be taken off site can now be burned onto a CD for easy portability.
THREE
CALENDAR
April 6
NEO
Introduction to
Rehabilitation of Persons
with Limb Loss
7:30-8:30 a.m, Noon-1 p.m. or 3:30-4:30 p.m.
Agee
Call 6550, 6476 or 6406
to register
1 CH
April 8
Supervisor Education Week 1
9:30-11:30 a.m.
Flanagan B
Call 6406 to register
StrengthFinders
8 a.m.-Noon
Agee
Call 6507 to register
April 9
Blood & Medical Assist
Agee
Call 6550, 6476 or 6406 to
register for a time
April 10
Grand Rounds(No contact hours)
Finding Meaning in Suffering
Danielle Rush
Noon-1 p.m.
Sheridans
April 13
WHAM
ITS Staff
Noon- 1 p.m. or 3:30-4:30 p.m.
Sheridans
April 16 CPR Re-certification
9:30 a.m.-12:30 p.m. or 5-9 p.m. Call 6550 or 6476 to register
Tobacco Free Campus reminder: No ifs, ands or butts
Please be courteous to our campus neighbors when leaving the Madonna property to use tobacco. We have had comments from neighbors who have seen Madonna employees tossing cigarette butts on the ground or in yards of homes. Please see OD 2191 for complete details about Madonna's tobacco free campus policy. Thank you for keeping the neighborhood clean for everyone's benefit.
Chapel Services
Catholic Mass is offered Monday, Tuesday, Thursday and Friday at 4 p.m., Wednesday and Sunday at 10:30 a.m. and Saturday at 4:30 p.m. The Worship Service is Thursday at 10:30 a.m., Hymn/Music Program is Sunday at 3:30 p.m.
April 4 Passion (Palm) Sunday Vigil 4:30 p.m. Mass and liturgy with blessing and distribution of palms.
April 5 Passion (Palm) Sunday
10:30 a.m. Mass and liturgy with blessing and distribution of palms.
3:30 p.m. Inspirational Music Program Nebraska Wesleyan Women's Choir
April 9 Holy Thursday
10:30 a.m. Inter-denominational Protestant
Worship Service
4 p.m.
Mass of the Lord's Supper
April 10 Good Friday
Noon
Finding Meaning in Suffering—
Presented by Danielle Rush
Madonna Ecumenical Good Friday
Worship Service
Celebration of the Lord's Passion with Veneration of the Cross and
Holy Communion
Holy Saturday
2 p.m.
4 p.m.
April 11
8 p.m.
Mass: Easter Vigil Liturgy
April 12 Easter Sunday
10:30 a.m. Mass: Easter Sunday Liturgy 3:30 p.m. Inter-denominational Protestant Easter service presented by: Rev. Steve Werner, Madonna Spiritual Care
Do you belong to a group or congregation that hasn't performed at Madonna? We welcome new talent. Contact Steve Werner at ext. 6831 or email@example.com.
New "Way to Go" format
Therapy Support Services offer unique talents
T he inpatient therapy departments have a group of individuals with unique talents who form an excellent team called Therapy Support Services. The members of this team are the "backbone" of the inpatient therapy department. They help keep everything running smoothly. Some of the services that they provide include:
Scheduling for all of the inpatient therapies •
Assisting with setting up specialty • wheelchairs to meet specific patient needs
Creating and sewing specialty items for • patient use, as directed by the therapist
Monitoring heart rhythms of • cardiac patients
Providing an "extra pair of hands" during • therapy treatment sessions
Assisting therapists with splinting and • casting of patients
Assisting at the computer during body • weight support therapy sessions
Transporting inpatients to and from • therapy groups
Assisting patients with their exercise • programs designed by the therapists
Assisting with recreation based activities •
Stocking supplies in the therapy gyms • and offices
Checking out equipment, such as • prisms for vision services and wheelchair cushions
Assisting with infection control • procedures in the inpatient therapy areas Thank you, Therapy Support Services,
for the talents you share with the staff and patients of Madonna.
Anew quarterly insert devoted to employee recognition will begin May 1 in The Independent. The "Way to go" section will be an avenue for sharing professional and personal achievements of Madonna employees including engagements, wedding and birth announcements, academic achievements and other milestones. Good quality electronic photographs in jpeg format will also be accepted. Employees are encouraged to highlight a coworker's achievement, as well as their own. Please send all submissions to firstname.lastname@example.org.
Safe patient movement update
In February 2009, Madonna had no patient transfer injuries—a big "Way to go" to all the staff! The positive results indicate the Safe Patient Movement project is working. The next step is providing nursing education on specific transfers (squat pivot, stand pivot and slideboard), which begins April 8.
The Nursing Safety Champions committee will be the first to receive the nursing education before it is rolled out facility-wide. The safety committee includes: Linda Covert, Jennifer Parker, Jacque Larson, Kara Burbach, Lindsey Regnier, Malia Morgan, Pam Kerns, Paula Hoage and Angie Howard.
FOUR | <urn:uuid:dd70c138-9e81-4e35-901d-f749ea599c30> | CC-MAIN-2014-23 | http://www.madonna.org/file_download/6024f40f-8d78-43f7-ad9e-e53d29a0ac83 | 2014-07-22T21:44:14Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00247-ip-10-33-131-23.ec2.internal.warc.gz | 906,008,248 | 4,934 | eng_Latn | eng_Latn | 0.997282 | eng_Latn | 0.998121 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
5492,
11689,
17984,
22876
] | [
3.484375,
0.58984375
] | 3 | 2 |
Blood clots and DVT's
They get caught in the lungs since the blood vessels get very small. The problem with clots reaching the lungs is that blood cannot get past where this clot has caught, so the blood cannot get the oxygen that it needs to pick up to take back to the body.
You have probably heard of some one who has had blood clots in their legs or some one who has had blood clots in their lungs. Clots in the lungs, also called a pulmonary embolism, or PE for short, are the result of blood clots forming at some part of the body that then break loose from where they are made and they pass through the body, through the heart and end up getting caught in the lungs.
How bad the clots are in the lungs depends on their size and where they become trapped. If one small clot makes its way to the lungs, there may not be much of an effect and the person may not even realize that anything has happened. However, if a large clot ends up in the lungs, or if several smaller clots plug up a larger part of the lungs, then the symptoms can be very severe, and the person may even die from the clots.
Additionally, there are a number of different proteins and molecules in the blood that float around with the cells. When there is bleeding, the platelets are activated and become sticky. Also, with the bleeding the proteins are able to stick together. When the body realizes that it is bleeding, the platelets and the proteins all form a type of plug that stops the blood from flowing out.
Clots form in the body for many different reasons. To understand what happens, I will briefly explain what is going on with the blood to cause clots. Clots are needed to stop bleeding when it occurs. The way that clots form is a complicated chain of events. In the blood there are red and white blood cells, and much smaller things called platelets.
Deep vein thrombos, or DVTs, occur when blood in the veins clots. This can happen for several different reasons. Usually, something happens in the blood that causes it to coagulate or form clots. This usually occurs in deep viens, these are the large veins in the legs or within the pelvis. When the clots form there, the main problems occur when the clot (or part of the clot) breaks off and travels through the heart to the lungs.
One common cause of clots forming happens when a person does not move around enough to keep the blood pumping through their body. This happens when a person is hospitalized and cannot move around as much as they are used to, and this can also happen when a person who has blood that is too likely to clot sits still for a long time, such as during a long flight. When this happens, the blood is allowed to sit in one place for a long period of time, and when this happens, it has more of a chance to start to cause blood clots.
Although the clots are not supposed to normally occur within the veins of the body, there are a number of different things that can cause this to happen. Certain levels of hormones in the body can cause the blood to be more likely to clot, smoking increases the rate of blood clotting, as does a person's obesity.
Once these blood clots are found, doctors try to keep them from getting larger or from forming in other parts of the body, and then try to allow them to dissolve. For this reason, a patient may be put on medications. Commonly referred to as blood thinners, these medications stop or slow down some of the clotting ability of the blood. Warfarin (Coumadin) is a common medication used for this.
Doctors may also recommend that a patient take aspirin every day, which helps to keep the platelets from being able to stick together. Other medications may be used, and sometimes a patient that has to lie in bed will have stockings put on their legs to keep the blood flowing.
1 / 2
Justin Newman is originally from Holyoke and is attending medical school at the University Of Chicago Pritzker School Of Medicine.
Justin can be reached by email at firstname.lastname@example.org with comments or ideas for topics that you may desire to be addressed in this column. The goal of this column is that you find it not only entertaining and informative but also that it creates a desire to take a life-long interest your health and body.
2 / 2 | <urn:uuid:3b21a748-d7be-486e-8ba6-1ec306512704> | CC-MAIN-2014-23 | http://www.holyokeenterprise.com/index.php?view=article&catid=40%3Athis-weeks-editorial&id=363%3Ahealth-is-not-a-condition-of-matter-but-of-mind&format=pdf&option=com_content&Itemid=62 | 2014-07-22T21:33:56Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00243-ip-10-33-131-23.ec2.internal.warc.gz | 802,029,187 | 923 | eng_Latn | eng_Latn | 0.998795 | eng_Latn | 0.999133 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3805,
4262
] | [
2.21875
] | 3 | 3 |
By Vernon Whetstone
Amateur Astronomer
Wednesday was Groundhog Day, a day where, if weather lore holds true, we found out how much winter we have left.
The idea comes from ancient folk lore brought to this country by European settlers and is mostly centered with the Pennsylvania Dutch country.
You know the story of the groundhog being able to predict how much winter is left don't you? If it is sunny and the little critter sees his shadow he is frightened and runs back into his hole for another six weeks of winter. If it is cloudy and there is no shadow, he stays out and winter will end in six weeks.
Feb. 2 is also what is called Candlemass, in the church calendar, or the Feast of the Presentation, celebrating the infant Jesus being presented in the Jewish temple. In the Eastern Orthodox Church it marks the end of the Epiphany season.
Ancient weather lore says:
It is what the almanac calls a "Cross-quarter day," or a day that is halfway between the winter solstice and the vernal, or spring, equinox.
If Candlemas be fair and bright,
If Candlemas be cloud and rain
Winter will have another flight.
Winter will be gone and not come again.
Spring, the vernal equinox, in the northern hemisphere begins at 5:21 p.m, March 20, when the Sun crosses the celestial equator traveling from south to north bringing longer days and shorter nights.
However, if you count the weeks in the calendar, there are six weeks of winter left regardless of whether the little beast sees his shadow or not. But, I guess it is as good a reason for a party as any.
In the southern hemisphere the season transition is from summer to autumn and I am sure they will be glad, judging from all the really bad st`orms and flooding they have been experiencing.
will come out of Jupiter's shadow at about 6:12 p.m. MST as seen from southwest Nebraska.
SKY WATCH: New Moon today. Don't forget, on Friday, Feb. 4, Jupiter's moon, Ganymede,
Binoculars will work for locating it, but for a really good look, a telescope will enhance the experience.
Io and Europa are the next two in order and are below the planet. All four run in a straight line from above to below Jupiter.
The four major moons of Jupiter are Callisto, the outermost of the four, which will be the top moon, Ganymede is next and you will see it when it comes out of the shadow.
The process won't last long, about 10 minutes so be ready and be looking.
NEXT WEEK: More astronomical blathering.
1 / 2
2 / 2 | <urn:uuid:14e49119-fe97-4a1a-9fba-dfc734ba7088> | CC-MAIN-2014-23 | http://www.granttribune.com/index.php?view=article&catid=37%3Alifestyle&id=3713%3Awhats-upwatching-the-groundhog&format=pdf&option=com_content&Itemid=64 | 2014-07-22T21:44:45Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00247-ip-10-33-131-23.ec2.internal.warc.gz | 776,073,603 | 564 | eng_Latn | eng_Latn | 0.999462 | eng_Latn | 0.999446 | [
"eng_Latn",
"unknown"
] | false | docling | [
2465,
2472
] | [
2.984375
] | 3 | 7 |
Safe kids Healthy kids Happy kids
Is Your Child Ready for Kindergarten?
Long before the first day of Kindergarten, parents ask what they can do to get their child ready to start school. Experts have year-by-year charts of skills kids need to learn. These include word, math, emotional and social skills.
Every child is unique and develops and masters skills at his own speed. He is good at some and weak at others. Some kids are ready for school at 5, and others are not ready at age 6. Age alone does not predict a child's readiness to start school.
The U.S. Department of Education provides this skill guide. A child who is ready for Kindergarten should be able to:
Tell a teacher what he wants and needs. •
Want to learn. She should be curious and • excited about new activities.
Share with others. He should be willing to • take turns.
Pay attention to the teacher. He should be • able to sit still for 15 minutes at a time.
Behave well in a classroom. •
Get along with other kids. •
Follow directions. He should be able to • follow 1 – 3 step instructions. For example, "Get out your crayons and a piece of paper. Draw a picture of your school."
Other school readiness skills include the ability to:
Listen. Students must be able • to focus on what the teacher says.
Deal with frustration. •
Respect the teacher. Students need to follow • classroom rules.
Use self-help skills: Go to the restroom. • Button shirts and pants. Put on a coat. Zip up zippers.
Color, cut with scissors and hold a pencil. •
Pick out letters, shapes and numbers, and • count to 10.
Say his first and last name and address. •
Leave his parents without being upset. •
Good physical health is also a key to school success. Parents can help their child get plenty of rest and eat healthy food. They can take them to the doctor and dentist regularly.
Learning does not just happen. A parent's words, actions, and emotions teach every day. Log onto www.parenthelpline.org. Find ageby-age parent-child activities that prepare a
child for school. Use the chart. Check off skills as your child masters them.
Read the Nov. Dec. 2010 issue of the PHL newsletter for Ways to Prepare Your Child for Kindergarten.
Brought to you by Parent Help Line and St. John's Children's Hospital | <urn:uuid:1a8a6f66-494b-4069-a771-b02b4b6f5474> | CC-MAIN-2014-23 | http://www.stjohnscollegespringfield.edu/workarea/downloadasset.aspx?id=1962 | 2014-07-22T21:32:31Z | crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00246-ip-10-33-131-23.ec2.internal.warc.gz | 1,141,609,502 | 531 | eng_Latn | eng_Latn | 0.999108 | eng_Latn | 0.999108 | [
"eng_Latn"
] | false | docling | [
2281
] | [
3.890625
] | 2 | 0 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.