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This booklet was developed by the park rangers at Manzanar National Historic Site in partnership with the individuals proﬁ led and their families. The National Park Service cares for special places saved by the American people so that all may experience our heritage. To learn more about your national parks, visit the National Park Service website at www.nps.gov. To learn more about Manzanar National Historic Site, please visit our website at www.nps.gov/manz. Manzanar National Historic Site P.O. Box 426, Independence, CA 93526 Tel. 760-878-2194 E-mail: firstname.lastname@example.org Printing was made possible by a grant from the California Civil Liberties Public Education Program. Manzanar In 1942 the United States Government ordered over 110,000 men, women, and children to leave their homes and detained them in remote, military-style camps. Two-thirds of them were born in America. Not one was convicted of espionage or sabotage. In this booklet, you will read the story of a person who lived this history, in his or her own words. Wind and Dust This wind and dust I have to bear How hard it blows I do not care. But when the wind begins to blow -My morale is pretty low. I know that I can see it through Because others have to bear it too. So I will bear it with the rest And hope the outcome is the best. MANZANAR Location: Inyo County, California, at the eastern base of the Sierra Nevada. Environmental Conditions: Temperatures can be over 100 degrees in summer and below freezing in winter. Strong winds & dust storms are frequent. Acreage: 6,000 Opened: March 21, 1942 as a Reception Center and June 1, 1942 as a War Relocation Center. Closed: November 21, 1945 Max. Population: 10,046 (September 1942) Demographics: Most internees were from the Los Angeles area, Terminal Island, and the San Fernando Valley. Others came from the San Joaquin Valley and Bainbridge Island. LaPRIEL STRONG BUSH Camp: Manzanar, CA Address: 7-9-1 & K-1 Administrative Housing When I was 11, the Japanese bombed Pearl Harbor. Even as a kid, I noticed the headlines warning of possible Japanese submarines off the California coast. Would the mainland be next? Were Japanese spies lurking in our midst? That Would the mainland be next? Were Japanese spies lurking in our midst? was the sentiment that gave rise to the idea of relocating Japanese American residents to inland camps. Some Caucasians were also relocated. My father, Dr. W. Melvin Strong, became director of adult education at Manzanar War Relocation Camp, and we were on our way. My father wrote a pamphlet, entitled "Why Relocate," that attempted to explain the phenomenon to Caucasian and Nisei residents alike. I remember the long bus ride across the Nevada desert from Salt Lake City to Manzanar, in southern California. We had sold our house and most of our possessions, except for an old piano that made the journey with us (I still have it today). We all looked We all looked forward to a great adventure in a historic setting, and to helping the war effort. forward to a great adventure in a historic setting, and to helping the war effort. I remember my ﬁ rst view of the camp: The distinctive rock-walled entrance station, guard towers, barbed wire fence, but most of all the dramatic rise of the mountains all around. It was a stark, but spectacular setting. I remember my ﬁ rst view of the camp: The distinctive rock-walled entrance station, guard towers, barbed wire fence, but most of all the dramatic rise of the mountains all around. It was a stark, but spectacular setting. We moved into our barrack, and settled into a routine. My father insisted I attend school up the road in Independence, even though some of the other adults commented that I should attend school Manzanar represented childhood adventure and excitement to me, and the experiences there will live on in our family's shared memories. I have no doubt that Manzanar represents a great tragedy for many Nisei, but it was an event that needs to be understood in the context of its own time. Manzanar represented childhood adventure and excitement to me...I have no doubt that Manzanar represents a great tragedy for many Nisei, but it was an event that needs to be understood in the context of its own time. in Manzanar with the Nisei, since what was happening there was "so historic." I took part in many activities in camp, along with both Nisei and Caucasian kids. Summer evenings were spent watching free movies, or playing "kick the can," under the watchful eye of armed guards in the towers. We socialized with everyone we knew, from Nisei residents to the camp director, Ralph Merritt, without regard to racial background. In I took part in many activities in camp, along with both Nisei and Caucasian kids. Summer evenings were spent watching free movies, or playing "kick the can," under the watchful eye of armed guards in the towers. fact, I remember being impressed with the peaceful and productive way that everyone "got along." I remember my father saying a noted photographer was visiting the camp, and asked if I I remember being impressed with the peaceful and productive way that everyone "got along." wanted to meet him. I declined, but have since regretted missing the chance to meet Ansel Adams, who was there preparing his famous photo essay. Other memories include enjoying the ﬂ ower and vegetable gardens, tended by both Caucasian and Nisei residents that dotted the camp; eating the wonderful food in the mess hall; and exploring every inch of this fascinating place. Our family traveled up the steep, switchbacking road to Whitney Portal for mountain picnics, and posed for pictures on a giant glacial boulder with carved steps. As the war progressed, the feeling of panic subsided and the reasons for the camp's existence began to evaporate. My father found a new job, and we soon moved away from Manzanar to what was, for me, just another "new adventure." As the war progressed, the feeling of panic subsided and the reasons for the camp's existence began to evaporate. For many years thereafter, I had heard that nothing remained of the camp. In 1988, my husband and I went there with my son and his family. As I approached that same rock-walled entrance station, with the nearby mountains towering in the afternoon sunlight, I was overcome with emotion.	<urn:uuid:63fb418b-ddd0-4aea-9071-67e2f175e9dd>	CC-MAIN-2014-23	http://www.nps.gov/manz/forteachers/loader.cfm?csModule=security/getfile&PageID=428531	2014-07-22T22:24:38Z	crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00244-ip-10-33-131-23.ec2.internal.warc.gz	991,202,509	1,406	eng_Latn	eng_Latn	0.994536	eng_Latn	0.999087	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 701, 1328, 2703, 3780, 4928, 6377 ]	[ 3.15625 ]	1	21
* Power Up With Potatoes • Remember: * Potatoes can be served any time of the day - breakfast, lunch, supper or as a snack. * Potatoes are a good source of fiber if the skin is eaten. * Buy potatoes that are firm, smooth and free of cuts and dark spots. * A "plain" baked potato has only 110 calories and has almost no fat and sodium. * Store potatoes in a cool, dark and dry area (not the refrigerator). Microwave Baked Potato Scrub potato, pat dry and prick in several places with a fork. Place potato in the center of the microwave on a paper towel. Cook approximately 4 minutes per potato. Add 1-2 minutes for each additional potato. Turn potato over halfway through cooking. Before testing for doneness, allow 5 minutes "standing time" as potato will continue to cook after microwaving. NUTRITION FACTS (per serving) - Calories 110 ~ fat 0 g ~ calories from fat 0 ~ sodium 10 mg ~ total carbohydrate 31 g Meat and Potato Bake 2 potatoes, thinly sliced 2 cups cooked diced turkey, chicken or ham 1 can cream of celery soup ½ cup skim milk 1 medium onion, sliced Grease 8x8 inch baking pan. Put in potatoes, layer meat on top, and then add the onion slices. In small bowl, blend soup and skim milk; pour over casserole. Cover and bake at 375°F for 45 minutes. Uncover and bake 15 minutes longer or until potatoes are done. Serves 4. NUTRITION FACTS (per serving) - Calories 260 ~ fat 7 g ~ calories from fat 60 ~ sodium 650 mg ~ total carbohydrate 26 g Used with permission The Food Stamp Program can help you buy nutritious foods. To find out more, call Oregon SafeNet at 1-800-SAFENET (723-3638) or (503) 988-5858 in the Portland metro area. This material was funded in part by USDA's Food Stamp Program. 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. © 2007 Oregon State University. Oregon State University Extension Service cooperating. Oregon State University Extension Service offers educational programs, activities, and materials without discrimination based on race, color, religion, sex, sexual orientation, national origin, age, marital status, disability, or disabled veteran or Vietnam-era veteran status. Oregon State University Extension Service is an Equal Opportunity Employer.	<urn:uuid:dd65a4ab-a1e1-44fb-ba9b-5159c511e284>	CC-MAIN-2014-23	http://extension.oregonstate.edu/nep/file_download/146	2014-07-22T21:43:25Z	crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00251-ip-10-33-131-23.ec2.internal.warc.gz	136,202,784	571	eng_Latn	eng_Latn	0.990609	eng_Latn	0.990609	[ "eng_Latn" ]	false	docling	[ 2404 ]	[ 2.3125 ]	1	31
The eighth scientific wonder of the world? Is there an invention that has changed your life, or a scientific advance you think has transformed the world for good or bad? What would you choose to be an eighth wonder of the scientific world? Do we have an example of your idea here in the Science Museum? 5. Biggest calculator 7. Fastest airliner 6. Moving model Difference Engine No. 2 Computing, second floor Inventor Charles Babbage drew detailed designs for this huge machine over 150 years ago. It's an enormous calculator that also prints out its results and Babbage called it a 'difference engine'. Babbage made only a small part of his incredible calculator in his lifetime, and you can see it in the Making the Modern World gallery on the ground floor. But in the 1990s, a team here at the Science Museum built Difference Engine No. 2 to Babbage's original design, and proved that it would have worked just like Babbage said it would. DID YOU KNOW? Orrery Science in the 18th Century, third floor From twinkling stars to mysterious comets, people have gazed at the skies for centuries and tried to explain what they saw. Beautiful mechanical models like this orrery were made to demonstrate how heavenly bodies are related to each other. The fourth Earl of Orrery in Ireland commissioned this mechanical model of the Sun, Earth and Moon in 1712, and similar machines soon became known by his name. The heavenly bodies moved correctly in their orbits when the handle turned – although not on a realistic scale of size or distance. DID YOU KNOW? Concorde engine Flight, third floor Concorde was the first commercial aircraft to fly faster than sound, whisking passengers from London to New York in about three hours. Each Concorde had four Rolls Royce/Snecma Olympus 593 turbojet engines like this one, which used afterburners to boost the plane to supersonic speeds. Many people loved Concorde's delta-wing design and glamorous image. But it had often been deemed too expensive to run and not long after a devastating crash in 2000 the Concorde era came to an end. Will new technology ever give us the chance of supersonic flight again? DID YOU KNOW? You have to turn the handle four times for each calculation using the Difference Engine, so one result takes about six seconds. Many orreries show Saturn and Uranus, but very few reach as far as Pluto because it wasn't discovered until 1930. Cruising twice as high as an ordinary airliner, Concorde gave passengers a clear view of the curvature of the Earth. world wonders trail The Science Museum is home to some of the world's most amazing inventions and discoveries. Follow our trail to see seven top scientific and engineering wonders that have changed the way we live. From supersonic flight to toilet technology, space travel to steam power, you'll find some amazing stories of ground-breaking science. 1. Flushing toilet 2. Oldest engine 3. Life-giving code 4. Furthest adventure Crapper's Valveless Waste Preventer, No. 814 The Secret Life of the Home, basement Thomas Crapper didn't actually invent the flushing WC, but he has become the most famous promoter of the modern toilet. Perhaps it's because of his name... Before proper toilets, the killer disease cholera was a constant threat as sewage seeped through to drinkingwater supplies. Eventually the government required every house to have a much safer flushing toilet, and started building proper sewers under London. DID YOU KNOW? The Romans used sponges, Henry VIII used a flannel and ordinary people used old newspapers or hay to wipe their bottoms. Puffing Billy Making the Modern World, ground floor Puffing Billy is the world's oldest surviving steam locomotive. Nearly 200 years ago, this engine pulled trucks from a coal mine in Northumberland to the River Tyne. The mine's owner, Christopher Blackett, wanted to speed up delivery of coal to the waiting ships. He knew machines would beat horses for pulling power, and could burn coal instead of eating pricey oats. His engineers came up with Puffing Billy – part of a transport revolution that soon saw steam railways criss-crossing the country. DID YOU KNOW? Puffing Billy's top speed was only about six miles per hour, but he hauled seven times more coal than a horse. DNA model Making the Modern World, ground floor Two young research scientists made this model of DNA (deoxyribonucleic acid) in 1953. Francis Crick and James Watson won a Nobel Prize for working out that the molecule has a double-helix structure, like a twisted ladder, with pairs of chemicals as the rungs. When cells divide as organisms grow, the two strands of the helix separate and form the basis of two new strands. The order of the chemical rungs is the way in which DNA carries its code to tell the new cells what to do. DID YOU KNOW? Crick and Watson's discovery led to amazing developments, from new medicines to forensic science. Apollo 10 Making the Modern World, ground floor Nearly 40 years ago, three astronauts orbited the Moon in this cramped capsule before re-entering Earth's atmosphere at scorching speed. Just a few weeks after this lunar dress rehearsal, Apollo 11 made its historic landing on the Moon. We may soon return to the Moon. Should we shoot for Mars? Several probes have landed on Mars and explored its rocky surface. But sending humans to survive there would need completely new technology, new materials and new thinking. DID YOU KNOW? The first satellite was launched in 1957. See a model of Sputnik in the Exploring Space gallery.	<urn:uuid:30b43968-05e6-4fe1-a268-e12e4db754a3>	CC-MAIN-2014-23	http://www.sciencemuseum.org.uk/visitmuseum/family_day_out/~/~/media/88C8F061CFCE4BC5ABCCC253A80F360A.ashx	2014-07-22T22:06:06Z	crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00251-ip-10-33-131-23.ec2.internal.warc.gz	1,097,172,771	1,220	eng_Latn	eng_Latn	0.999023	eng_Latn	0.999057	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2556, 5569 ]	[ 3.640625 ]	2	34
Private Property The Vista Trail The trail begins on the old logging road next to Birch Cottage. Follow the roadway 0.1 mile; then look for blue blazes on the left and turn. Follow this footpath until it intersects with another logging road. Bear left and continue through the cemetery. The trail climbs steeply to a vista of Echo Lake and Camp Plymouth State Park. Return by the same route. 1.0 mile from Scout Camp Rd to Vista & return 40 minutes, moderate difficulty, blue blazes trailing arbutus Your walk will take you through a white pine forest where goldenrod and aster grow alongside the road in summer months. You may see the shiny leaves of trailing arbutus and wintergreen closer to the ground. The trail passes through a young forest with birch, beech and aspen trees. Further up, the dry slopes support red oaks and red spruce. Along the way, look for signs of white-tailed deer, snowshoe hare, red squirrel and fisher. Many kinds of birds inhabit this forest, such as the ruffed grouse, barred owl, northern oriole, black and white warbler and hermit thrush. Group & Horse Volunteer Site Camp Plymouth State Park 10 troops, a trading post, archery range, rifle range, Click On A Site For Photo And Additional Information Welcome to Camp Plymouth State Park, 295 acres of state lands on the shores of Echo Lake in Plymouth, Vermont. The Crown Point military road was authorized for construction in 1759 to connect strategic military posts at Fort # 4 in Charlestown, New Hampshire to Crown Point on Lake Champlain. The military road was instrumental in moving troops and supplies in both the French and Indian War and the American Revolution. Later, the road became an important route for commercial traffic. Today, Scout Camp Road follow part of the road's original route. Camp Plymouth is rich in history from the birth of our nation right up to present day. A farm was established on part of the property in the 1840s by Amos Pollard. One day in 1850, a young man was fishing in Buffalo Brook and discovered gold there. The man tried to keep his find a secret, but without success. By 1855, it was known as Gold Brook, and a commercial mining operation was set up. Up the stream at the now-abandoned village of Plymouth Five Corners, a mill and crusher were established, and many prospectors flocked to the area. One of the more successful operators, Rooks Mining Company, claimed to have earned more than $13,000 in a 6-month period in 1884. Such profits were seldom validated, and most investors lost their fortunes. Mr. Pollard himself never had much to do with searching for gold. He died in 1874 and is buried in the nearby cemetery. When the Rooks Mining Company went bankrupt in 1889, Henry Fox, the superintendent, bought the mine. He continued to search for gold for thirty more years until his death in 1919. Today, remains of the mine operations can be seen along the brook, and although the most of the mines themselves are outside of park boundary, for your safety stay away from all abandoned mines regardless of location. Most of the gold is known as "placer" gold, deposited by glacial action. Recreational gold panning for personal enjoyment is allowed in Buffalo Brook, however no other methods or commercial operations are allowed. In 1925, a girls' summer camp was established here and operated for two years. In 1927, the property was purchased by the Boy Scouts of America and turned into Camp Plymouth, for which the park is named. At its height, the scout camp included camping sites for water front, and ceremonial camp fire area. In 1984, the property was conserved with the assistance of the Ottauquechee Land Trust and conveyed to the State of Vermont. Park facilities were constructed over the next few years and Camp Plymouth State Park opened to the public in 1989. Recreating at Camp Plymouth State Park Picnicking & Group Events • Swimming • Boat Rentals & Fishing • Indoor Pavilion Rental for Groups • Cottage Rentals • Group Camping & Horse Camping • No Pets Allowed • Hiking • Recreating & Sightseeing in the Area Hiking & Auto Parkway-Mt Ascutney State • Park Hiking in Coolidge and Okemo State • Forests Killington Summer Adventure Center • Coolidge State Historic Site, Plymouth • Notch For more information, contact: Camp Plymouth State Park 2008 Scout Camp Road Ludlow, VT 05149 (802)228-2025 (operating season) OR VT State Parks Reservation Center (888) 409-7579 Mon- Fri 9 am-4 pm This document is available upon request in large print, Braille and audiocassette. VT TDD Relay 1-800-253-0191 Printed on recycled paper 02/08-ERP Camp Plymouth State Park Map & Guide Memorial Day Weekend-Labor Day Swimming Picnic & Group Events Group Camping Cottage Rentals www.vtstateparks.com	<urn:uuid:cd01ad7f-408e-47dc-bde9-cf68da78fba9>	CC-MAIN-2014-23	http://www.campingroadtrip.com/DesktopModules/CRT_Campground_Media/FilePipe.aspx?id=12/31/2012%206:52:35%20PM&memberid=2443&rnd=366&file=e387d2a7-d0de-4f45-ab9d-0fa98d8766bb.pdf	2014-07-22T21:52:18Z	crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00249-ip-10-33-131-23.ec2.internal.warc.gz	561,119,591	1,115	eng_Latn	eng_Latn	0.997531	eng_Latn	0.997697	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1116, 4798 ]	[ 2.125 ]	10	23
A qualitative study of the determinants of participation behaviour in health promotion programs among parents of kindergarten children in the Rhein-Sieg-Area (Germany) Why Parents (do not) Participate in Health Promotion Programs to Reduce Childhood Obesity? Wageningen University Chair group Communication Sciences Master Thesis Applied Communication Sciences Minor: Nutrition and Health Supervisor: Dr. Marijn de Bruin Second Supervisor: Dr. Sander Kersten Course Code: COM 80533 Handed in: 25.07.2012 Student: Johanna Bertram Student Nr.: 840205-060-110 Tel.-Nr.: 00 49 16 32 40 83 06 E-Mail: email@example.com Acknowledgement First of all, I would like to take the opportunity to thank my supervisors Dr. Marijn de Bruin and Dr. Sander Kersten for helping me during the thesis process, especially Marijn de Bruin who patiently went this long way of finalising the this research with me. I think I learned a lot during this time and issues which appeared to me as being impossible at times, worked out in the end. Thanks for all the meetings, Skype calls and emails that we exchanged to have a scientific sound thesis. At this point I also want to thank Bob Mulder who replaced Marijn during the last two weeks and supported the finalising of my thesis. Besides, I want to thank everybody else who helped to conduct the research, as such the participants of the interviews and especially the kindergarten nurse Mrs. Mohr who involved me in the every-day-life of her kindergarten. Further on I would like to thank my parents who gave me the space to finalise my studies in the Netherlands. I also want to thank my friends for being there for me. Specifically I want to thank my best friends Nathalie and Marie as well as Theresa and my sister Katharina who supported me morally and motivated me to go this way at any time. Thanks for your support; I am very happy that this thesis became what it is now. I hope that in the future health promotion programs can developed which parents like to attend and thus decrease and prevent the increasing prevalence of overweight. Best regards, Johanna 2 Abstract The prevalence of overweight and obesity is increasing in Germany and other industrialised countries. Beside the physical problems which arise, this has further consequences: on the one hand there are psychological implications for the individual and on the other hand social and economical problems that effect society as a whole. Health promotion programs to prevent the development of overweight in young children were launched by the government and municipal health services like kivi.e.V. One element is the organisation of information evenings for parents, of which kivi.e.V. and kindergartens face the problem of a low attendance rate of parents. So this research aims to identify the factors that are responsible for the parent's decision not to attend. To approach this problem, studies on parent involvement and behavioural theories were reviewed to develop a theoretical framework for this research. The framework assumes that the determinants of parent's participation are linked with the determinants of child feeding behaviour which then lead to the level of parent's intention to participate at information evenings (e.g. high motivation for healthy child is related to high motivation to participate in programs). Next, semi-structured interviews with parents of children attending kindergartens in the Rhein-Sieg-Area, in Germany, were conducted in order to understand their participation behaviour. The interviews seem to support the thesis that parent's participation behaviour is strongly related to child feeding behaviour. Especially the perceived level of knowledge and attitude regarding child feeding behaviour determine that a higher or lower level of intention of parents to participate is evident. Furthermore the study identifies that information evenings are not the kind of format that most of the parents believe to learn new things from. Parents prefer to have practical experiences, a cooking workshop for example where their children are also involved. In sum, one can say that the level of knowledge and the attitude of parents seem to be the main determinants that affect the intention of parents to participate or not, but also the level of self-efficacy and subjective-norm have an influence. Key words: parent involvement, participation, health projects, childhood obesity Index 4.6.2 Participation behaviour of the partner ..................................................... 34 List of Figures List of Abbreviations BMELV Federal Ministry for Food, Agriculture and Consumer Protection PAPM Precaution Adoption Process Model SCT Social Cognitive Theory SE Self-Efficacy SES Socio-Economical Status TPB Theory of Planned Behaviour WHO World Health Organisation 1 Introduction According to the World Health Organisation (WHO) one billion people are overweight and at least 300 million of them are obese worldwide (Whitney 2008). Obesity is perceived as an increasing health problem worldwide and referred to as an epidemic (Whitney 2008). The same is to be seen in Germany, where about 70 per cent of men and 50 per cent of women are overweight and almost every fifth person has a BMI above 30 and is therefore obese (MRI 2008). Overweight and obesity does not only affect adults, it can already occur in young children. The National Health and Nutrition Examination Survey concludes that the incidence of child overweight status has doubled since 1980. Moreover, the weight of every sixth child is too high (MRI 2008). Already 32 per cent of children between 6 and 11 years old are either at risk of becoming overweight or are already overweight (Kihm 2008). Obesity and overweight can have physical and psychological consequences for children and adults. In early childhood excessive weight is a major risk for chronic diseases like diabetes type II, cardiovascular diseases, hypertension, stroke and certain forms of cancer (Whitney 2008). Besides the increased risk for diseases, overweight people suffer from psychological consequences which include social and psychological stress, with increased risk of negative self-esteem and social isolation, which also can have a negative impact on the career and family incomes (Whitney 2008, Davison 2001). Furthermore the mentioned effects of obesity come along with a financial component, it will lead to an increase of the costs for the health care system (Sander 2003). Hence, due to its increasing prevalence and influence on the health and financial situation, obesity is one of the key societal problems our society is confronted with. Overweight in children and adults occurs when the energy balance is distorted, which means that the energy intake is higher than the energy expenditure of the person (Hunt 1996). In turn, if the energy expenditure is higher than the energy ingested, the person will lose weight. Generally, overweight may be caused by an unbalanced diet and sedentary behaviours such as spending too much time in front of the TV or computer and a lack of physical activity (Davison 2001). Children cannot decide for themselves to live healthy and to reduce risk factors for overweight and obesity. Therefore parents are responsible to set the basis for a healthy development of their child. Among other things they have to set rules, motivate and facilitate their children regarding a healthy diet and physical activity. Children's eating and exercising behaviour is often related to their parent's behaviour, because children perceive their parents as role models (Davison 2001, Scaglioni 2008). Therefore it seems very important that, besides providing rules, motivating, and facilitating exercise, parents provide appropriate role modelling regarding eating and activity behaviour through their own behaviour (Davison 2001). The risk of adult overweight increases about twofold for individuals who were overweight as a child compared to individuals who were not overweight as a child (Dietz 1998). By reason of this negative societal impact it is paramount to prevent obesity in infants and to offer successful treatment of obesity in childhood (Golan 1998). Therefore European countries are investing in health promotion projects. The Ministry for Food, Agriculture and Consumer Protection in Germany (2010), for instance, has developed networks and projects to support a healthy diet and lifestyle for children and young adults. The objective is that children learn about the natural process of preparing and cooking food, well-balanced diets and physical activity. These projects are mostly conducted in schools and kindergartens, in addition it is also possible for young parents to get information and support. Health promotion is not only conducted by the ministry, there are also other associations that try to enlarge the awareness of issues involving food and physical activity. Kivi.e.V. is one non-profit association in the Rhein-Sieg-Area that promotes healthy eating, physical activity as well as relaxation programs within primary and secondary schools as well as kindergartens. Their programs consist of several projects and different events that are organised in cooperation with those institutions. In addition, kivi.e.V. offers information evenings for parents, mostly targeting parents whose children are at risk of having overweight or obesity. They try to reach parents because parents and adult caregivers play an important role in the development of proper eating habits in young children (Golan 1998). 1.1 Problem Statement Kivi.e.V. tries to reach parents because parents and adult caregivers play an important role in the development of proper eating habits in young children (Golan 1998). Kivi.e.V. observes very low parent's attendance rates at their information evenings for parents. Furthermore, it is the perception of kivi.e.V. and the kindergartens, where the information evenings are conducted, especially parents of the children who are at a risk (e.g. overweight and obese) are absent. Non-attendance is a well-known problem in the implementation of health promotion programs in general (Perry, 1988), yet very little is known about the reasons why parents do not participate in these programs. Therefore, understanding the reasons for (not) participating could be an important step towards designing interventions to increase parents' attendance, and thereby moving potentially successful programs from theory into practice to reduce obesity within our society. 1.2 Research Objective The research objective of this study is to explore the reasons why parents attend or do not attend health promotion programs. It will especially focus on parents of children at the kindergarten age of three to five. In order to answer the main research question "What are the main determinants of the intention of parents of kindergarten children at risk for overweight to attend information evenings about healthy eating?", first an overview will be presented of empirical studies and behavioural theories that may explain why parents attend or not. The central focus of this study is therefore whether parents participate in information evenings or not. For this reason, important determinants of attendance behaviour will be explored. Additionally, as it is expected that parent's motivation to participate is strongly determined by their perceived importance of preventing or reducing overweight of their child(ren) in the first place (or the difficulty they experience with that), the aim is also to explore how parents look at and approach their child's lifestyle in relation to overweight. Hence, the focus will be on determinants of parent's child feeding behaviour and parents participation behaviour at health promotion programs to see the interrelation between the two behaviours and how they influence each other. In the following, first an overview will be presented of empirical literature and behavioural theories that may explain why parents attend or not. This overview will build the basis to formulate specific research questions. Then, the research methods will be explained, followed by a chapter dealing with the results as well as the discussion and conclusion. 2 Background information and theoretical framework This chapter offers, firstly, more background information on the diet and exercise habits that lead to obesity of children and the impact of these factors on the current and future quality of their lives. Subsequently, literature on the influence of parents on childhood obesity is discussed as well as literature about child raising behaviour in relation to overweight. Furthermore, empirical literature on the participation of parents in programs to promote children's exercise and healthy diet will be reviewed, followed by an overview of behavioural theories that can help explain why parents do or do not participate. The theoretical framework shows the factors of parent's participation behaviour as well as parent's child feeding behaviour that may influence parent's attendance in health promotion evenings. The theoretical framework will result in the formulation of specific research questions. 2.1 Impact of overweight and obesity Overweight and obesity are caused by an imbalance between the energy ingested through food and the energy expended. Much of the excess energy is stored in the fat cells of the adipose tissue. Fat mass is determined by both adipocyte (fat cells) number and adipocyte size, therefore the amount of fat in a person's body reflects both the number and the size of the fat cells. Adipocyte number is a key determinant for the fat mass in adults and is higher in obese individuals (Spalding 2008). Research found out that the total number of fat cells increases in childhood and adolescence, but levels off in adulthood in lean and obese persons (Spalding 2008). The adipocyte number remains stable during adulthood. Hence, the difference in fat cell number between lean and obese individuals develops in childhood. Weight loss reduces adipocyte size, but not the number of fat cells (Spalding 2008). Thus, prevention of obesity is essential during a child's development, because it prevents the building of an increased number of fat cells and therefore reduces the chances of becoming overweight or obese in adulthood (Whitney 2008). Overweight and obesity cause additional physical consequences in the human body because of the way fat is stored in the body. Excess fat is typically stored in the adipose tissue, but it can also be built up in organs such as the heart or liver. The storage in the adipose tissue may be less harmful compared to the storage in visceral fat which is located between the organs and contributes to belly fat (Spalding 2008). The later evidently plays a key role in the development of diseases such as heart failure or fatty liver (Whitney 2008). About half of all obese children and youngsters feature at least one cardiovascular risk factor. The number of risk factors grows as one becomes increasingly overweight. The number of risk factors for increased blood pressure, increased triglyceride, a disordered carbohydrate metabolism, and low HDL 1 -values grows as one increasingly gains weight (Whitney 2008). Because being thin has an enormous beauty value in our society, overweight and obese people often have to stand prejudice and discrimination on the job, at school and in social situations. They are often stereotyped as lazy and lacking in self-control (Whitney 2008). Studies have discovered that obese people are already categorized by children under six as being lazy, dishonest, dirty and stupid and that they are less likely to be a friend or playmate. This leads to low self-esteem in overweight and obese children (Holub 2003). Girls are under even more pressure regarding their weight than boys and therefore tend to have the objective to lose weight. This social and psychological stress can cause an increased risk of negative self-esteem, social isolation, and can also have a negative influence on the career and consequently on family incomes (Whitney 2008, Davison 2001). Compared to children with other chronic diseases, obese patients are more often diagnosed with a psychiatric condition (e.g., depressive mood disorders, attention deficit/ hyperactivity disorder (Holub 2003)). The feeling of being overweight, independent of the real weight status, influences the mental health of individuals. This does not lead to dramatic disorders during childhood and early adolescence (Schulz 2010). However, it can be assumed that overweight and obese children suffer more from psychological distress compared to adult overweight and obese people. Additionally, obese women, on average, make less money, are more likely to be unemployed and they marry only half as often as normal weight women. Similar results were found for obese men. Mocking, discrimination and therewith social outsider positions lead to frustration, reduced self-esteem and depressive moods, which all lead to continued obesity (Holub 2003). Obese children between the ages of 4 and 10 years have a chance of approximately 30 per cent of becoming obese in adulthood. Obese youngsters between 11 and 17 years of age make up 50 per cent of obese adults. Regarding this high transfer rate, it is evident that the obesityrelated illnesses and co-morbidities of obesity are also consequences of childhood obesity (Holub 2003). Besides physical, psychological and social impacts, obesity and the resulting risk for chronic diseases increase health care consumption and create substantial costs for the healthcare sector as well as for the society. In Germany, about 12.24 million adults are obese, of whom an average of 2.9 million suffer from the co-morbidities like diabetes, coronary heart diseases, hypertension and stroke. Obesity alone incurs direct and indirect costs of €216 million and €214 million, but these four co-morbidities account for €1,818 million in direct costs and €1,992 million in indirect costs. Thus, the total costs for obesity and 1 High density lipoproteins its co-morbidities account for €1,343 - 2,699 million from the healthcare payer's perspective and €2,709 - 5,682 million from the taxpayers perspective in Germany alone (Sander 2003). It has to be considered that these costs only take into account those patients with a BMI of 30 and higher, meaning that the costs of people suffering from overweight (BMI 25 - 30) and its co-morbidities are not included in the cost calculations. Furthermore it must be considered that there are other related illnesses pertaining to which no data is available, such as dyslipidemia, hyperuricemia, coagulation disorders, carcinomas as well as pulmonary complications (Sander 2003). In summary, one can say that overweight and obesity implies not only consequences for health, it has also a huge psychological impact on the person concerned as well as social and financial outcomes which have an impact for the individual, but also for the society at large. 2.2 The central role of parents in childhood obesity The following sections will give an overview of the central role of parents in childhood obesity. Section 2.2.1 will specifically focus on the social factors that are important to prevent overweight and obesity in the closer environment of a child. Section 2.2.2 is about the proven efficacy of parent involvement in health promotion programs. This section shows the interrelations between the overweight child and parent's behaviour and builds the initial point for the theoretical framework. 2.2.1 Prevention of obesity through a preventive environment The child's development is predominantly determined by the ´ecological niche' in which the child grows up. This niche includes family and kindergarten or school, which are in turn embedded in the wider societal context including the community and society (Davison 2001). Health behaviour and health outcomes develop within this ´ecological niche', with the family environment playing an important role in the developmental process (Crawford 2005). Davison (2001) explains that along this theory parents are social referents, or role models for their children's eating behaviour. This implies that the chance is high that children learn to eat and like foods they see their parents eating regularly (Davison 2001). Additionally the risk for a child to become overweight or obese is grounded in its' lifestyle which is determined by dietary and activity patterns as well as sedentary behaviour (Davison 2001). Research has conclusively shown how obesity occurs and the disadvantages it has for the individual as well as for society. Therefore, the prevention or reduction of obesity at a young age has major benefits both in the short as well as in the long term. Children's eating and exercising behaviour is essential for a child to grow up healthy and for the maintenance of a healthy body weight (Crawford 2005). The development of child risk factors for overweight and obesity can be shaped by parenting styles and family characteristics, such as parents' dietary intake and activity patterns, nutritional knowledge, child feeding practices as well as peer and sibling interactions (Davison 2001). Thus, parents have a notable influence on children's lifestyle because they build the close environment in which a child grows up and they determine the eating patterns of a child. Golan (2004) describes it as the parent's responsibility to create a nurturing environment for their children to foster self-esteem by helping children recognize their own value, cultural food practices and family tradition by teaching them body satisfaction and a positive body image and modelling qualities that facilitate health promoting behaviours (Golan 2004). Parents thus create environments that either foster the development of a healthy eating style or support overweight and unhealthy eating styles (Scaglioni 2008). For example, research has found out that mothers with high weight status are more likely to give their children snacks of low nutrient density (e.g. food with a high energy density but low nutrient density). Likewise children with overweight mothers tend to eat bigger portions of fat compared to non-overweight mothers (Davison 2001). These examples show the close relation between parents nutrition behaviour and child's eating behaviour and that children's food choices and their energy intake are dependent on their parent's eating behaviour (Scaglioni 2008). 2.2.2 Proven efficacy of parent involvement in child weight reduction programs Evidence of parents influence on childhood obesity, and the importance of active involvement of parents in health promotion programs to tackle childhood obesity, is also provided by intervention studies. Golan and Weizman (1998) carried out a family-based health intervention with the intention to reduce weight of overweight and obese children (age range 14- 19). This study followed two approaches: a conventional approach in which children were agents of change, and a family-based approach in which parents were agents of change. The difference between these interventions is that in the conventional approach the child is responsible for itself and attends the meetings individually. In contrast, in the family-based approach, parents also attended the meetings and thus supported their children. In the latter case, the mean in percent overweight was more successful (20,2% kilograms for the child-only versus 29% for the family intervention) and the dropout rate was very low compared to the conventional approach. This suggests that parents have an additional positive influence on their children if they participate in interventions and act as agents of change. Golan, Kaufman and Shahar (2006) conducted a similar family-based study, with a health-centred orientation, comparing interventions that were only attended by parents (parent's-only groups) and interventions attended by parents and their children (child-parents groups). The study concluded that the first one was more effective regarding weight loss. This is probably due to the conflict children face if a lifestyle change is demanded of them. Often this leads to the opposite than the intended goal (Golan 2006). This approach suggests that it might be even more effective if parents attend meetings without their children and implement the knowledge and skills learned during the intervention at home to support their child in reducing their weight and becoming healthier. In this way parents can apply the knowledge and skills in a way that the child feels comfortable and not pressured to change their lifestyle. Kitzman (2010) and Beech (2003) reviewed intervention studies that address health disparities and the increasing risk of obesity in young people from minorities. These studies have shown that the involvement of parents in child targeted health promotion programs is essential for the success of those programs and consequently in enhancing healthy eating behaviour and reducing overweight and obesity. This outcome should be implemented in the planning of future health promotion programs targeted at children. In summary, research has shown that involvement of parents in health promotion programs targeted at children is fundamental and suggests that it may be more effective to involve only parents instead of parent and child, because parents can implement skills and knowledge at home and children do not feel pressured to change their behaviour. 2.3 Theoretical framework: Why would parents (not) want to participate in health promotion programs? The studies discussed above provide convincing evidence of the impact of overweight on the quality of life, of the role of children's lifestyle in becoming overweight, the impact of parent behaviour on children's lifestyle, and on the potential effectiveness of parental involvement in programs for childhood obesity prevention. The studies do not explore reasons parents of overweight children have to not participate in health promotion programs. This lack of insight is the focal point of research in this thesis. In order to present the research methods, first, empirical studies will be consulted for previous qualitative or quantitative studies on parental participation in such programs. The empirical studies will be placed in the context of behavioural theories that can further help to develop a theoretical framework of the current study. The findings will be combined to formulate the specific research objectives, and guide the research methods. 2.3.1 Empirical literature on reasons for parent participation A search of published studies using the key phrases "attendance of parents", "parent involvement in health promotion programs" and single words of those phrases as well as similar terms in order to find empirical studies on the reasons why parents do not attend childhood obesity programs did not yield any results. It thus seems that there is no literature on this topic yet in terms of the reasons for not participating, or interventions to promote parent participation. Thus, the theoretical framework for the current study has to be based mainly on logical reasoning and behavioural theories. 2.3.2 Behaviour Theories Behavioural theories can offer a logical framework within which parents' decision to attend prevention programs can be studied. Three different behaviour theories will be discussed, namely Social Cognitive Theory, the Theory of Planned Behaviour and the Precaution Adoption Process Model. 220.127.116.11 Social Cognitive Theory The social cognitive theory (SCT) is an interpersonal theory, it integrates determinants of behaviour and the process of behaviour change. SCT explains human behaviour as an interactive determinism; as it is shown in the figure below, behaviour, cognitive and other personal factors, and environmental events all operate as interacting determinants of each other. According to this theory, change is made possible by a personal sense of control. If people believe that they can tackle a problem to their advantage, they feel more willing to do so and decide to make a change (Conner 2005). The central determinants are outcome expectations, self-efficacy, behavioural capability, perceived behaviour of others, and environment. The SCT is based on the assumption that behaviour, motivation and action are guided by expectancies. The SCT distinguishes between outcome and efficacy expectations. Outcome expectation is an individual assessment of the possible consequence that a certain behaviour will cause. For example, "when I attend the information evening I will learn to help my child reduce weight." Self-efficacy is the assessment of a person's capability to accomplish a certain level of performance, e.g., "I am confident to provide my child a healthy diet". Those examples underline that the SCT interventions are based on active learning that promotes performance during the learning process. 18.104.22.168 Theory of Planned Behaviour Fishbein and Ajzen's Theory of Planned Behaviour (TPB) is a value expectancy model which assumes that individuals decide to undertake a certain behaviour depending on the reasonability. As it is shown in the figure and explained hereafter, the TPB suggests several core concepts that explain how people make decisions about their behaviour (Andrews 2010). The TPB states that the best predictor of behaviour is a person's intention to perform (or not to perform) a behaviour. This means that if someone intends to perform a certain behaviour he or she is likely to perform it (Koelen 2002). In turn, behavioural intentions are predicted by three determinants: attitude, subjective norms and perceived behavioural control. Attitude is the individual's evaluation of whether performing a certain behaviour is beneficial or not. It is thus very similar to the outcome expectancies as described within the SCT, thus is seems to be reasonable to use the term attitude for both determinants in this study. The second determinant, subjective norm, also known as perceived social expectations, is a person's opinion about whether important others, in general, believe he or she should perform the behaviour. The third factor perceived behavioural control, basically. has the same meaning as self-efficacy which is an important factor of the SCT, it refers to the individual possibility that a person is able to perform a certain behaviour or action (Bartholomew 2006). 22.214.171.124 Precaution Adoption Process Model The third and final theory discussed is the Precaution Adoption Process Model (PAPM) by Weinstein. The PAPM assumes a similar decision making process as the TPB, but divides the process of decision-making in more individual steps (Glanz 2002). The PAPM describes seven possible stages from lack of awareness to the action taken (see Figure 3). The PAPM describes the process of behaviour change, it suggests that people may be unaware (stage one) of a certain issue and that they have never heard about it. In stage two they are aware of an issue but they do not think about changing it (Bartholomew 2006). People may be aware of something and at the same time be unengaged (Glanz 2002). From stage two to stage three people think about changing. Stage three is determined by the difference between people who have already formed their own opinion and those who have not. In general, in stage three, people think about how to deal with an issue and try to make a decision. In the case that they decide not to act they move on to stage four, which means that the decision against any change and against attending information evenings has been made (Glanz 2002). People in stage five have decided to act, that means that they have formed an opinion towards change. Stage six is about acting and adopting behaviour for the first time. The difference between stage six and seven is that in the last one people already took action and they are trying to maintain their behaviour, taking action and implementing it into everyday life (Glanz 2002). The PAPM theory underlines the way people take decisions. It is not enough to build up awareness for an issue, but to actually change behaviour. People have to be convinced of the importance and relevance of the new issue to implement new behaviour or to change old patterns. 2.4 Integrating the theories to parental participation The sections above discussed three different theories of behavioural change which form the theoretical framework of this study. In this section those theories will be applied to understand how parents may think and decide in favour of or against attending an information evening. The theoretical framework of this study is illustrated in the following process chart and will be explained in the following section starting with the right box moving to the left box. Figure 4: Model of Parents Participation Determinants of healthy child feeding behaviour - Knowledge - Attitude - Self-efficacy - Subjective norm - Intention Determinants of parents participation - Knowledge - Attitude - Self Efficacy - Subjective norm Intention to participate Participation in health promotion programs targeted at parents to reduce childhood obesity Figure 4 describes that participation is primarily predicted by parents intention to participate, according to the TPB the intention to participate is primarily predicted by determinants regarding participation behaviour specifically (2 nd box from left to right), which in turn are likely to (partially) depend on parents' determinants towards healthy child feeding behaviour (e.g., parents' confidence in their ability to have their child exercise enough and consume a healthy diet). These steps will be discussed in more detail from right (participation behaviour) to left (determinants of healthy child feeding). As illustrated in figure 2, behavioural intention is dependent on parent's behavioural attitude towards participating in information evenings, subjective norm and perceived behavioural control. Parent's attitude towards attending an information evening is potentially important, since it may influence if parents attend or not, depending on the way they value an information evening and the importance of it (outweighing advantages versus disadvantages). Secondly, subjective norm may be relevant when people who are important to the parents (e.g., partner, friends) are perceived to be in favour or against participating in the information evening. Hence, when parents mainly see advantages that are personally relevant for them (e.g., learning from others and sharing stories about parenting), and minor disadvantages (e.g., the time constraints), it is expected their intention to participate is higher. Perceived behavioural control or self efficacy (SCT) may be an important factor when parents think about their performance during the information evening. It may be about feeling capable enough to attend in a group of parents discussing a healthy diet and other dietary issues. Before attending an information evening a person might think about how she/he will feel during the evening and if he/she feels comfortable and manage to interact during the evening in a group of parents and experts. If the person imagines feeling comfortable and being able to interact it is likely that the person attends. But self-efficacy beliefs also affect the amount of effort to change dietary behaviour and the endurance to continue striving despite of barriers and setbacks that may reduce the motivation. This behaviour is a function of efficacy and outcome expectations. It is the confidence that a desired behaviour can effectively be carried out to reach the desired outcome. Response efficacy or outcome belief is, along the lines of the SCT and TPB, the extent to which a given behaviour is seen as effective in achieving a desired goal. In the scope of healthy eating this would be the extent to which providing healthy food and restricting unhealthy food choices are believed to prevent obesity (Kyle 2010). In the context of information evenings, this implies that parents attend information evenings if they believe that the outcome is beneficial. In this theoretical framework outcome expectancies and the attitude of a person will be seen as one, as the attitude is the belief of a person about the outcome of a specific behaviour. In contrast to the theories mentioned above the PAPM suggests that people may be unaware about a certain issue, meaning that they are not aware of a problem or risk in their behaviour. Either they do not have the awareness that their current behaviour implies a risk or they do not have the knowledge to estimate their current behaviour as a risk. That implies that the risk perception is dependent of the level of knowledge-, and awareness a person has. Now, as all behaviours that are deemed to be important for parent's participation, such as ´parent's participation behaviour' and ´child feeding behaviour' have been discussed, the focus will be on the last box of the flow diagram which shows the determinants of parent's child feeding behaviour in relation to lifestyle. An issue which has not been discussed in detail yet, but seems to be relevant for this research is the parents perception of their children's lifestyle and health and how they are performing it. In other words, the determinants of parents to perform their child's lifestyle may be interrelated with parent's participation in information evenings. For example parents who have a healthy lifestyle and perceive their child to be at risk for becoming overweight, but do not have the skills to solve the problem, may be very likely to attend. Parents who are in favour of a healthy lifestyle and have the skills, knowledge and motivation to perform it rather decide not to participate in an information evening. The same seems to be reasonable for parents who just do not perceive the problem. To discuss those issues further, the focus will be on the determinants illustrated in the left box of the flow chart. The SCT states that a certain level of knowledge needs to be given to be able to perform a certain behaviour. According to the PAPM a person can be completely unaware about a certain issue and therefore does not perceive the risks in child raising behaviour. Knowledge in relation to healthy child feeding behaviour may imply that parents either have the knowledge to nourish their child healthy or not. Having the knowledge or not, in turn has an effect on self-efficacy, the role of the partner as well as the attitude (outcome expectancies). Having a low level of knowledge may mean that parents want to learn more about child feeding skills and they are open to learn more which tends to be the case when parents have a high self-efficacy. Having a low level of knowledge and low self-efficacy can also mean that parents are afraid of new child raising patterns. They are afraid that they cannot handle the new situation and so they are not open for change. Parents attitude towards child feeding behaviour can be either positive or negative, if parents have a positive attitude regarding the outcome of a dietary change they may be open to learn new child raising approaches or to over think old patterns. If parents have a negative attitude or cannot identify themselves with the expected outcome and consider that all this is not useful and unnecessary they may not be open for child feeding recommendations etc. The knowledge and skills parents have regarding child feeding behaviour may also influence the attitude, motivation and self-efficacy of a parent. Having skills about child feeding may imply that parents have a high self-efficacy as they are more confident about the behaviour they are performing. This may also influence the motivation and attitude of parents in a positive way. Self-efficacy, as mentioned above, relates to most of the other determinants of child feeding behaviour and it implies the confidence parents have towards the performance of a healthy child feeding behaviour. If parents have the knowledge, skills, attitude and motivation to provide their child a healthy diet, the self-efficacy may be higher compared to a person whose knowledge, skills, motivation and attitude are comparable low. The role of the partner, as one specific type of subjective norm, is important to the partner's attitude regarding the child feeding behaviour. If the partner does not perceive a healthy diet with fresh vegetables as important it may be likely that the motivation to change behaviour patterns is lower compared to a situation where the partner is also fond to change those patterns. As a consequence the role of the partner may imply the dependence of one partner to the other in taking decisions regarding food choices, cooking style, parenting style etc. 23 The intention to change behaviour is dependent on all determinants mentioned above. Parents may intend to change behaviour if they perceive a risk in their child's diet, e.g., the child gains weight and is in danger to become overweight or obese. Intention of a person to change behaviour may also be dependent of the attitude (outcome expectancy) of a person, outweighing the advantages and disadvantages of changing eating patterns for example. Advantage could be that cooking more fresh and healthy food reduces the consumption of convenience food which is high in fat percentage, on the other side it may be that the father of the child does not like fresh foods and vegetables, outweighing disadvantages and advantages may lead to a change in behaviour or not. That means that a person may be motivated to change child feeding behaviour if he/she perceives a risk or/and if the person expects positive outcomes by changing feeding behaviours. Hence, parent's participation is expected to be best predicted by parent's intentions, and further by their behavioural determinants, such as knowledge, attitude, self-efficacy and subjective norm. Particularly parent's participation behaviour and child feeding behaviour is determined by their level of knowledge, outweighing of advantages and disadvantages a certain behaviour may have, the confidence they have to change behaviour and their believe what important others believe about their behaviour. Whether the determinants play a role, and if so, how they may be related to each other will be studied in detail in the current study through qualitative interviews. 2.5 Specific Research question General Research Question: What are the main determinants of the intention of parents of kindergarten children at risk for overweight to attend information evenings about healthy eating? The Sub- Research Questions: - What determinants (e.g., knowledge, attitude, self efficacy, subjective norm) are decisive for parent's behaviour to participate in health promotion programs? - What determinants do parents have regarding healthy child feeding behaviour? - Are parent's determinants about healthy child feeding behaviour related to the determinants about information evenings? - What type of health promotion programs would parents find interesting and motivating to participate in? 3 Methods This chapter outlines the methodology used to answer the research question. It is subdivided into three sections: research design and data collection, inclusion criteria and setting, as well as data analysis. 3.1 Research Design and data collection This study is qualitative and exploratory, based on semi-structured interviews. It is an exploratory study because its purpose is to develop and evaluate causal theories. It is based on "Why" questions and the research seeks to find out why parents of risk children would or would not attend information evenings (Green, 2004; de Vaus 2001). Data collection in form of semi-structured interviews was conducted during May 2012. In interviewing parents it seemed to be reasonable to use semi-structured interviews. The interviews were semi-structured, meaning that an interview schedule with preformulated questions guided the interviewer through the interview, but there was space for spontaneous questions to intensify certain topics or explore potentially relevant topics that were not part of the pre-defined interview questions. The questions were direct questions, but formulated that the interviewed person felt at ease and thus answers in detail and constructively. The interviewee was instructed to feel free to answer from their point of view, without distinguishing between right and wrong. To support a good conversation between the interviewer and interviewee the interviewer aimed to create a comfortable and trusting atmosphere by showing openness and appreciation for the participating parents. Interviewer and interviewee were sitting on chairs, mostly opposite each other but without creating an atmosphere of interrogation. The exploratory interviews were guided by an interview schedule based on the theoretical framework, asking questions about dietary behaviour as well as participation behaviour. They were open enough to give the possibility to discuss certain topics more deeply, or to answer the questions of the participants. The interview schedule was developed to find out the determinants for parents to attend or not to attend information evenings and to try to understand parent's intention to participate information evenings as well as specific determinants for child raising behaviour. (see interview schedule Appendix 1). The interviews were stopped at the point of saturation, which means at the point that no new information arose during the interviews. After that the recorded interviews had to be typed out and coded. 3.2 Inclusion Criteria and Setting Mainly the interviews were conducted in a kindergarten, some were conducted at the homes of the interviewees. The interviews at home were organised through the personal network of the interviewer. The contact to the kindergarten was made through kivi.e.V., since the association runs its programmes through kindergartens, they already have good contacts to some of the kindergartens. An appointment was made with the head of the kindergarten to discuss the goal of the research and to get permission to interview parents. This turned out to be uncomplicated, as the kindergarten manager was very interested and supported the research. Parents of children at the kindergarten were eligible for the study if their children were between three and six years old. The goal was to interview a diverse set of parents, because this might have an impact on the results of the interviews. So it was planned to have interviews with overweight or/obese parents with normal weight children, normal weight parents with an overweight or/obese child and normal weight parents with a normal weight child to compare the interview outcome. Letters of invitation were distributed to the parents by the kindergarten teachers, who also hung up a list where parents could sign in. Additionally, to increase the awareness of parents for the interviews, the kindergarten teacher invited the parents orally to participate in the interviews, which might have increased the amount of participants of the kindergarten. 3.3 Data Analysis When the interviews were finalised in all kindergartens the recorded interviews were transcribed. To structure and organize the data a coding system was developed. First of all each interview got the letter I (interview) and a number, so Interview 12, can be found as "I12". Next to that each determinant within child feeding behaviour got a letter from A to F as well as a number, such as the topic ´Knowledge about overweight among children' of interview 12 is coded as I12/ A1. ´A' stands for knowledge and ´1' stands for the order of the coded determinant. In addition, each determinant within participation behaviour received a letter from A to G. So each question was coded regarding the determinant and order of the question in the interview schedule. Afterwards the codes of the individual interviews were put together to be further analysed. Thereby the analysis gave space for new emerging topics that were not thought of within the theoretical framework. 4 Results In the following chapter the results of the interviews will be analysed. In the beginning a table will illustrate the sample of the interviews. Further on, the first part of the analysis is focused on determinants of parent's participation behaviour, such as parent's knowledge about health promotion programs, parents attitude to deal with problems, their attitude about attending information evenings and workshops as well as their attitude regarding the preferred format of those. In addition, parents self-efficacy to attend such an event and their subjective norm, specifically their belief how other important people in their environment might think about participation and what their partner believes about participating in health promotion programs as well as their intention to participate in a program. In the end the results of the determinants will be connected to analyse the relation between those. The second part concentrates on determinants of child feeding behaviour, such as parents knowledge about overweight, knowledge about the relationship between overweight and diet, parents attitude regarding the effect of the diet on children's well-being and development and the attitude about the causes of an unhealthy diet. Parents self efficacy to perform a healthy diet for their child, and the subjective norm, in particular, their beliefs what other important people think about their diet as well as parents intention to change or maintain dietary patterns. Finally the results of the individual determinants will be interlinked to see if and how determinants are related to each other. In the end of this chapter both parts will be combined to see if and how determinants of child feeding behaviour and the determinants of parent's participation are connected to each other. 4.1 Descriptive of the sample In this paragraph the sample of the interviews will be explained and illustrated. The table below shows the sample size, occupation, education and age of the interviewed participants as well as age weight and height of their children. From those 16 participants 15 mothers and one father were interviewed. Figure 5: Descriptive of the sample 4.2 Participation Behaviour In this section the following determinants, knowledge, attitude, subjective norm, selfefficacy and intention will be analysed in relation to participation behaviour based on the content of the semi-structured interviews. 4.3 Knowledge about participation behaviour In this section the knowledge of parents regarding their participation will be analysed, specifically their knowledge about the (existence) of health interventions, such as information evenings and workshops carried out by organisations. 4.3.1 Knowledge about health interventions Twelve participants have heard of events like this, but some did not notice that it took place in their kindergarten yet or were not sure if that is also offered in their kindergarten. "In our kindergarten they are offering it at least once a year" (ParticipantI2). "I have heard of it, but here in the kindergarten I did not notice anything yet, but I know that they carry out a project from kivi e.V. here" (Participant I4). "I attended one evening when my daughter was still in kindergarten, they talked about different ways of dieting, that one should eat fruits and vegetables and every now and then fish, because it is healthy. In principal that was interesting, but one does not really put that into practice." (Participant I12) Four out of sixteen parents did not know that events like this are offered "I did not see anything about it yet" (Participant I4). The mother of an overweight child also says, "No, I did not know that" (Participant I 17). It seems that most parents have the knowledge that health interventions are offered and that there is the possibility to attend those. However, there are still parents that do not know that events like this are offered or whether they are part of the kindergarten programme. 4.4 Attitude regarding participation behaviour The next sections will be about the attitude and outcome expectancies of participants regarding the participation behaviour of parents in health interventions, such as the attitude about dealing with health problems of the child, the attitude towards participating in a workshop or information evening, as well as the attitude about the format and organisation of an information evening. 4.4.1 Attitude about the approach to solve problems 29 Thirteen mothers believe to talk with a paediatrician is the best way to approach child health problems, as one participant said "I would definitely talk with a paediatrician to see what he says about it and when it is acute to look which measure can be taken." (Participant I17) "Actually I would ask the paediatrician first and hope that he will give further advice."(Participant I15) Two mothers tend to discuss it within their families before going to a paediatrician. "First I would ask relatives, what they think about it, I would rather not go to a doctor and say ´I see it as a problem-what shall I do? ', instead I would have a look, if she gains too much weight, I would pay more attention to it and control more when and where she eats and check if she has enough physical activity."(Participant I4) One mother would rather talk with an expert before talking with a paediatrician, she says "I would try to communicate with organisers of adult evening classes, family centres and caritas. I would not attend an information evening, but rather solve the problem individually. Also, I would favour an expert over a doctor as contact person." So this seems to suggest that the majority of the participants believe that a paediatrician can help best to solve a health problem. Only three mothers believe that talking with the family or an expert is the best way to find a solution. That may indicate that health promotion programs, as they are now, are not seen as a solution to actively solve a health problem. 4.4.2 Attitude regarding the attendance of information evenings Ten mothers believe that it is good to attend information evenings or workshops because you can learn things that you did not know before." Yes, I am interested, I would be interested to have an evening about the basics, I would like to know, how much a child weighs in average at a certain age or how much it needs to eat etc". (Participant I4)." Yes I already said before, if somebody would disabuse me about how to improve, I don't have anything against it."(Participant I10) "Yes I think so. We live and learn. There are always things that one can perform better." (Participant I14). In general, all those mothers have a positive attitude towards information evenings. They believe that they can always gain new knowledge, they have never heard of before, and that it could help to improve the diet of the child. One mother said that she would attend a workshop, but not an information evening because she believes that she already has attended enough information evenings and that workshops are more effective "I had enough information evenings because of my pregnancy diabetes. I believe a workshop, like mother-child-cooking would be nice. It is not boring and you are not sitting there like in school, instead you and your child have fun together and you learn to cook something new." (Participant I3) Another participant, an overweight mother of an obese child, said that she would attend an information evening, but not a workshop "Information evening yes, workshop not, because I am already so busy, with my daughter I have so many appointments and an additional workshop would be too much. I believe an information evening could help to realise what one is doing to the child and in consequence really change the diet."(Participant I12) It seems that this mother has a positive attitude to attend an information evening because she believes that it could help her to gain control over the dietary situation at home. She is waiting for somebody who exactly tells her what to do. Four extra participants believe that they do not need to attend, because they do not perceive any problem or they do not see a problem in their performance and it is also a matter of time. "Due to the fact that I do not see a problem instantly, I would rather not attend. If I had problems though, I would attend, to see what I do wrong or what I have to change." (Participant I5) "I think due to the fact, that I do not have overweight children and I have the opinion that everything works fine, I would not attend instantly."(Participant I7). It seems that some mothers believe that an information evening is only useful to attend if one already has a problem. This might also lead to the assumption that people do not believe that an information evening is the right format. The next paragraph will show that parent's attitude to attend is much better when they can describe a health promotion format that they would like to attend. 4.4.3 Attitude regarding the format of a health intervention This paragraph is about parent's attitude how an information evening about diet and overweight among children should look like with regard to the topic, duration, location, format of presenting and discussing issues which would really interest them. Ten participants clearly said that they believe that a practical event, like a cooking course with parents and children is effective for both to learn something. "I would appreciate, to have the possibility to work practically to really see what can be done with children, cooking together, to whittle, to make something children like and to show healthy and unhealthy food, having the possibility to touch, to look at and to really visualise it for the children. Not having those dry discussion rounds, because these are always the same."(Participant I2) Another mother underlines this by stating "A workshop would be more suitable for parents, because parents are up to do something with their children, instead of agonizing themselves to attend. With a cooking course, the fun for the children and the dietary change for the parents would be given." (Participant I7) These previous statements seem to underline that parents believe that information evenings are too boring and not effective enough to learn new things. In contrast to that, they believe that practical workshops are very effective for the child and their parents. Four participants believe that a mixture of practical and theoretical units is the best way to organise a workshop. "I think the mixture is decisive. For example, if a cooking evening would be organised, where you work with vegetables and meat etc., that you do not only learn the practical, but also the theoretical part of it, such as what vegetables can do, which vitamins the organism gets, which enzymes are in it, that eventually help to lose weight etc." (Participant I5) Only one mother believes that an information evening is most suitable for her, so she states "The information evening should be interesting, or something, for example considering JL. (son) and his aggressions and so on, perhaps that one gets tips what to do about it." (Participant I12) This mother seems to believe that an information evening can help her individually (see also 4.10.2) to solve her problems and she also believes that workshops take too much of her time. 4.5 Self-Efficacy about participation behaviour In the following section peoples beliefs about their capabilities to exercise control over their participation in health promotion programs will be analysed. The subsequent paragraph will be about the perception of parents how easy or difficult it is for them to participate in health interventions. 4.5.1 Self efficacy to participate in health interventions Fourteen mothers out of sixteen stated that they do not have any problem to participate in an information evening and that they feel confident enough to discuss their child's diet or their own difficulties in managing their diet in a group of people. "In general that is not an obstacle to me, because I can talk about it" (Participant I17). "I do not have a problem to participate, but I think those parents whose children report ´My mother does not cook with me, we only buy convenience food' would have a problem to attend." (Participant I11) "I don't have a problem to participate and to report about our diet, because I do not see a problem." (Participant I3) That shows that those parents have enough self-efficacy to attend because they do not have a problem to talk about their situations. One participant explains that he currently does not have a problem, but in the past "No, but it has not been always that easy for me. I can't really describe it, but I believe it depends on the self-confidence." (Participant I14) This example shows, that participation of parents can really depend on their self-efficacy, in other words on their belief whether they feel capable or not to attend. The next statement of a mother seems to underline this, she says, "It depends which other parents are sitting there, whether one can speak freely or not. When I think, I do not like them or I do not feel comfortable. I don't think that in this case one can talk freely to each other. You never know what they will pass on to somebody." (Participant I8). This statement might suggest that the mother does not believe that she is capable to talk with people that she does not know or might not like it because she is afraid of the consequences. These statements might imply that most of the parents have a level of self-efficacy that they believe to be capable to attend an information evening. Only a few statements show that parents might also have a problem to attend because they do not feel capable to interact in a group of several parents. 4.6 Subjective Norm regarding participation behaviour This section is about the subjective norm of the participants regarding parent's participation behaviour in health promotion programs. Subjective norm is the belief of a participant what other important people in their environment think about their participation behaviour. Here the focus will be on the attitude of the participant regarding the attendance of health promotion programs and how they feel other parents in their environment think about attending, as well as how they feel their partner thinks about it. 4.6.1 Believes of important others to participate Ten participants believe that other parents would rather attend such a workshop. "I think so, thinking of our circle of acquaintances, I believe they would like to attend, but rather a workshop, than an information evening. Time is often very limited, and to sit down somewhere theoretically without the children is more difficult than involving the children." (Participant I4) Generally, I would say, of course. It is always depending on the fact, how much time I have for my child or actually for the development, for the diet and when I do not take care of this at home, the people also tend to not appreciate or have fun to attend such programs."(Participant I17) One mother does not believe that they are interested to attend and one mother believes that some would attend and some not "Nowadays I think less. I don't know, perhaps it also depends on the constellation of the group. The parents of my older son did not understand each other; with my younger son it is better." (Participant I8) "Some yes and some not. That always depends. But parents rather attend something practical than an information evening." (Participant I11) Two mothers say that they are not sure what other parents would think about attending such a workshop, for example one says, "I don't know, I don't know how others handle this. But one hears that the consciousness disappears and that it lacks in time. One also hears it from Mrs Mohr 2 , parents are happy to drop off their children, so they can leave and do 1000 other things, me included. I do not want to acquit myself of this. The tendency is given, it is 2 Mrs Mohr: Kindergarten nurse of the Evangelische Kindergarten Oberpleis not lived anymore like in the past, that is how I could conceive it." Participant I 10) One of those mothers states, "I hope so, but I don't know for sure." (Participant I13) This seems to suggest that some participants believe that the consciousness or sense of duty of other parents to attend a workshop decreased over the years, but on the other hand participants believe that other parents are more up to attend a practical workshop with their children compared to a simple information evening. 4.6.2 Believes of the partner to participate Only three parents talked about their attitude what the partner might believe about information evenings. Two mothers clearly stated that they assume that their partners would attend a workshop. One participant said: "I hope he thinks the same, but he is always in favour of trying things out. He often involves E., because than she feels useful and is happy when she could assist for example peeling a carrot" (Participant I4). The other participant reports "I think my husband would attend, although he does not cook generally, I think he would participate." (Participant I5) Another mother reports that her husband principally does not attend such events, "Every event related to kindergarten, I have to attend. He does not take a hand in it, except for any technical issues, like last week, where trees had to be plant. Then he attends, but otherwise its women's business he says." Participant I12) This seems to indicate that the attitude of the partners is diverse regarding the participation of health promotion programs. Some fathers do not want to be involved, which implies that they do not believe that it is beneficial for their child to participate and some believe that it is positive to involve children in cooking etc. 4.7 Intention regarding participation behaviour This paragraph is about the intention of the participants to participate in health promotion programs. In specific it is about the intention of parents to participate in an information evening or workshop which is organised and planned along their conception and interests regarding format, locality, time, and presentation format as well as discussion possibilities. 4.7.1 Intention to participate Eight mothers say that the probability to attend would be a 100 per cent if they would not have a little baby, if they had not to work, if they had no exam and if the husband would look after the children. "I would definitely attend, if I had no exam." (Participant I10) "If it takes place at a time where I am free, I would definitely attend."(Participant I9). Four mothers say that the probability to attend is 90 per cent because there can always be an imponderability that can't be foreseen. "I would attend there, to 90 per cent." (Participant I11) Two further mothers state that the probability to attend would be 80 per cent "It depends on the time, at what time it takes place and if my husband can look after the children, then I would attend. So I would say to 80 per cent, because always something can happen, for example that my husband, or I don't know, children get ill..." (Participant I5) One mother answers „ I think, I would rather attend a workshop, to 70 to 80 per cent, already for the reason that my eldest daughter would have a lot of fun. The chance to attend is relatively high for me because there are many things that I do not know yet, but on the other hand there are many things which I know already. In case the topic interests me acute, I would attend to 100 per cent. (Participant I3) Only one mother answered that she cannot attend because she has a little baby "Instantly not at all, because of L., but if time would be given, I would do it" (Participant I4). It is noticeable that only one mother does not have the intention to attend and all the others rather have the intention to attend. However those participants who said that they rather would attend always mentioned facts that could hinder them to attend, such as time constraints, need for a babysitter, baby at home that needs the mother, exams and work. Also the mothers who mentioned to attend 100 per cent always named reasons that could still hinder them to join. 4.8 Relationship between the determinants of participation behaviour In this paragraph the link across the determinants of parent's participation behaviour will be analysed, to see whether there are any correlations that prevalently appear. Therefore participants showing similar results in the combination of the determinants are grouped together. In some cases there were a lot of similarities and some mothers did not fit in those groups. The following participants, normal weight mothers or slightly overweight whose children are all normal weight (I2, I6, I7, I10, I11, I14, I15, I16) know that information evenings are provided and they believe that they are helpful and can give them new insights. However, they believe that a cooking workshop with children is even more interesting and effective. They believe that also other parents in their environment are interested to join, that means that those mothers perceive positive social normative believes from others regarding the participation behaviour. They feel capable to attend, thus they seem to have a high selfefficacy regarding the participation of health promotion programs. The intention to attend of those parents is between 80 and 100 per cent. The mothers, one normal weight with an overweight child and one slightly overweight mother with two underweight children (I3, I9) did not know that information evenings are offered by organisations and in their kindergarten. They believe that they already have enough knowledge, so they do not want to participate. However, they would like to attend a mother child cooking workshop, because they believe that a practical event with the children is more effective. They believe that their husbands have the same attitude (subjective norm), but they leave healthy feeding to their wives. They have a high self-efficacy to attend. Her intention to join a workshop is between 70 and 80 per cent, because there can always emerge unforeseen issues that hinder them to attend a practical workshop. The next participant (I4), herself obese and the daughter overweight knows about the offering of information evenings, but she does not know if they take place in her kindergarten. She believes that an information evening about basics would be interesting, such as how much a child should weigh at a certain age. She also prefers a practical event which involves children as well. She believes that important people from her environment also would like to participate in a workshop (subjective norm). Her self-efficacy to participate is rather high and she has the intention to participate, but instantly she cannot participate because of her baby. The following mother, herself slightly overweight with a normal weight child (I5) knows about information evenings but she does not know if they are offered in her kindergarten. She knows that the kindergarten is part of the programme kita vital of kivi.e.V. However, she believes that she does not need to participate in an information evening because she does not perceive a problem, but she is interested in a practical workshop. She has the attitude that feeling uncomfortable is no reason to not attend, because she owes it to her child, which seems to imply that her level of self-efficacy is relatively high, because she feels capable to attend for her children, even if she does not feel comfortable with the situation. Her intention to join a cooking workshop is 80 per cent, it depending if her husband can look after the children. Another mother, herself overweight and her child has normal weight (Participant I8) does not know that information evenings are provided. She has the attitude that it is good to attend any kind of program because parents can't know everything. She believes that her husband would have the same attitude (subjective norm). It depends on the group of people if she can talk freely, which seems to suggest that she does not feel capable to interact in a group of parents and thus her level of self-efficacy is rather low. Another participant (I12), she and her son are obese, knows that information evenings exist and she already attended one. She believes that she would rather attend an information evening because she perceives a workshop as too time consuming. She believes that also other parents would attend, but her partner believes that it is her role to attend (subjective norm). It seems that she believes that she is capable to attend, which seems to imply that her self-efficacy is rather high to attend an information evening. She intends to join because she hopes for tips how to change the diet. One normal weight mother with normal weight children (I13) does not know that events by organisations are offered, but she already saw information flyers of the BMELV and she knows that kindergartens are promoting healthy eating for children. Although she believes that the diet of her children is good. Her self-efficacy to participate is high and she believes that she can always learn something to improve her behaviour. She also prefers to have a practical workshop where children are directly involved. She hopes that other parents join, because she believes that some parents do not really care about their children (subjective norm). She is planning to attend if her husband can look after the children, generally her intention to participate is high. In addition, one normal weight mother of an overweight child (I17) did not know that events and lectures are provided by organisations. She would rather not attend an information evening because she believes that she is providing a healthy diet and that she knows enough about a healthy diet. However she would have fun to attend a practical workshop with her daughter. She believes that the attendance of parents is dependent on the time they spend for cooking etc. in every-day–life. She believes that if they do not invest time, they also do not join such an event (subjective norm). Although her daughter is overweight she seems to have a high self-efficacy to participate and it seems not to be a burden for her to join. She intends to join a workshop if somebody can look after her baby. To sum this up, one can say that those who did not know about information evenings beforehand, seem to believe that it is not necessary for them to attend, independent whether they have an overweight child or not. Either parents say, that they believe that they have already enough knowledge and thus do not see the need to participate or they believe that they already know a lot, but that always new things can be learned and therefore they want to participate. So the perception of their level of knowledge can be an indicator for participation or non participation. In opposite to this parents believes about the attendance of other important people in their environment (subjective norm) seems to be a minor reason to participate. The level of self-efficacy also seems to play a role in participation. The majority of parents said that they feel capable to attend, but one mother mentioned that she only feels capable to attend if she feels comfortable in the group of participants. In general parents with a low self-efficacy had the intention to participate and parents with a high self-efficacy either had the intention to join or not. It is noticeable, that for most of the parents it is a big difference to join information evenings or workshops. Many parents that said that they do not see the need to join an information evening were motivated to attend a mother-child-cooking workshop for example. So that suggests that the attitude about the outcome differs among the format of health promotion programs. Parents believe that workshops with their children are more effective to improve the child's diet than an information evening where purely information is recited. 4.9 Child feeding behaviour The following section will focus on determinants of child feeding behaviour, such as knowledge of child feeding behaviour, the attitude towards child feeding behaviour, the selfefficacy of parents regarding child feeding behaviour and the subjective norm of child feeding behaviour as well as the intention of parents to feed their child healthy. 4.10 Knowledge of child feeding behaviour In the following paragraph the knowledge of the participants regarding child feeding behaviour will be studied, specifically the participants knowledge about the identification of overweight, causes and consequences of overweight, the relationship between diet and overweight among children, the influence of regular meals on the weight of the child, dietary behaviour to prevent overweight and the composition of a healthy diet for a child aged three to five will be analysed. 4.10.1 Knowledge about the identification of overweight Eight participants said that children are overweight when they can see that they have too much weight. "If you obviously see fat through the t-shirt, a slight stomach where I clearly think- that is too much" (Participant I2) or "if children have a tummy and taut calves" (Participant I7). Three mothers responded that they use the Body Mass Index as indicator, as for example one participant answered, „If the weight is too high and I can calculate the BMI"(Participant I17) and one mother responded that it can be determined clinically, "One can asses it by weighing, if a certain limit is passed, one can also measure it clinically through certain values, such as blood check, you can look at the body fat composition and others."(participant I10) Three participants responded, that they see it when the desire of action is reduced in combination with a high weight "If the weight becomes too high and that the ability for activity and the desire for action is reduced, for me as a parent it would be clear that it is time to act" (Participant I9).One participant shows very little knowledge about the weight status of children as she states, "I believe that we are spoiled nowadays, children are skinnier, so that we do not know the ´norm-children' anymore." (Participant I7) In general parents seem to know how to determine if a child is overweight, if they do not only determine it visually they know how to measure and calculate it. 4.10.2 Knowledge about the causes of overweight In The majority stated that it is related to a lack of physical activity and a wrong diet, some participants said that it is because of a lack of activity and a wrong dietary behaviour of the parents, genetics and psychological problems were also named. Nine mothers stated that overweight is related to a wrong diet and a lack of physical activity, as one participant answered: "a wrong diet and not enough activity." (Participant I2), "Wrong diet, too many sweets and not enough activity." (Participant I6) Three mothers stated that it is related to a lack of physical activity and the wrong dietary behaviour of the parents as one mother responds "a lack of activity as well as cooking practices and buying behaviour of parents."(Participant I10) Two mothers purely talk about the dietary behaviour, as one overweight mother answers "I think he still needs a bottle of chocolate milk, when he goes to bed." (Participant I12) One mother reports that it is caused by a mixture of dietary and mental causes, "Diet, but also mental and familiarly reasons" (Participant I15). One father answers "Apart from genetics, it is caused by a lack of physical activity and an unhealthy diet." (Participant I14) In sum the interviewed parents know that overweight is caused by a wrong diet and a lack of physical activity. In addition some parents mentioned genetic predisposition as well as mental and family problems. 4.10.3 Knowledge about the consequences of overweight In the following paragraph the consequences of overweight will be analysed. Five participants talked about the health problems of overweight, as one mother answered, "In general health consequences, starting with orthopaedic problems, heart diseases and diabetes." (Participant I2) Five mothers reported health consequences as well as mobbing. "Hypertension is the classic consequence. Additionally a problem for children is that they are teased by others, when they cannot participate in sports class for example" (Participant I4).Two mothers mention the limitation of action as well as the health consequences, "They are not able to be that active, they might get problems with hypertension, diabetes and cardiovascular problems." (Participant I8) One mother answers "In short term they have less fun to be active, in the long run psychological factors appear." (Participant I9) Two others talked about the combination of reduced activity, health and psychological consequences, "In the long term certainly health problems, diabetes or joint disorders, cardiovascular problems occur. In the short term, they cannot move as good and they might be more vulnerable for diseases. They might be teased by classmates and other children." (Participant I11) Overall parents of normal weight and overweight children know about the consequences of overweight, such as the different health consequences, limited ability and desire to move as well as the fact that overweight children are not socially accepted compared to normal weight children. 4.10.4 Knowledge about the relationship between diet and overweight among children Eight mothers explained that a wrong diet in combination with a lack of activity leads to overweight among children. One mother answers, "Too many carbohydrates, too much sugar and clearly too much fat lead to overweight, if in addition activity is missing, having these "Couch-Potatoes" today. If enough activity would be given, the problem wouldn't be that severe."(Participant I7) Another participant explains "I think if I have the wrong diet and only eat fatty food, one gains weight. One should eat more fruits and be more active"(Participant I8). Seven mothers explained that it is all related to the wrong diet, such as one of them explains „Generally, a diet is responsible for the delivery of energy, and when I do not use the energy, but take in too much of energy every day, our body stores it as fat"(participant I2). Another mother states "Much sugar and much fat often lead to overweight, as I would explain it." (Participant I11) Next to that one overweight mother said, "It is not only related to the diet, it makes a big part, but one part is also related to genetics. Certainly one can steer a lot with the diet, but there are also people who can eat and eat and they do not gain weight. So I think it is genetic predisposition."(Participant I4) This statement is based on a lack of knowledge, firstly the fact that people can eat without gaining weight is related to the metabolism of the person, and secondly gene defects are rare and cannot account for the high prevalence of obesity. Another mother formulates: "Yes, I know that one should pay attention on a wellbalanced diet, children should not eat too much dietary fibre, not too many carbohydrates, not too much sugar and much fruits and vegetables. Good food products combined with enough activity."(Participant I11) In general it is correct what she says, but dietary fibre is very positive for the metabolism and specifically for the digestion and it contains a lot of vitamins and minerals compared to other carbohydrates made out of white flour for example. Apart from this wrong statement the participants seem to know that a healthy and balanced diet has a positive effect on the child's health and prevents a child from gaining weight. 4.10.5 Knowledge about the influence of regular meals on the weight of the child All mothers know that regular meals have a positive effect on the weight of the child. One participant stated, "I believe that regular meals are important, when a child has had enough during a meal, and it is given that a child eats healthy food and not unbalanced, children tend to, from their natural behaviour to not continue eating food in-between meals or to ask for sweets."(Participant I2) A different participant underlines that „It is better to have bigger meals and those purposeful and that one takes time to prepare it and to eat together and to use it as a communicative moment with the family."(Participant I9). A further participant says: "Yes, I think so, because otherwise one does not have an overview. One looses the overview, if one eats permanently and one looses the feeling of satiety." (Participant I4) Another mother, herself overweight, does not seem to have that much knowledge about regular meals, "I think yes, if a child eats regular, I don't know, all three hours a bite for example, it is better as eating once or twice per day and then to eat lots of food. Thus I think, it is better to eat all two to three hours a bite or something like this, I don't know an apple or something fruity, melon or something like this instead of sweets or only two meals per day."(Participant I12) She does not seem to really know what she is talking about, on the one hand she is in favour of regular meals and that those are important, and on the other hand she thinks that children should eat all 2-3 hours a bite. Disregarding the last example, parents seem to know that regular meals, meaning breakfast, lunch and dinner, are important for a child to grow up healthy and to maintain a healthy body weight. 4.11 Attitude towards child feeding behaviour The following paragraph gives an overview about parent's attitude regarding child feeding behaviour, such as the attitude about the relationship between diet and children's wellbeing and development, the attitude about the consequences of a fatty diet and too many sweets, the attitude about the diet of their child and the parent's attitude about the consequences of their child's diet. 4.11.1 Attitude regarding the effect of the diet on children's wellbeing and development Fourteen out of fifteen parents believe that a healthy diet prevents a child from diseases and it leads to a better performance and thus has a positive effect on children's wellbeing and development. One overweight mother uses the expression "We eat what we are, if we only eat chips we do not feel good." (Participant I4) A further mother states, "Yes, I notice that, when my son eats too many sweets, he gets going and afterwards, when the sugar level decreases, he becomes grumpy. So, one notices the same behaviour when he eats too many chips, that the fatty food and sweets have a negative effect on the wellbeing of the child." One mother also states: „Yes, definitely. I believe that children are more tired and flabby, when they have an unhealthy diet. And the effect of giving children enough Omega-3fatty acids in infant formulae in form of rapeseed oil is evidence based, that this influences the development of the brain. In this way many things can influence the development of the child." (Participant I2) A further mother believes that, "Food has an effect on the wellbeing for everyone, whether children or adults. The typical situation is, when a child is said it receives a lolly. Food makes happy." (Participant I3) This example shows that parents sometimes believe that certain food make their children happy, which is only positive for the wellbeing of the child in short term, this can have a very negative effect, if the child gets used to this mechanism, the child is said and receives sweets instead of a hug for example. In addition this can also lead to overweight, as one mother reports "I know a family with four kids, the mother is slim and the eldest daughter 18 years old, she is really overweight and I always asked myself about the cause, people of the closer environment of the girl previously told me that the parents feed her calm and that no one really looks at what she eats." (Participant I2) One mother believes that eating together in a family is at least as important as eating healthy food, so she states "The most important issue is to have meals together as a family. The healthiest food we give our child does not make it happy, if it has to be eaten alone. Therefore I assume that both issues are interlinked and I don't believe that food alone is responsible for the wellbeing of a child." (Participant I17) The statements show that parents have an attitude about the relationship between diet and the wellbeing of a child. In general, they believe that a healthy diet has a positive effect on the wellbeing and performance of the child. Many parents made the experience that unhealthy food like chips and chocolate stimulates a child in a negative way such as hyperactivity or tooth decay for example. However, it seems that disregarding the consequences, parents sometimes have the attitude that they can give their children sweets as a replacement for love or time spend together. 4.11.2 Attitude towards the consequences of a fatty diet and too many sweets Seven mothers have the attitude that in consequence of a fatty diet and too many sweets children gain weight and get health problems. As one overweight mother of an overweight child explains "It fattens up and thus later on it gets heart problems, joint disorders, back pain, bones, no idea...enough disorders." (Participant I 12) Two mothers talk about physical disorders, diseases and addictive behaviour. As one participant states: "On the one hand, the child gets used to it very early and I think later on it becomes even harder to change the pattern and to change to fresh fruits and vegetables. On the other hand, when a child is already fat at this age and can't participate in sports and thus will be excluded....children can be very mean. Through this they feel very early, that they cannot participate as other children and that it is frustrating for little children. In the long run they will have pain in the joints and developmental disorders." (Participant I4) Two further participants believe that children will become overweight, if they eat to fatty and too many sweets, so one of those says „It will fatten up." (Participant I8) Two more mothers also talk about growth and developmental disturbances as a consequence, "It can disturb a child's growth and development because the child does not get the relevant nutrients and vitamins to grow up healthy" (Participant I5). One participant said „Especially in childhood children will be teased by others [...] And I think this is frustrating and that might stimulate the child to eat even more and that they have to compensate all this, a vicious circle" (Participant I2). Further on one mother said that the consequences of a fatty diet and too many sweets cannot be generalised, so she states: "I would say, too fat, too many carbohydrates, those are the issues that lead to overweight. But there are children who can compensate sugar incredibly good. I think this has to be seen individually; there are children that are vulnerable, if they do not get enough vitamins and really get ill more often and others can handle the unhealthy food easily, I think one cannot generalise this." (Participant I7) In general all participants, normal weight and overweight, have the attitude that a fatty diet and too many sweets have negative consequences on the child's health, such as gaining too much weight, diseases, pain and psychological problems. It is noticeable that all parents have this attitude, but with a slightly different notion, independently of whether they are overweight themselves, have overweight children or are normal weights. Except for participant I7, she has the attitude that some children can compensate the unhealthy food and others not. In a way she is right, some children can eat sweets without gaining weight, however, when children eat a lot of unhealthy food that does not have a positive effect on the health anyhow and can also have consequences like tooth decay and vitamin deficiencies for example. 4.11.3 Attitude about the diet of their child This section indicates the attitude of parents regarding their child's diet and it especially shows if parents are aware about their child's diet and what the child is eating. The majority, thirteen of the interviewed parents believe that their children have a healthy diet. One mother of an overweight child, that tends to be slightly overweight believes, "M. eats healthy, she also likes to eat sweets, but luckily she always eats it in portions. She could never eat a whole package of wine gums or a whole bar of chocolate. If fruits and sweets are placed on the table, she always grabs the fruits."(Participant I9). One father of a vegetarian family reports,"They have a good and well balanced diet. We do not frown sweets completely, but we look after that they get good quality and are not completely made out of sugar." (Participant I14) Two mothers consider the diet rather healthy, one of the mothers that believe that the diet is rather healthy reports "I think, for the reason that the child is not overweight, I believe the diet is rather well, in the good midfield. The children eat versatile, especially L. eats everything what she is served, therefore one can steer that pretty good." (Participant I16) One participant does not clearly state if she believes if it is healthy or not, but she describes all the things that could be wrong. She reports, "Every day we have vegetables or salad and potatoes or something alike. Another mistake might be that we have meat every day, but my parents worked at a butcher, my father was a butcher and my mother a salesperson. I am used to it, we had meat every day and perhaps I am a little bit fat because of this, anyway, I adopted this. My husband and my children are no fish eaters, I would like to prepare fish but it is not possible. The three do not eat it, thus we eat meat every day and perhaps this is also a mistake and plays a role. In addition sauces are a must, my husband needs sauces in addition to potatoes, to noodles, to everything. This also might be an issue, that has a lot to do with fat and in the evening all the carbohydrates." (Participant I12) The mother does not clearly state her attitude towards her child's diet, but she believes that the consumption of meat and sauces is one cause for her and her son's weight problems. Further on she believes that her own weight problem is related to the fact that she always ate meat as a child. In sum, almost all participants believe that they provide a healthy or rather healthy diet, either their child is overweight, under weight or normal weight. Only one mother believes that the diet she is providing is not positive for the weight problems of her son. Beside the attitude of the parents, this section turns out to also indicate the awareness of parents about issues that might be wrong in the diet of their children. 4.11.4 Attitude about the consequences of their child's diet The attitude of the participants regarding the outcome of their child's diet are very diverse. But most of the parents believe that their children are active and fit because of the diet they provide. Two mothers report that their children are awake, fit and active, such as one participant explains, "My children are fit and healthy. They are satisfied with the food they get and they like to eat it." (Participant I13) This mother believes that the diet is positive for her children because they are fit and active and they are happy with the healthy food they get. One mother explains "I don't know if that is related to the diet, but I believe that she is rather fit and active, but if that is exclusively related to the diet- I am not sure because I don't have the comparison with other children that I nourished myself." (Participant I4) This mother believes that her child is fit and active, but she does not really believe that this is purely related to the diet. Two participants state that their children are quite often ill, despite that they have a healthy diet. But they believe that their children are also healthy in the long run, when they get a healthy diet as a child. "They are not extremely healthy, despite fruits and vegetables they are vulnerable to illnesses, but I believe that it will pay off in the long run. Our children are skinny and they have a lot of energy." (Participant I11) Three participants believe it is important that their children learn to be conscious with the diet: "I find that our children have a healthy diet and thus they grow up in a good way and they are conscious for what is good. Like this they are prepared for the future, when they are responsible for themselves, that they know what a healthy diet is and how they benefit from it. (Participant I14) This statement shows that those mothers really believe in the long term benefit of having a healthy diet and that they believe that they build the basis for their children's future dietary behaviour. Two mothers say that their children are robust and healthy, one of them states "When I look at my children they are rather robust and not skinny, which I believe is very good, because if children are ill they lose two kilos very quickly."(Participant I2) That shows that the mother believes that her children are healthy and she sees a benefit that her children are not that skinny, in case they are ill they are more robust than other children. A further mother reports "she gained weight during the last half year. We could not go out that much during winter time. She only has dancing lesson once a week, but we are searching for an additional activity. First they eat a lot, gain weight and after that they do not eat anymore and in this phase they grow. "This was the same with our son and I assume that it is the same with her", so the mother believes that her daughter eats a lot now because a phase of growth will follow." (Participant I9) She believes that the additional weight will be needed for her daughter to grow, however she wants her daughter to make more sports. That shows that despite she has the experience from her son, that after gaining weight children grow, she has the attitude that she has to prevent her daughter from getting weight problems, so she is aware that her daughter is at risk to gain weight easily. Another mother states "We are lucky that he is not addicted to sweets and that he does not weigh too much. He is rather under the weight that he should have, he can eat everything and he does not gain weight." (Participant I5), so this mother simply believes that the diet must be healthy because her son does not gain weight. An overweight mother of an overweight child said, "So far everything is ok, but if I want to stop him every now and then, he gets aggressive." (Participant I12) "So far" implies that she believes that now everything is ok, but that this condition can change in the future. Furthermore she believes that it is a problem that her son gets aggressive when she wants to stop him eating. Next to that one participant says, the only conclusion I want to draw from this behaviour is that she does not gain more weight. This is my goal. The biggest risk I see is that her weight drifts off, if one does not keep an eye on it"(Participant I7). That shows that the mother believes that through the diet she provides she can prevent her daughter from having weight problems in the future. She believes if she controls what she eats that she can prevent her from gaining weight. The previous statements show that parents see different consequences in relation to the diet they provide, but all parents seem to believe that the diet is at least partly responsible that a child is healthy and fit. This section shows that the attitude of parents can be interlinked with knowledge and awareness, as this section also indicates their knowledge to judge what is healthy or unhealthy about their child's diet and thus their awareness and what is healthy and unhealthy about their child's diet and how they act if necessary, that their child is at risk for getting overweight for example. 4.11.5 Attitude about risks and benefits of the diet Seven out of fifteen participants do not see any risk. Two mothers do not see a risk directly, but they say that they have to stop their children from eating too much. One of those reports, "we start to worry when she grasps the third piece of cake, then we start saying- this is enough. But I know that my husband and I have an eye on this and we have the same attitude, we pay attention to our weight and we want to give that to our children as well." (Participant I9) That shows that she pays attention that her child does not gain to much weight and she believes that it is important to teach her child the consciousness to control her weight. The other mother states: "I would pay attention that she does not eat too much. When we are eating together, she often wants to have another portion, and then we try to reduce this." (Participant I16) This mother also shows that she has the attitude that she has to control the weight of her daughter and to steer her in the right direction because she is not slim, she likes to eat and she is not yet able to limit the amount of food that she needs So she believes that it is necessary to control the amount of food her daughter eats. One other participant is afraid that her children fall into a daily routine "When I look at me, I am not that active anymore as I should and we really like to eat, I hope that my children do not get into the same routine." (Participant I2). This shows that participant I2 believes that she gained weight because she does not have enough physical activity compared to the food she eats and she wants to prevent her children from getting into the same routine. Another mother is worried about health risks, so she says, "I am worried about diabetes because my family is predestined and I also had pregnancy-diabetes during both pregnancies. In the family of my husband are a lot of allergic persons. That is also the reason why I pay so much attention to the food we eat and that I cook regularly, because in general I am not a friend of cooking." (Participant I3) That shows that the mother believes that a well balanced diet and regular meals help to prevent her children from diseases like diabetes and allergies. A further mother sees a risk because of the one-sidedness' of her daughter's diet "The one-sidedness, one always have to tell her ´Try this, do that', when I would leave it to her, she would eat noodles and rice or something like that every day. A risk is that she often gets what she wants, my parents cook for her what she wants and likes to eat and in the kindergarten she has to taste the meals, but she does not have to eat, if she does not want to." The mother sees a risk because the diet of her daughter is not well balanced and she believes that it is not good like they handle it. One mother of an overweight child says, „ So far not, he does not have any problems, but we will see what happens if it continues like this. "(Participant I12) She believes that there are risks when she says "We will see what happens" but she is not really actively reducing the risk for her so. It seems as if she has the attitude that it will happen with her son, but she cannot do anything about it. The last mother is afraid that her daughter gains weight „The biggest risk is that she gains weight if I do not look after it." (Participant I17) Here one can see that the mother is really afraid that her daughter gains too much weight and she believes that she has to control her daughter so that she does not have a problem with it later on. Summing up, more than half of the participants are afraid that their children do not eat healthy enough or they want to prevent their children from gaining too much weight because they are already prone to have more weight compared to other children. This also seems to suggest that the last section also indicates the awareness of parents regarding the perception of a health problem. 4.12 Self-Efficacy of parents regarding child feeding behaviour This paragraph is about people's beliefs regarding their capabilities to exercise control over the diet of their children. The next paragraph will be about the perception of parents and how easy or difficult it is for them to provide their children a healthy diet. 4.12.1 Self Efficacy of parents to provide a healthy diet Ten parents answered that they perceive it easy or very easy to provide their children a healthy diet. "It is very easy. We get information everywhere how it should be done and when you follow those advices, it is very easy."(Participant I2) That seems to suggest that those mothers have a high self-efficacy to raise their children healthy. Two more participants said that they perceive it sometimes difficult "Partly it is difficult, when they do not have the appetite to eat fruits and they really prefer to eat chocolate, cake or something alike. In this case it is difficult." (Participant I11) The other one states, "It is not that easy, because a healthy diet also means to me that the food is low in harmful substances and it is very difficult as a consumer to have the orientation, because you never know if it is fertilized with pesticides or not. Even the things with organic label I do not trust." So both mothers (Participant I11 and I12) sometimes perceive it difficult to provide a healthy diet, but the first mother perceives a difficulty to always forbid her children to eat chocolate and cake, which seems to be an issue of feeling not capable enough to be consequent all the time and leads to the assumption that she has a lower self-efficacy compared to the other mother. The second mother perceives a difficulty in performing a healthy behaviour because she does not trust the labelling of food, which implies that she is capable to provide a healthy diet, but she hast to put a lot of effort into it to provide a healthy diet according to her own demand regarding a healthy diet. Two slim mothers explain that it is difficult because of the influences from their environment, as she states,"It is rather difficult, because one gets something everywhere, if you do the groceries or you go to a bakery, the children receive something and I don't want to say ´no' all the time. If they get a present, I cannot say, you are not allowed to eat it. "This seems to suggest that this mother is very demanding regarding the diet of her children, she feels capable to provide a healthy diet but she has to put a lot effort in standing the external influences. In addition to that a further mother also has a problem with the influences from the environment, she states: "It is on a midrange level, the influences from outside, like advertisement, they do not watch that much TV, but every now and then they see commercials about little milk drinks etc."(Participant I15) So this mother as well believes that her children are influenced by external factors and she perceives the media as a problem. So this might imply that this mother does not believe that she has enough capabilities to always resist the external influences through media to keep up a healthy diet. One overweight mother reports that it is difficult to perform a healthy diet. "As I said before, with J.L. it is rather difficult, he gets totally aggressive and throws himself on the floor and starts screaming when I want to stop him eating."(Participant I12) This means that the mother does not seem to feel capable to change the diet and thus she seems to have a low self-efficacy, although her son shows those strong reactions when he does not get what he wants. In sum, the majority of mothers believe that it is easy to perform a healthy diet which seems to imply that they feel capable to maintain a healthy diet and thus have a high selfefficacy to feed their child healthy. Some mothers seem to not see it easy to provide a healthy diet compared to theirs because they deem to be even more demanding regarding the diet of their child. However, for some mothers it is not always easy to provide healthy food, which implies that their level of self-efficacy is low. 4.13 Subjective Norm regarding child feeding behaviour This section is about the subjective norm of the participants regarding their child's diet. Subjective norm is the belief of a person what other important people in their environment think about their child feeding behaviour. Here the focus will be on the attitude of the partner to provide a healthy diet and how this attitude influences the partner and the child. Next to that the importance of the attitude of other important people, friends and family, and their influence on the person will be analysed. 4.13.1 Subjective Norm- Partner Eight interviewees say that they have the same attitude as their partner. One participant says "He has the same attitude as I have, otherwise that would not work- I believe. I can give you an example from a friend of mine, her partner does not support her at all, because he himself does not eat any vegetables and fruits. Consequently the children also do not eat it." (Participant I7) Those mothers seem to believe that as parents you have to be like minded regarding the diet of the child, so that you are credible and children can understand why they should eat a healthy diet. Three mothers explain that they believe that their husbands perceive it even more important as they do. "My husband finds it even more important than I do. He says that I give the children too much (sweets). But for him it is easy to say because he is not at home the whole day." (Participant I6) Another mother says "From the beginning onwards we were very critical with this topic. I have to say my husband suffers from a chronic disease, MS. It is not yet evidence based but it is assumed that there is a link between the diet and MS, so he is even more active to provide a healthy diet then I do [....] He also wants to have fresh food and wants to throw the food from the previous day away, so we are always in discussion and the diet is always a topic." (Participant I 10) Those examples show that the mothers believe in a healthy diet and there is a norm in their environment that encourages them to perform a healthy diet, but in a way they also think that the norm of their partners is a bit exaggerated. In the first case it is because the father does not participate in the daily routine mothers and children have when the father is at work. In the second example the mother does not really see the benefit in throwing the food away, because there is no evidence yet that the diet and MS are linked anyhow. Two mothers formulate: "I believe he doesn't think different."(Participant I4) and "I think he would also say that a healthy diet is important" (ParticipantI5).´I think' seems to suggest that those couples do not really talk about the diet of their children, it seems that the wife is responsible for the diet and the husband has a passive role. A further mother said "For the children he finds it important but for himself he does not really care, he would not mind if I cook him 'Miraccoli´ a whole week long. He also does the groceries and when I ask him to buy tomatoes he does it." (Participant I3) This statement shows that both believe that a healthy diet is important for the children and he supports her by doing the groceries for example, however, it can also have a negative influence on the norm, if the children recognize that the father does not care about a healthy diet for himself. One overweight mother of an overweight child states "My husband does not care at all about a healthy diet. He does not eat fruits and vegetables. He prefers chips, rice and noodles and in any case something meaty. Sometimes I am afraid that because of that one day my son does not eat vegetables anymore, but so far it worked out." (Participant I12) Before that the mother was asked if she could not change her way of cooking to reduce the weight of her child, then she answered "My husband is the type of person that, does not eat vegetables at all, thus I am happy that the children eat it. So, I always have to cook something with meat. It is annoying [...] but if I would not cook meat anymore, I believe my husband would get a crisis." (Participant I12)This seems to show that for her the norm is more to cook what her husband likes and prevents him from a ´crisis' instead of changing the diet, so that her son looses weight preventing him from getting diseases like diabetes etc., in the long run. The subjective norm may be an important determinant regarding the intention to change behaviour. The case of participant I12 shows that the mother has the intention to change something, but she does not know how because her husband wants to eat like she is cooking now. On the other hand it seems to work very good with couples that are like minded or when the husband is even more demanding regarding a healthy diet. In turn, this means that if the mothers believe their husband's opinion regarding a healthy diet is positive, it also has a positive influence on the diet the mother provides. 4.13.2 Subjective Norm- Important People Nine mothers report that they, generally, don't care about the attitude of others, but that they have a problem with the grandparents, because they provide the children too many sweets and unhealthy food."They should have the same opinion as we have, but especially the grandparents agree more on unhealthy food and sweets as we do."(Participant I6) Five participants said that it is not important at all what other people say."Actually, this is not really important to me, it is my own conscience with which I have to get along" (Participant I2), so she has the attitude that if she does something wrong she knows it herself and she has to deal with it, so she does not care about criticism from others. Another mother states, "I know from my parents that they nourish themselves like we do. And friends and acquaintance, eventually I don't care what they say. They can do what they want and I find the way I do it alright. I listen to critique, if it is justifiable, I can try to change something. But in general I don't care what they think about it, because everybody has his own habits." (Participant I5) This mother adapted the dietary behaviour from her parents and she perceives it as the right way. On the one hand she says that she does not care about the opinion of others on the other hand she states that she listens to critique and thinks about it. That means that she is not totally independent from her environment in taking decisions. One mother reports that her environment does not really understand why she put so much effort in cooking fresh food and providing a healthy diet, so she stated "I did not take notice of anything negative, it is more about the understanding of others that they think I must have a lot of work with cooking which I do not understand because it is not much work."(Participant I3) So in this case the important people of her environment believe that she has too much work with cooking and do not see the reason why she is doing it. Only one mother reports that she communicates with friends about it and that they exchange attitudes regularly, "We are always in exchange with friends and acquaintances." (Participant I15) In general the interviewed parents seem take decisions independently from other important people in their environment, because they are convinced that their way of child feeding is the right one. Except a few mothers reported that they listen to critique and think about it. 4.14 Intention of child feeding behaviour In the following paragraph the intention of participants to perform a healthy child feeding behaviour will be studied, in particular the intention of parents to maintain a healthy diet for their children or the intention to change certain dietary patterns if the current diet is unhealthy. 4.14.1 Intention of parents to provide a healthy diet Nine participants intend to keep up with the diet as it is now. One participant states "Yes, I want to maintain the diet like it is now" (Participant I5) or "Yes in any case." (Participant I4) This seems to suggest that the intention of these mothers is high to maintain the diet like it is now, which might imply that they either have the intention to maintain a healthy diet or that they want to keep up with an unhealthy diet. Five more participants state that generally they want to maintain the diet like they perform it now, but they intend to provide more vegetables and fruits, to cook more versatile, make the children drink more water or want to be better informed about what the children eat during lunch like one participant said, "Yes, we want to continue like that as long as possible, but I would appreciate to be 100 per cent aware of what the children eat during lunch, because this is the only meal they do not have at home." (Participant I9) Another mother states, „Yes, but I would like to integrate more fruits and that they voluntary ask for fruits." (Participant I11) „I have to pay more attention that we drink more water and maintain this. I also have to find more healthy recipes to reduce the meat consumption. It does not have to contain meat all the times." (Participant I13) Actually those mothers are satisfied with the diet like it is now, but they intend to change certain issues which could improve the diet or make it even more healthy. One mother has the intention to change the current unhealthy diet "When one thinks about all the side effects and risks, actually one should change the diet." (Participant I12). Further on she explains what she plans to change, to improve the diet, so she said, "Perhaps only three times per week meat and the remaining day's vegetables or whatever. More fruits, less sweets, perhaps no soft drinks anymore or only during the weekend." It seems that the mother has the intention to change the unhealthy dietary patterns, especially because she is planning what could be changed to improve the diet. Finally one can say that most of the participants have the intention to maintain the diet like it is now because they believe it is healthy, some intend to maintain it, but improve minor issues and one mother intends to make a dietary change because the diet she provides is unhealthy. 4.14.2 Relationships between the determinants of healthy child feeding behaviour In this paragraph the link across the determinants of healthy child feeding behaviour will be analysed, to see whether there are any correlations between the determinants that prevalently appear. There are four participants (I2, I3, I7, and I11), they themselves have a normal weight and two are slightly overweight, their children have a normal weight or are under weight. Mothers have a good knowledge, they believe a healthy diet is important for the child to grow up healthy and they believe that the diet they perform is healthy. Thus, they have a high selfefficacy regarding their child feeding behaviour. They believe that their husbands have the same attitude (subjective norm), but they are not influenced by the opinion of other people in their environment (subjective norm). Thus they intend to maintain this diet. That seems to indicate that for those participants knowledge, attitude, subjective norm, self-efficacy as well as the intention are all positive to build a basis for a healthy child feeding behaviour. One participant (I4), she is obese and her child is overweight, seems to have a low level of knowledge compared to other participants, she believes that the diet could be better and that she should be more consequent with her daughter (attitude). She thinks that she and her husband have the same attitude, but she does not care what other people in her environment believe about her diet (subjective norm). Her self-efficacy seems to be quite high, she sees it as easy to perform a healthy diet because her daughter likes to eat most fruits and vegetables. However, in principal she intends to maintain the diet, she only wants to provide more variety of food and to be more creative with cooking. Although she believes that the diet she is providing is not the best for her child, in general she wants to maintain the "unhealthy diet". This may imply that her intention is unincisive, although her self-efficacy and subjective norm are given. Thus it may be related to the rather low level of knowledge. One participant (I5), she is slightly overweight and her son is normal weight, seems to have an average knowledge and she believes that the diet she provides is healthy. Her husband is not involved in providing a healthy diet, he accepts it. She listens to critique of others and thinks about whether to accept it or not, that seems to suggest that her attitude regarding child feeding behaviour is not totally independent from the beliefs of important others in her environment (subjective norm). But in general her self-efficacy regarding her performance to provide a healthy diet seems to be quite high, although she does not like cooking, she intends to maintain the diet like it is now. Next to that, five participants, parents all have a normal weight, children are normal weight with the exception of one overweight girl (I6, I9, I10, I13, I14) seem to have a good knowledge, they believe that the diet is good in principal, but the consumption of sweets for example should be reduced or the consumption of water should be increased. Their husbands have the same attitude, two husbands believe that a healthy diet is even more important than their wife's perceive it. They don't care what other people in their environment believe about the diet they are performing (subjective norm). Some of them reported that grandparents believe that children could eat more sweets. There self-efficacy seems to be rather high, as they are very demanding to themselves to provide a healthy diet, they do not perceive it easy all the time to provide a healthy diet. In general they have the intention to maintain the diet because they are already providing a healthy and well-balanced diet, but they want to improve minor issues. One participant (I8), she is overweight, her children have a normal weight, does not seem to have that much knowledge. She believes a healthy diet is important but she cannot really explain it. She believes that her husband has the same attitude (subjective norm). Her self-efficacy seems to be rather low regarding her statements about healthy child feeding. She intends to keep the diet up like it is now, because she does not have any problems with it. Participant I12, she and her son are obese, knows in theory that her son weighs too much, eats too much, knows about the causes and consequences of an unhealthy diet and knows about the relationship between diet and overweight. She does not really know how meals should be regulated during a day. She knows how to prevent overweight in theory, she knows, in general, how a healthy diet should look like and she knows about the mistakes of the diet that she is providing. Nevertheless, she does not know how to change it and how to keep her son from eating bread with cold cuts and ketchup, drinking lemonade and eating meat. Her self-efficacy seems to be rather low, she always says "I don't know" and "I don't know what to do about it". She believes that something needs to be changed about it, make a cure for example but she does not know how. Her husband does not really support her, however, she seems to be very dependent on what her husband says and he also seems to make it complicate for her to make a dietary change, because he always wants to eat meat and fatty sauces. She has the intention to change the diet, but due to her low self-efficacy and dependence on her husband (subjective norm) she does not seem to believe that she can perform it. Furthermore, there is one normal weight mother with an overweight child (Participant I17), she has knowledge about a healthy diet, although she makes some mistakes in the diet of her child, for example her daughter gets a chocolate bar every evening before she goes to bed. She believes that the diet is healthy and she believes that she prevents her daughter from gaining more weight (attitude). She seems to have a rather high self-efficacy, as she does not perceive it either easy or difficult to provide a healthy diet. Her husband believes that a healthy diet is very important and he is even more consequent than she is (subjective norm). She wants to maintain the diet like it is, because she is convinced that she provides a healthy diet for her daughter. That seems to indicate that, because she believes that she is doing a good job and she perceives her level of knowledge as very profound, she also seems to have a high self-efficacy and thus, intends to maintain the diet like it is now. 54 In sum, one can say that in general all participants know how a healthy diet looks like, although the level of knowledge is diverse. All mothers believe a healthy diet is important, so they have a positive attitude regarding child feeding behaviour. Differences between the participants can be seen regarding their believes whether important people in their environment think that they are performing a healthy diet, so some parents reported that grandparents always believe that they have to feed the children a lot of sweets and one mother reported that people in her environment cannot understand that she is cooking fresh every day. Additionally the attitude of the partner also differes among the participants, some fathers are very engaged about providing a healthy diet and some fathers are not involved at all. This may also affect the intention of the mothers to maintain a healthy diet or to make a dietary change. It is noticeable that the mothers whose husbands are like minded seem to have a high self-efficacy. Mothers whose partners are even more demanding tend to be even more challenged to realise it, because they want to provide throughout an even healthier diet. In turn, those mothers who believe that their husbands do not really care about a healthy diet either have a high self-efficacy or a low self-efficacy. 4.15 The interrelation between child feeding and participation behaviour The theoretical framework suggested that participation in health promotion programs targeted at parents to reduce childhood obesity is dependent on the intention of parents to participate and further it is dependent on determinants of participation behaviour and child feeding behaviour. Therefore, at this point, the interrelation between both behaviours will be analysed, to see in how far they are linked. Therefore the structure of the diagram (2.4) will be used to look at the links of both behaviours. The results of the interviews in general seem to mirror the assumptions of the model described above, but some determinants seem to have more value than others. The results of the interviews seem to suggest that the intention to participate is related to the perception of parents of their level of knowledge about child feeding behaviour, which in turn is dependent on parent's attitude about their child feeding behaviour. The analysis seems to propose that if parents perceive their level of knowledge to be high, they either believe that they already know a lot, but that they can always learn new things, or they believe that they do not need to attend because they already know enough about healthy child feeding. So along the TPB participants believe or expect that participation is not beneficial for them and thus they decide not to attend. That means that the intention of parents to participate seems to be most dependent on their level of knowledge (perception of knowledge) and even more dependent on their attitude regarding the diet they are providing. It was noticeable that some parents said that they do not see the need to attend because they do not have a problem. That seems to imply that those parents believe that there is only a reason for participation when a health problem is already given. That also seems to underline that the parents believe the outcome of the diet influences their intention to participate in information evenings, for the example, as mentioned above, this implies that they do not see a need to attend because they do not have a problem that could be solved by attending. The results showed that participants, who had a limited self-efficacy regarding the diet of their child, for example participant I12, all intended to participate in information evenings. Mothers with a high level of self-efficacy who perceive their level of knowledge to be good, but believe that they always can learn new things also have the intention to participate. In turn, people who perceive their knowledge level to be high, but the interviews showed that they have knowledge gaps regarding healthy child feeding did not intend to participate because they believe that they already know enough. The subjective norm regarding child feeding of the participants does not seem to have a consequence on the intention to attend, if husbands do not support a dietary change, mothers do not feel restricted to participate in health promotion programs. Self-efficacy in child feeding also seems to be related to the normative believes about the partner's believes, such as participant I12. She seems to have a low self-efficacy to change the diet, because her husband does not believe that a dietary change is needed as he wants to keep up the unhealthy dietary practices. So it may be assumed that the selfefficacy believes can be negatively influenced by the partner if he does not believe in healthy child feeding for example Furthermore, it is noticeable that none of the participants said that they would attend for sure and in any case. All the parents indicated different uncertainties that could hinder them to participate. However, the intention was given throughout the participants, except for one mother, to participate in a health promotion program that has the format of a workshop and which is targeted at the parents and the child, such as a cooking workshop. In sum, one can say that the intention to participate is mostly dependent on the knowledge a person has about a healthy diet and the attitude a person has about their performance in providing a healthy diet. The self-efficacy of a participant regarding participation as well as child feeding seems to be most dependent on the level of knowledge of a person and its attitude, as a certain level of knowledge needs to be given, so that a person feels capable to accomplish a certain level of performance. It depends on the level of knowledge a person has which level of performance a person can or believes to achieve, but it also depends on the believes of the partner towards a healthy diet. In other words, it can be said that the intention to participate depends on the level of knowledge of a person and its believes about the outcome of a healthy diet and participation. In turn, the self-efficacy of a person to be capable to provide a healthy diet seems to be dependent on the level of knowledge of a person, the believes of the partner as well as the person's beliefs about the benefit of the outcome. Participants with a high self-efficacy tend either to believe that they already have enough knowledge and thus do not need to attend or they believe that, although they already know a lot, they can always learn more. Participants who had a high level of knowledge, generally have a high self-efficacy and positive believes about their partner as well as they believe a healthy diet is very important, however the intention of those parents to participate in an information evening were very diverse. This seems to suggest that all the determinants are interrelated to each other and it depends on the constellation how the determinants are valued if parents have the intention to participate or not. But it can be said that the level of knowledge and the attitude of a person regarding child feeding behaviour and the attitude regarding participation behaviour determine the participation behaviour of parents. 5 Discussion and Conclusion Childhood obesity is an increasing problem in Germany which contains physical, psychological, social and financial problems for the individual as well as the society. Therefore organisations and associations try to prevent overweight in children by targeting health promotion programs at parents. But kivi e.V. and other organisations face the problem of a low participation rate of parents in information evenings, but it is not clear why especially parents of children at risk for overweight and obesity do not attend. The research objective of this study was to explore the reasons why parents attend or do not attend health promotion programs. It especially focused on parents of children at the kindergarten age of three to five. Thus, within this scope of the main research question, "What are the main determinants of the intention of parents of kindergarten children at risk for overweight to attend information evenings about healthy eating?", this study integrated a literature review and looked at previous studies to see how the current research discusses the topic of participation in health promotion programs and to see how behavioural theories may explain participation behaviour of parents. Further on semi-structured-interviews with parents of kindergarten children were conducted to see how participation behaviour of parents is determined. 5.1 Discussion of study findings The search for literature and scientific articles approaching the problem of a low participation rate in health promotion programs targeted at parents of children at risk of overweight led to the recognition that this field of research is still untouched. Due to the fact that currently no literature about parent's participation exists, this study tackles a new field of research and thus cannot be compared with previous research. However, studies can be found that look into the effect of parents participation in health interventions targeted at their children. Research found out that involvement of parents in health promotion programs targeted at overweight and obese children is fundamental and suggests that it may be even more effective to involve parents only, instead of parent and child, because parents can implement the learned skills and knowledge at home and children do not feel pressured to change their behaviour. Therefore, based on behavioural theories, social cognitive theory, theory of planned behaviour and the precaution adoption process model, the theoretical framework of this study provides a model (see 2.4) which assumes that the participation in health promotion programs targeted at parents to reduce childhood obesity is dependent on the intention of parents to participate. Further on, the model suggests that the intention is dependent on determinants of parent's participation, such as knowledge, attitude, self-efficacy and subjective norm as well as dependent on the determinants of child feeding behaviour such as knowledge, attitude, self-efficacy, subjective norm and the intention to feed the child healthy. The interviews showed that the following determinants are decisive for parent's behaviour to participate in health promotion programs: First of all the results of the interviews seem to suggest that mothers who have knowledge about information evenings are more likely to participate than those that did not know that information evenings are provided by organisations and associations. Second, the parent's attitude about the benefit of participating in an information evening seems to have a strong influence on the intention of parents to participate. Furthermore, the level of self-efficacy seems to affect the intention to participate, but the way it influences varies by each individual person. As such, parents with a low self-efficacy had the intention to participate and parents with a high self-efficacy either intended to participate or not. The subjective norm of mothers seems to have an influence on the intention of mothers to feed their child healthy but not on the intention to participate. The only exception is a mother who believes that her participation behaviour is dependent on the group of participating parents. She believes that if other parents do not like her or talk about her she would not participate (Participant I8). In general the results of the interviews suggest that most participants who have a good level of knowledge, a positive attitude towards participation, a high level of self-efficacy and positive social normative believes all have the intention to participate in information evenings and their intention is even higher to attend a cooking workshop with their children involved. However, some mothers who show the same positive results for the determinants do not intend to participate, because they believe to already have enough knowledge. Next, determinants of healthy child feeding behaviour of parents were analysed. The intention to change or maintain dietary behaviour, as proposed in the model, seems to be dependent on the level of knowledge of the mother, the attitude, self-efficacy as well as subjective norm. Thus, a rather low level of knowledge seems to indicate that the intention to change dietary patterns is not that high, although the participant believes that the feeding behaviour could be improved. The level of knowledge also seems to be linked with the level of selfefficacy, as the interviews seem to show that parents with a lower level of knowledge sometimes seem to have a high self-efficacy, because of the fact that they believe that they are providing a healthy diet along their level of knowledge. On the other hand mothers who believe that the diet should be extraordinary healthy and have a high level of knowledge also seem to have a high level of self-efficacy, because they are more demanding to provide a healthy diet, they do not perceive it easy but they feel capable to achieve it, like Participant I6 for example. Some parents, who believe that a healthy diet is important, seem to have a problem to be consequent with restricting sweets etc. which indicates that their level of selfefficacy is not as high as compared to the parents who perceive it as very easy to provide healthy food, but at the same time it also seems to indicate those parents are also more demanding regarding the diet of their child. Furthermore, the analysis seems to indicate that an information evening is not the right format to promote a healthy diet and to reach the target group. Parents seem to prefer to attend a practical workshop where they can actively participate and integrate their children in the learning process. The results showed that parent's intention to participate is much higher if their children are also involved. In contrast to the literature review (see paragraph 2.2.2) which concluded that health promotion programs where parents act as agents of change, found out that parents who attend health promotion programs and transfer the knowledge and skills to their children at home are more effective regarding weight loss than those where both, parents and children attend, because overweight or obese people might feel ashamed and thus feel more comfortable in their environment to get instructions about losing weight. Hence, the difference in the results, interviews versus studies, could be related to the fact that the literature was focused on health interventions to reduce the weight of overweight and obese children (see paragraph 2.2.2) as well as the age of the children. The health interventions focused on youngsters and young adults and this research has its focus on kindergarten children. Furthermore, the focal point of this study are prevention programmes such as a parent-child-cooking-workshop, to prevent a wrong feeding behaviour of parents in the long term. Thus, this research seems to suggest that a practical workshop, for parents and children is most effective to improve child feeding behaviour and specifically to increase the intention of parents to participate. Besides, the results of the interviews showed that the model of participation behaviour (see figure 4) was the right way to approach the problem of a low participation rate. Not all determinants have the same value for the intention to participate, but child feeding behaviour and participation behaviour seem to be strongly interrelated. Furthermore, the results seem to suggest that the participation behaviour model (see 2.4) may be added by the determinant "awareness", in some sections of the interview results participants showed that they are aware of certain circumstances and it makes a difference if somebody is aware of a wrong behaviour or not, if he does not intend to change it. This can be explained by the precaution adoption process model (see 126.96.36.199) which says that people can be not aware that their current behaviour is a risk and they are not aware that their child is overweight. The PAPM also suggests that this is related to the level of knowledge parents have. For example one mother does not know that her child is overweight according to the BMI-percentiles. (Participant I4) 5.2 Study limitations First of all, it has to be said that within a master thesis only a limited amount of semistructured-interviews can be conducted. In this study sixteen interviews were carried out which seemed to give a lot of insights about participation and child feeding behaviour of parents, however, it is not representative for the whole Rhein-Sieg-Area. Furthermore, doing qualitative research means it cannot be prevented that participants give social desirable answers. In general, the overall impression of the research was that most of the participants gave honest answers. However, sometimes the impression arose that mothers gave an honest answer first, but when they realised in which direction that would lead them, they tried to backpedal, like participant I4. At first, she said, that the diet is not diverse and her daughter prefers to eat noodles all the time, afterwards she states that it is easy to provide her daughter a healthy diet because she likes most fruits and vegetables. So, when typing down the interviews some contrasting statements of the participants could be found. Additionally, in doing qualitative research it can be assumed that participants may forget to talk about certain issues or leave out details when they report about the behaviour they are performing which might be important for the analysis. This phenomenon is called memory bias. Next to that, some interviews were conducted at the homes of the interviewees and some in the kindergartens. The interviews at home showed that the participants were more relaxed and gave more detailed answers compared to the participants in the kindergarten. Another benefit in doing the interviews at home of the participants is that you can observe the family and procedures they are performing. So for example participant I3, talked a lot about the healthy diet she provides, e.g., cooking fresh food etc. but on the other hand during the 1, 5 hours the researcher spend at her home, her younger daughter was eating banana, wine gums and when she came back with her father from doing groceries, she proudly showed her chocolate croissants which she was eating half an hour before lunch. So this seems to suggest that there might be a difference between what mothers say and what they do. These issues seem to be relevant to take into account in future qualitative research about parent's participation and feeding behaviour of kindergarten children. 5.3 Conclusions This study tried to analyse the main determinants of the intention of parents of kindergarten children to attend information evenings about healthy eating. The results seem to indicate that the main determinants which influence parent's intention to participate are the perceived level of knowledge, in other words the knowledge about child feeding that parents perceive to have and parents believes about the outcome of a certain behaviour (attitude). The perceived level of knowledge seems to indicate parent's believe whether they can benefit from participation in a health promotion program or not. self-efficacy and subjectivenorm seem to be dependent of the level of knowledge and the attitude of the individual and thus also have a consequence on the intention of a person to participate. But it has to be said that the self-efficacy and subjective-norm regarding child feeding behaviour has more impact on the intention to participate than the self-efficacy and subjective-norm regarding participation behaviour, so except for one mother all parents felt capable to attend in health promotion programs, which seems to suggest, that a high self-efficacy does not mean that the intention to participate is higher. Subjective-norm seems to have an impact on the diet parents provide, but overall the interviews did not indicate that the believes of important others have an impact on participation behaviour of the parents. In conclusion, one can say that the level of knowledge and especially the perception of parents of their level of knowledge and their attitude towards it seem to be the main determinants that affect the intention of parents to participate or not. 5.4 Recommendations In the following paragraphs recommendations for future research, investigating in parent's behaviour regarding the participation of health promotion programs as well as recommendations for the implementation and organisation of health promotion programs in practice, will be discussed. 5.4.1 Recommendations for future research For future research it is recommendable to do the research in the home environment of the participants if the possibility is given. In that way, additionally to the interview one can get an impression about behaviour patterns and routines and one can observe things like mentioned above (see 5.3). Further on, based on the theoretical framework and the interview data, it seems to be reasonable to add 'awareness' to the theoretical model. Along the PAPM awareness is the second step in behaviour change, because this model suggests that people may be unaware about a certain issue and therefore do not change the wrong behaviour. In turn, being aware of an issue is the basis to act on something. 5.4.2 Implications for health promotion practice Furthermore this study suggests that information evenings provided by associations like kivi e.V. are not the right format to involve parents in health promotion, as the intention of parents was much lower to participate an information evening compared to a practical workshop. The majority of parents wished to have a format in which they can be active, work practical and involve their children instead of listening to somebody who reports about a healthy diet for children. So they seem to prefer a practical format where they can actively gain knowledge and skills about a healthy diet in collaboration with their children. However, the interviews indicate that the majority of parents would ask a paediatrician for advice if they believe that their child has a severe health problem. So this seems to indicate that health promotion programs are not (yet) overall well-established and that organisations and associations need to work on their image and public acceptance to be overall accepted. This seems to suggest that organisations and associations need to work on their external communication. Therefore the results of the interviews regarding the perceived level of knowledge, attitude, self-efficacy, subjective norm and awareness can help to establish health promotion programs which fulfil the needs of parents of kindergarten children. 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This research is about dietary behaviour of children aged 3-5 years and about reasons for parents of these children to participate in health promotion programs e.g. information evenings. The purpose of this interview is to find out what you think about your child's weight, diet and what are the reasons for you to participate in health programs or not. The information collected will be analysed anonymously and used for writing a master thesis. Parent's opinion will be shared with an association kivi.e.V. to improve their programs, so that they better fit the demand of parents. Overweight: general question 1. What do you know about overweight among children? (knowledge) o When is a child overweight? (knowledge) o What do you think are the causes of overweight? o What are the consequences of being overweight in the short and long term? Dietary Behaviour: General Questions 2. Can you explain me what you know about the relationship between diet and overweight among children? (knowledge) o Do regular meals have an influence on the weight of a child? o How should a diet look like to prevent overweight? 3. What do you think is a healthy diet for a child aged three to five? (knowledge) o What includes a healthy diet for you? o What does your child eat for breakfast, lunch and dinner on week days? o What does your child eat for breakfast, lunch and dinner during the weekend? 4. Thinking about children in general, do you think the diet has an effect on children's wellbeing and development? (attitude) o In what ways does it affect children? o Can you give some examples? 5. What do you think are the consequences if a child eats an unhealthy diet, like too much/too fat/ too many sweets? (attitude) o What do you think of these consequences? (outcome expectancy) o Do you think what a child eats affects them now or could it affect them in the future? (outcome expectancy/attitude) Dietary Behaviour: specific for own child 6. How would you describe your child's diet? Please explain your opinion based on what your child eats in a normal weekday and a weekend day? o Do you think this diet is healthy or unhealthy? o If healthy diet: How do you achieve this? (e.g. regular meals, fresh cooked food, fruits and veggies) - if unhealthy diet: What do you think about this? What are the reasons for this unhealthy diet? 7. What do you think are the consequences of your child's diet, and how do you feel about these outcomes? (outcome expectancy) o Do you see any risks? o Do you see any benefits? o How do you see your role in this? 8. How easy or difficult is it to have your child eat a healthy diet? (self efficacy) o If very easy: What is your strategy or approach? What is the role of the child? o If not (very) easy: What are the reasons for that? Can you give some examples of difficult situations? 9. Do you have a partner? o If yes: How do you feel your partner is thinking about offering the child with a healthy diet? Do you have the same opinion? (Subjective norm) o (How) Does this influence you or the child? o If opposing opinions and strategies: how do you deal with this? 10. How do you feel other important people in your environment (like grandparents, friends, family) think about the diet you offer your child? (Subjective norm) a. Is this in any way important for you? o If yes: How does this influence you? o If no: Why is this not important to you? 11. With regard to the previous question: o If the current diet is healthy: Are you planning to maintain these dietary patterns for your child? o If current diet is unhealthy: Are you planning to change certain dietary patterns or behaviour? (Intention) o If yes: What are you planning to change? o Why- Did something happen? o If no: Why do you do not want to change anything? Do you don't think change could be beneficial for the health of your child? (or) Do you don't think your child could lose weight if you change dietary patterns? Participating Behaviour 12. There are many parents in Germany who are a little or more struggling with providing their children a healthy diet and keeping them on a healthy weight. For that purpose, several organizations are managing events like information evenings, workshops, lectures, and so forth. Are you aware of such events? (knowledge) 13. If you had a problem or see a risk with your child's diet, weight or health. What would you do? o Would you ask for professional support? 14. Would you be interested to go to an information evening or participate in a workshop? (attitude) o If not: Why not? (not beneficial or not relevant for you?) o If yes: Why? What would you hope to get from such an event? 15. If you had to describe an information evening about diet and overweight among children that would really interest you, how should it look like with regard to topic duration, location, format of presenting and discussing issues, etc? o If no preferences: Why doesn't it matter to you how an information evenings is organised? o If preferences: Why does it matter to you how it is organised? 16. Do you think/ feel that other parents would attend such an evening? And what about your partner, what would he/she think of it? (Subjective norm) 17. Some parents might not like going to such an info evening because they feel not sufficiently confident to discuss their child's diet or their own difficulties in managing diet in a group of people. How is this for you; would that be a barrier for you to go? (self efficacy) 18. Imagine an information evening would be organised within the next weeks that is conform with your previous description of an information evening: o How certain can you say that you attend? o If sure: Why are you sure that you attend? o If not sure: Why are you doubting whether you attend? 19. Do you have any additional things you would like to discuss, that were not addressed in the questions I asked? 20. Finally, could you tell me the length and weight of your child? Thanks a lot for participating in the interview and to endow me your time. It was very interesting to listen and to talk to you. Wish you all the best for you and your family. 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INHALANT ABUSE AND SUDDEN SNIFFING DEATH WHAT IS INHALANT ABUSE? Inhalant abuse involves the deliberate inhalation or "huffing" of concentrated amounts of one or more dangerous liquid or gaseous chemicals to produce a feeling of euphoria or "high". Among the substance abused this way are the solvents found in products such as paints, paint thinners, typewriter correction fluids and some glues, as well as propellants, refrigerants and fuels such as freon, butane, isobutane, propane and gasoline. The adverse effects of inhalant abuse can be immediate (for example, liver, kidney, brain, blood and lung toxicity). WHAT IS SUDDEN SNIFFING DEATH? Sudden sniffing death (SSD) can happen to a user at any time a solvent or gas is inhaled to get high: the first time a person experiments with inhalant abuse, or after years of this habit. It is impossible to predict who is at risk of SDS. Death actually happens within a few minutes after inhalation. Most victims die before making it to the hospital. SSD is caused by several factors: 1. Inhalants act directly on the brain to decrease the amount of oxygen delivered to the brain and the rest of the body. 2. The amount of oxygen available to the body is further decreased since the person is inhaling a chemical instead of air. 3. Increased sensitivity of the heart muscle to the body's own 'adrenalin' occurs. This can cause an irregular heart beat, which additionally interferes with the body's ability to pump blood and oxygen to the brain. 4. Finally, any excitement that could cause or lead to running, sudden motion, fear, anger, sex, trauma, etc., caused the body to release even more adrenalin (epinephrine) than usual. HOW CAN YOU TELL IF SOMEONE IS USING INHALANTS? There is no simple way to identify inhalant abusers. However, changes in behavior patterns, attitudes, grades, relationships or friends should be viewed with suspicion of this or other types of substance abuse. Plastic bags, chemical soaked rags, tubes of glue, and strange chemical vapor smells may be clues. Recently, compressed air computer cleaner products have become a growing fad. The misconception that it only contains air adds to the deadly danger of inhaling its propellant. Inhalant abuse is most commonly, but not exclusively, seen in teens or preteens who are not old enough to legally purchase alcohol or who may not be able to afford marihuana or cocaine/crack. If you suspect that a son, daughter, or friend is involved with inhalant substance abuse, you can help them by talking openly about the hazards of this practice. Ideally the goal is prevention of substance abuse, but if it is already occurring, the goal should be treatment and counseling. It should not be ignored thinking that it will "just go away". WHAT ELSE CAN BE DONE? The only way to combat this form of abuse is for parents, schools and our community to educate their children and discuss the dangers openly. We cannot legislate this form of substance abuse out of existence, since it involves common household products. The "cure" for this problem has to come from within us and user. Our communities need strong prevention, education, intervention, treatment and recovery programs. Revised 9/05	<urn:uuid:715677d8-ffba-4145-8b7c-4b378d1e7d2e>	CC-MAIN-2014-23	http://www.cincinnatichildrens.org/WorkArea/DownloadAsset.aspx?id=98498	2014-07-22T21:35:16Z	crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00249-ip-10-33-131-23.ec2.internal.warc.gz	588,454,594	718	eng_Latn	eng_Latn	0.998281	eng_Latn	0.998354	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1690, 3237 ]	[ 2.8125 ]	2	2
Blocking the Sun: Earth's External Heat Engine and the Earth's Atmosphere SPN LESSON #34 TEACHER INFORMATION LEARNING OUTCOME After analyzing graphs, charts, and maps, students describe the types of electromagnetic energy present in sunlight, explain how various wavelengths are affected by the atmosphere, and cite the mechanisms that absorb, scatter, and refract incoming radiation. LESSON OVERVIEW This lesson is the conclusion of a three-lab sequence that investigates the factors controlling the amount of insolation reaching Earth. Students analyze displays of data and draw conclusions regarding energy from sunlight; determine how wavelengths are affected by the atmosphere; and contemplate t mechanisms at work in the absorbing, scattering, refracting, and reflecting of radiation. In addition, they chart the movement of frontal systems across New York State through the use of Internet sites and the SPN network of solar collector sites. GRADE-LEVEL APPROPRIATENESS This Level II and III Physical Setting lesson is designed for Earth science students in grades 8–12. MATERIALS Computer terminal having Internet access Pencil Ruler SAFETY No special safety considerations are necessary. TEACHING THE LESSON This lesson is to be taught in increments. Have students follow the directions on the worksheets, working in small groups or individually, completing one or two sections at a time in class and/or for homework. Follow the completion of each section with a debriefing discussion to ensure that they comprehend the material. You may want to include several of the lesson extensions that follow as clarifying laboratory activities. LESSON EXTENSIONS Several standard Earth science laboratory activities you might use that fit well with this lesson's concepts follow: 1. Black can – white (silver) can lab (demonstrates the characteristics of good absorbers/reflectors) 2. Cloud formation bell jar lab (demonstrates condensation nuclei / adiabatic cooling) (Note: This lab may be modified by passing a beam of light through the cloud chamber to observe the absorption and reflection of the light beam.) 3. Angle of refraction lab (demonstrates refraction of light) 4. Diagnostic weather maps (demonstrate fronts, clouds, and precipitation) 5. In addition, the University of Massachusetts has a radiative balance lesson at the following website that allows students to determine the changes in Earth surface temperatures caused by varying Earth albedo, incident insolation, and greenhouse effect of the atmosphere. http://www.geo.umass.edu/courses/climate/radbal.html ACCEPTABLE RESPONSES FOR DEVELOP YOUR UNDERSTANDING SECTION [Numbers in brackets are NYSED Intermediate Science Core Major Understandings.] 1. Acceptable responses should be between .4 and .7 microns. (The actual answer is .475 microns or 4.75 x 10^-5 centimeters as per Earth Science Reference Tables.) [Std 6, KI 2] 2. (a) blue/green; (b) 4.75 x 10^5 centimeters [Student responses will vary, but most will probably be around 4.9 x 10^5 in value.] [You might want to discuss the nature of logarithmic scales at this point, if that topic has not already been addressed.] [Std 6, KI 3] 3. The peak of atmospheric absorption occurs at a shorter wavelength at the approximate boundary between visible and ultraviolet light at about .4 microns. [Std 6, KI 3] 4. (a) X ray and ultraviolet; (b) infrared (Students could successfully argue that visible light is also greatly affected.) [Std S1, KI 1] 5. Student graphs should be similar to the one provided below. [Std 6, KI 5] Number of Langleys per Day Received at Outer Edge of Earth's Atmosphere at All Latitudes on June 21 6. Since Earth's North Pole is tilted toward the Sun on June 21, the North Polar region can receive 24 hours of daylight each day. [Std 4, 1.1f] 7. The three possible graphs are superimposed below. [Std 6, KI 5] Yearly Change in Insolation Received above Earth's Atmosphere at Latitude _____ North Graph Key: 30 N 40 N 50 N 8. (a) Yes (hopefully); (b) In the winter, spring, and fall seasons, the controlling factor appears to be a combination of the angle of insolation and the duration of insolation. During the summer months, the pattern of steadily increasing duration of insolation occurring to the north appears to be most important. [Std 4, 2.2a] 9. Student responses are likely to vary slightly. This would be a good time to emphasize the importance of reading graphs with accuracy (e.g., +/- 25 langleys per day). Students may have difficulty reading July values because of the southward bulging of the 900-langley isoline. You should remind them that the values they are reading lie along the July 15 vertical line. Students might find it easier to determine these values by actually drawing this line on diagram 2. [Std S1, KI 1] 10. Responses will vary, but are likely to emphasize the following: [Std S1, KI 1] (1) Earth's surface pattern is much more irregular than that above the atmosphere. (2) Earth's surface receives only a portion of the amount received by the upper atmosphere. (3) Earth's surface pattern generally decreases to the north, but the July upper atmosphere insolation increases to the north. 11. (a) [Std 6, KI 2] (b) The high insolation area has a generally warm-to-hot climate, and the climate is dry. [Std 4, 2.2b] 12. When humid air is forced to rise (as when it encounters a frontal surface, mountain, or low-pressure center), the air expands and cools to the dewpoint where condensation takes place changing water vapor to water droplets (or perhaps ice crystals). The droplets form clouds. [Std 4, 2.1f] 13. (a) 35%–80% [Std 6, KI 2] (b) absorption and reflection (c) reflection (d) Clouds appear white in color when reflecting sunlight, an indication that all wavelengths of visible light are being reflected. 14. (a) cumulonimbus, nimbostratus, or cumulus [Std 6, KI 2] (b) These cloud types are thicker. [Std 6, KI 5] (c) Thicker clouds occur where large volumes of moist air are forced to rise. [Std S1, KI 1] - at frontal boundaries [Std S1, KI 1] - at the center of a low air pressure - on the windward side of mountains (d) Responses will vary according to the circumstances chosen by the student. Typical responses are likely to be for warm and cold fronts as shown in the figure below: [Std 6, KI 2] 15. There should be a sharp reduction in electrical output from those solar collectors that are under a heavy cloud cover associated with low-pressure centers and the associated fronts. [Std M1, KI 2] 16. Responses will vary greatly. However, the presence and movement of heavy cloud cover should be readily apparent from the drop in energy collection/output from school sites in the SPN statewide solar network. [Std 6, KI 1] 17. (a) Scattering and diffuse reflection and absorption by molecules and dust [Std 6, KI 2] (b) Blue-colored sky 18. (a) removing the 18% of the blue and 32% of the violet makes the Sun appear more yellowish than it is.[Std S1, KI 3] (b) blocked sunlight means darker days with less radiation for photosynthesis in green plants; plants and the herbivores that depend on them might die, and the carnivores might die as well; mass extinction might occur as it did in the dinosaur extinction event at the end of the Mesozoic Era. [Std.4, 1.2d] 19. (a) water vapor and carbon dioxide [Std 6, KI 2] (b) approximately 1.9, 1.2, 1.1, and 1.0 microns; infrared (c) ozone and oxygen ADDITIONAL SUPPORT FOR TEACHERS SOURCE FOR THIS ADAPTED ACTIVITY This lesson is a compilation from many sources, although mainly from the two sources listed in the References for Background Information section below. BACKGROUND INFORMATION Scattering is the term used to describe the reflection of light rays from molecules in the atmosphere. Rayleigh scattering is the proper term for this phenomenon. Blue light is greatly scattered because of the "fit" between its wavelength and the diameter of gas molecules in the atmosphere. Therefore, the sky usually appears blue because our eyes see all this scattered blue radiation from the Sun coming from all points in the atmosphere. Therefore, the Sun appears yellow instead of white, because the blue component has been removed by scattering. [See appendix for additional information.] REFERENCES FOR BACKGROUND INFORMATION Strahler, Arthur. The Earth Sciences, Harper & Row, 1971. This book in any of its many editions is an invaluable reference. Sorbjan, Zbigniew. Hands on Meteorology, American Meteorological Society, 1996. Any of several Earth science texts and review books are likely to be helpful to you. LINKS TO MST LEARNING STANDARDS AND CORE CURRICULA Standard 1—Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions Mathematical Analysis Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. Scientific Inquiry Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. Scientific Inquiry Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. Standard 4—The Physical Setting: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. 1.1: Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and the annual traverse of the constellations. 1.1f: Earth's changing position with regard to the Sun and the moon has noticeable effects. * Earth revolves around the Sun with its rotational axis tilted at 23.5 degrees to a line perpendicular to the plane of its orbit, with the North Pole aligned with Polaris. * During Earth's one-year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Sun's rays at a given latitude; these changes cause variation in the heating of the surface. This produces seasonal variation in weather. Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. 2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth's plates. 2.1e: Weather variables are interrelated. For example: * Temperature and humidity affect air pressure and probability of precipitation. * Air pressure gradient controls wind velocity. 2.1f: Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement. 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate. 2.2a: Insolation (solar radiation) heats Earth's surface and atmosphere unequally due to variations in: * the intensity caused by differences in atmospheric transparency and angle of incidence which vary with time of day, latitude, and season * characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat * duration, which varies with seasons and latitude. 2.2b: The transfer of heat energy within the atmosphere, the hydrosphere, and Earth's surface occurs as the result of radiation, convection, and conduction. * Heating of Earth's surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents. Standard 6—Interconnectedness: Common Themes: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions. Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems. Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions. Produced by the Research Foundation of the State University of New York with funding from the New York State Energy Research and Development Authority (NYSERDA) www.nyserda.org Should you have questions about this activity or suggestions for improvement, please contact Bill Peruzzi at firstname.lastname@example.org (STUDENT HANDOUT SECTION FOLLOWS) Name ___________________________________ Date ____________________________________ Blocking the Sun: Earth's External Heat Engine and Earth's Atmosphere Topic: How does Earth's atmosphere affect the radiation coming from the Sun to the surface of Earth? [Before you continue, write a brief hypothesis that suitably addresses this question.] Introduction Because it is such a small target compared to the rest of space, Earth receives only a tiny amount of the Sun's total energy output. There is also a very large difference between the amount of incoming solar radiation (insolation) that approaches Earth and the amount that actually arrives at Earth's surface and becomes available for 1) providing the heat energy that drives our weather systems, and 2) generating electric power from photovoltaic systems. A variety of gases and particulate matter in the atmosphere disrupt the flow of insolation by refracting, scattering, absorbing, and reflecting various wavelengths of solar radiation. These disruptions in the flow of energy partially act as a shielding mechanism. Indeed, this mechanism protects life on Earth from the harmful parts of the solar spectrum. Materials Student handout pages Ruler/straightedge Pencil Procedure 1. Work in groups as assigned by your teacher. 2. Follow directions as you read and analyze the information provided. DEVELOP YOUR UNDERSTANDING As you began work on this packet, you made up a hypothesis concerning how the atmosphere affects incoming solar radiation. Since the atmosphere works in many different ways to alter the amount of radiation received on Earth, chances are that almost every hypothesis will be supported. Let's see. Energy from the Sun peaks in the visible wavelength region of the solar spectrum. Those visible wavelengths account for 41% of total radiation. Yet, the majority of solar output (50%) is in the infrared region of the spectrum. The remainder falls in the X ray, gamma ray, and ultraviolet region (9%). The graphs below show what happens to radiation that enters the Earth's atmosphere. 1. At what wavelength does the Sun produce the greatest amount of radiation energy? ____________ microns (a micron is one ten-thousandth of a centimeter, or 0.0001 cm) 2. (a) According to the chart on page 14 of the New York State Earth Science Reference Tables, what color light does this represent? ___________ (b) How does this chart express this wavelength? _________________________________ How does the peak wavelength absorbed by the atmosphere differ from the greatest amount of radiation energy wavelength? ____________________________________________________________ 3. Compare the wavelength of maximum solar radiation to the wavelength of maximum absorption by Earth's atmosphere. (a) How does the absorption differ? ____________________ (b) Determine the approximate wavelength of maximum absorption of sunlight by the atmosphere. _________________________________________ 4. (a) Which types of radiation from the Sun seem most reduced by the Earth's atmosphere? ____________________ and ___________________ (b) Which type of radiation seems least affected? ________________________ Soon you will investigate why and how these changes take place, but first these phenomena will be viewed from a slightly different perspective. Diagram 2, below, consists of a complex graph. It shows the amount of solar radiation energy received on a horizontal surface during the year for all latitudes at the outside of Earth's atmosphere. In other words, the graph shows the amount of radiation energy Earth's surface would receive if no atmosphere were present. Units of energy shown on the graph are in langleys per day. One langley is equal to one calorie/minute/square centimeter. One calorie is the amount of heat needed to raise the temperature of one gram of water by one degree Celsius at sea level. Diagram 2: Insolation Reaching the Top of Earth's Atmosphere Number of Langleys per Day Received at Outer Edge of Earth's Atmosphere at All Latitudes 6. Briefly describe the reasons why, on June 21, the greatest amount of the Sun's energy is received above the atmosphere in the North Polar region. 7. The graph shown in diagram 2 also can be used to determine the yearly pattern for insolation above the atmosphere at any particular latitude. Complete the graph that follows, using the langley/day data for 30, 40, or 50 degrees north latitude. Proceed according to your teacher's directions. Yearly Change in Insolation Received above Earth's Atmosphere at Latitude _____ North J F M A M J J A S O N D Month of Year 8. (a) Compare the results of your graph with those of classmates who graphed data for different latitudes. Is the pattern of radiation at the top of the atmosphere consistent with your earlier graphs? __________________ (b) Explain these graphs on the basis of your knowledge of astronomy. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Now you have some data describing insolation above the atmosphere. But what happens by the time the Sun's energy goes through the atmosphere to Earth's surface? Diagram 3 has two maps that show the average amounts of solar energy (in langleys/day) actually received at Earth's surface in the continental United States, northern Mexico, and southern Canada in January and July. Diagram 3: Average Amounts of Insolation Striking Earth's Surface (Langleys/Day) (Next Page) 9. On both of these maps, use a ruler to draw latitude lines across the maps at 30, 40, and 50 degrees north. While these lines should actually sag southward a bit in the middle of the map, for our purposes they provide a close enough approximation of their actual location. Label each of the latitude lines with the value of insolation received above the atmosphere on these dates. Use the information shown on diagram 2 for these latitudes on January 15 and July 15 to obtain your values. 10. How do the values that you have written down for the insolation received just above Earth's atmosphere for each latitude compare to the values and patterns of the insolation data present on the maps? (List as many general differences as you find.) _________________________________________________________ __________________________________________________________ __________________________________________________________ You have seen what happens to incoming radiation; next, you will see why it happens. 11. One particular pattern is especially visible on the July map of insolation reaching Earth's surface. Notice how irregular the isolines are on this map. The lines seem randomly scrambled, but perhaps there is a pattern. (a) After studying the map for a moment, lightly shade in those regions receiving more than 650 langleys/day. b) What do areas of this region have that allows so much of the radiation from the Sun to reach Earth's surface? _____________________________________________ (Those of you who are familiar with this region of the country may know the answer, but if you don't, or are not quite sure, look at diagram 4, below, for a hint.) In diagram 4, notice that the eastern region of the United States has a mild-towarm humid climate at this time of year. While this alone does not explain all of the interference with insolation for this region, the climate does play a major role. Humid air can produce clouds easily, and clouds are a major solar energy blocker. 12. Explain how humid air produces clouds. Use all of these terms in your response: mountains, water vapor, condensation, rise(s), frontal surface, ice crystals, dewpoint, clouds, water droplets. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ But, how much sunlight do clouds block? Look at diagram 5 below. The left side of the diagram shows the effects of the atmosphere on insolation on a cloudless day. Notice that, without clouds, on average 80% of radiation reaches Earth's surface. But let's focus on the right-hand side of the diagram. 13. (a) According to diagram 5, how much sunlight can a cloudy sky block from reaching Earth's surface? _____________________% (b) What processes occur in the clouds to block the sunlight? ___________________________ and _________________________ (c) Which of these processes has the greatest effect on sunlight? __________________________________ (d) From your personal observations of clouds, how do you know they are good reflectors of sunlight? _______________________________________________ Obviously, some clouds are not as effective as others at blocking sunlight. Which types of clouds are most effective at doing so? Look at diagram 6 and make this judgment yourself. Diagram 6 names the major cloud types, separates them into groups called "families," and provides the normal altitudes where they form. Diagram 6: Cloud Types and Altitudes of Formation 14. (a) Which cloud types should be the most effective at blocking sunlight? _____________________________ and ____________________________ (b) What characteristic of the clouds caused you to select these types? _________________________________________________________ (c) Under what conditions do these thicker, sunlight-blocking clouds typically form? __________________________________________ ____________________________________________________________ (d) Where are such conditions most likely to be found in the atmosphere? ____________________________________________________________ ____________________________________________________________ (e) In the space below, draw two cross-sectional diagrams to illustrate the conditions that would cause the formation of the cloud types you have selected as the answer to question 4a above. Use arrows to indicate air movements, and use words to label the features and clouds that you draw. 1. 2. Some of the cross-sectional diagrams you and your classmates have drawn represent weather-system fronts and low-pressure centers. Usually, the fronts and their associated clouds occur in distinct patterns. These patterns are observable on radar images from weather satellites as seen on local weather forecasts, or at weather sites on the Internet. If you have not already done so, do a brief search for "weather" on the Internet and observe the cloud patterns associated with weather systems over North America. 15. The solar panels and other equipment from the network of 50 School Power Naturally schools provide another means of tracking the passage of weather systems across New York State. The electrical output from each solar collector site is available on the School Power Naturally website (www.SchoolPowerNaturally.org). How might you use this resource to track the movement of cloud-producing systems? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 16. Using a map of New York State and the School Power Naturally website, identify state locations that are experiencing heavy cloud cover. Mark these locations on the map. If you find several clouded localities, see if you can tell whether a pattern exists. Speculate regarding the type of weather phenomena occurring. Check your conclusion by viewing a weather site on the Internet. 17. (a) Return to diagram 5 earlier in this activity. The left side of this diagram indicates that other processes besides reflection and absorption of solar energy within clouds interfere with insolation passing through the atmosphere. What are the other processes mentioned? ___________________________ and ____________________________ (b) On cloudless days, insolation encounters the gas atoms and molecules in Earth's atmosphere, absorbing some radiation, but also causing much of the shorter wavelengths of the visible spectrum to scatter in all directions. This light is in turn reflected downwards toward Earth's surface. What phenomenon do these processes cause us to see in the daytime sky? ______________________________ 18. (a) Dust particles suspended in the atmosphere also affect the incoming radiation from the Sun, reflecting radiation back to space The longer-wave visible radiation is less affected by both of these phenomena and more of it continues toward Earth's surface. This selective removal of shorter visible radiation affects the appearance of the Sun to our eyes. How do you think the appearance of the Sun is changed? ____________________________________________________________ ____________________________________________________________ (b) During times of major volcanic eruptions or large meteorite impact, tremendous quantities of ash and dust rise high in Earth's atmosphere, where much higher percentages of the insolation are reflected back into space. Describe some of the changes on Earth that the prolonged presence of these particles in the atmosphere would produce ______________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 19. The absorption of specific wavelengths of solar radiation by gases in the atmosphere is clarified by diagram 7, below. The upper graphed line shows the amount of Sun's radiation of each wavelength reaching our outer atmosphere. The amount of each wavelength reaching Earth's surface is shown by the line labeled "Direct beam solar radiation at Earth's surface." The space in between is the radiation amount that is blocked/absorbed by Earth's atmosphere. (a) What materials in Earth's atmosphere absorb the longer wavelengths of the Sun's radiation? ________________________ and __________________________ (b) There are four major absorption "valleys" in this section of the graph at approximate wavelengths of __________ , _________ , _________ , and _________ microns. Since 1 micron equals 1 x 10^-(a) (a) What materials in Earth's atmosphere absorb the longer wavelengths of the Sun's radiation? ________________________ and _____________________ (b) There are four major absorption "valleys" in this section of the graph at approximate wavelengths of _________, _________, _________, and _________ microns. 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Project Title: All About Arsenic School : Kearsarge Regional High School Grade Level : 10 -12 Your Name : Mary M. Wright Project Partners: Nick Baer: Colby College. Brenda Mitchell: Bow High School Teacher Profile: I have been teaching in public and private schools for over 20 years. The last 13 I've been teaching at Kearsarge Regional High School in N. Sutton, NH. I have a BS in Biology from Bates College in Lewiston, ME and a MS in Zoology from the University of ME (Orono). Outside of school, I have been involved in various social justice projects and I'm a former local president of the teacher's union. I had the pleasure of having two of Dr. Baer's children as students when he recruited me to be part of the All About Arsenic Project. I'm so glad that he did! Projects like this increase student engagement which leads to in depth learning. Students have felt empowered when explaining the importance of the project to their families and community members. Summary: This year's (2020-2021 covid year) All about Arsenic Project involved primarily 62 College Preparatory chemistry students, 1 senior project student, and to a much lesser extent, 22 Biology students. While in many ways this year's project (second year) was more successful than the first year, laboratory work was severely curtailed due to covid restrictions imposed by the school. Also, time with students was curtailed negatively impacting the number of lessons dedicated to the project. That being said, there were many positives; these include: increase use of Tuva, better integration of the project into the curriculum, and good alternatives to a traditional community meeting. CP Biology class: These students performed a seed germination experiment looking at the impact of various concentrations of copper and iron nitrate on the rate of germination (lab modified from Toxic Risk, NSTA Press). Students designed and carried out their own experiment, graphed results, and discussed their conclusions. CP Chemistry class: In September students were asked to read the article "Global solutions to a silent problem" and answer questions in preparation for a class discussion. It was during this discussion that the water testing protocol was introduced. I ran through the goals of the project as well as the various data points that would be collected. Collection tubes were distributed to students whose parents expressed an interest in having their water tested. The collection and registration process took longer than normal (covid schedule). During this time students were introduced to peer reviewed journal data bases and were asked to find three articles related to water contamination and submit an annotated bibliography (due in Nov). This became the first step in in a research paper (or presentation) on drinking water contaminates. (Jan). In March, Nick Bear and I presented at a Water Sustainability conference at the University of Main. In the April/ May my students had to complete a separate community outreach project. They could do any of the following: a) participate in an online conference with Bow High School on a water contamination issue (slide presentation and videos were the two mediums students selected), b) create an informational pamphlet such as might be useful in a library or pediatrician's office to educate the public c) create an informational hyperdoc d) create an online pictographic. I did require students to include some sort of graph (to integrate what they had learned from Tuva – see below). Of these projects (not the conference), only the video was ever "made public" beyond the school setting (we ran out of time for student to re-edit their pamphlets after I graded them). However 5 students participated in the on line conference with Bow high school and over 20 students attended either one or both of the meetings. While the above was going on, Tuva was introduced to students using one of their pre-written lessons, "Meet the elements" which fit right into a unit on the periodic table. This lesson was a very nice introduction to the Tuva platform and basic graph manipulation. Later in the year, students also used "Ask Questions about the chemistry of well water." This was in preparation an examining our well water data which was available in Feb. Students used the complete data set to answer such questions as "What types of wells have the greatest issue with … (various metal contaminates)?, Is arsenic contamination correlated with any other contaminate? What zip codes have the greatest problem? What percentage of the wells tested in our region have high levels of arsenic (or other contaminate). Are the filtration systems (if present) working?" The project also had tie ins to our solutions unit (includes how metal ions form (redox) as well as single and double replacement reactions). Senior Project student: This student also learned to use Tuva and completed a research paper and created a informational poster. She helped put together the sampling packets and helped register samples. She also solicited additional samples from the faculty and staff not only at the high school, but at other schools in the district. She gave a presentation of her project to a group of students as part of the senior project requirements (Normally, there is a public Senior project night – this was cancelled because of covid restrictions) Additional Details (not addressed above): * Did you: o Collaborate with any other teachers in your school? I tied to interest the GIS teacher in using the data, but this course runs during the fall semester the teacher in question was not prepared add something new this year. o Go on any field trips? Why and where? No (not allowed due to Covid) o Use your stipend to purchase anything for your classroom? If so, what, and how did you use it? Yes. I still had funds left over from year one, so did not request additional monies. I used money to buy seeds and some materials for the biology class to do their experiments remotely. I had already purchased tubes and parafilm and envelopes. o Invite any guests to visit your classroom? I set up two students to interview a Dartmouth professor. This interview became part of their community outreach video. This was shown to all students, and I plan to use it to introduce the project next year. Discussion: I think that year two was far more successful than year one of the project. Students used Tuva more and developed more skills in manipulating large data sets to answer particular questions. That being said, I think there is room for more growth in this area. I hope that next year a more "normal" schedule will allow students to take better advantage of all that Tuva offers. I was pleased that all of the chemistry students were introduced to data bases for peer reviewed articles. Because of the various choices students have, they might not have been exposed to this until their senior year (and perhaps not then) in their English classes. Many students did a good job with their pamphlets and pictographs that they developed for their community outreach project. However, even the best of them would have required editing before they could be actually released in a public setting (I have also noted that MDI review is now required for this sort of thing) . The most common errors I saw were a) misleading or mislabeled graphs b) Misrepresenting the scope of the problem of the contaminate (not all did arsenic) in our area – for example, many included pictures or stories from Bangladesh when the target audience was supposed to be people in Maine or New Hampshire, c) Stating correlations that were not supported by the data. I think more work with TUVA exercises would help with some of this – as more instruction in basic statistics – would help address this problem. Quite frankly I ran out of time with the project this year. My students were also concerned about what are our responsibilities are to study participants who have high levels of various metal ions. I may integrate more bioethics into next year's class (the summer 2021 session provided some excellent guidance – thanks Jane!). Speaking of next year, my course assignment is changing a bit. I will be teaching human anatomy and physiology and more biology (fewer chemistry sections), so while I will continue to integrate the project in my chemistry class, I will now have an opportunity to look at the physiology of arsenic (and other contaminates). I'm also looking forward to renewing the in person collaboration with Dr. Baer and his students once covid restrictions are reduced! Conclusion: Overall, it was a good year and I'm looking forward to continuing to perfect the integration of the project in chemistry and also into Anatomy and Physiology. References: Toxic Risk: NSTA Press Link to "Global solution to a silent poison." https://science.sciencemag.org/content/368/6493/818.full Pre-discussion questions for article: https://docs.google.com/document/d/1FxaChv5LORfFLoe4XgI2IhBOfqp0BUScK5WdNLfKN0Q/edit Annotated bibliography template: https://docs.google.com/document/d/1HwchNF9KDcOxBjeyuhqJH2CUu5ml5UYV8OLq0aHyXKc/edit Acknowledgement: Special thanks to both of my collaboration partners Nick Baer and Brenda Mitchell. The work reported in this publication was supported by the National Institute of General Medical Sciences of the National Institutes of Health under Award Number R25GM129796. 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Action Plan for Bicycle Friendly Communities We, the undersigned Mayors and municipal elected officials, make decisions every day affecting the health and safety of our residents, the efficient conduct of commerce and delivery of government services, and the long term quality of life in our communities. Cities across the globe are managing diverse issues such as pollution, congestion, traffic safety, accessibility, social inclusion, and economic growth. Increasing urbanization and sprawl is generating extra demand for quality public spaces and recreation opportunities. A renewed emphasis on security and the costs of dealing with the emerging epidemics of obesity and physical inactivity are stretching limited resources even further. Solutions to these many challenges are equally diverse and complex. This Charter recognizes one policy initiative that addresses these challenges and contributes to many of the solutions necessary to improve the quality of life in cities: increasing the percentage of trips made by bicycle by making communities more bicycle-friendly. We recognize that increasing bicycle use can: Improve the environment by reducing the impact on residents of pollution and noise, limiting greenhouse gases, and improving the quality of public spaces. Reduce congestion by shifting short trips (the majority of trips in cities) out of cars. This will also make cities more accessible for public transport, walking, essential car travel, emergency services, and deliveries. Save lives by creating safer conditions for bicyclists and as a direct consequence improve the safety of all other road users. Research shows that increasing the number of bicyclists on the street improves bicycle safety. Increase opportunities for residents of all ages to participate socially and economically in the community, regardless income or ability. Greater choice of travel modes also increases independence, especially among seniors and children. Boost the economy by creating a community that is an attractive destination for new residents, tourists and businesses. Enhance recreational opportunities, especially for children, and further contribute to the quality of life in the community. Save city funds by increasing the efficient use of public space, reducing the need for costly new road infrastructure, preventing crashes, improving the health of the community, and increasing the use of public transport. Enhance public safety and security by increasing the number of "eyes on the street" and providing more options for movement in the event of emergencies, natural disasters, and major public events. Improve the health and well being of the population by promoting routine physical activity. (Over) Therefore we, the undersigned Mayors and municipal elected officials, are committed to taking the following steps to improve conditions for bicycling and thus to realizing the significant potential benefits of bicycling in our community. We hereby adopt the following Action Plan for Bicycle Friendly Communities: 1. Adopt a target level of bicycle use (e.g. percent of trips) and safety to be achieved within a specific timeframe, and improve data collection necessary to monitor progress. 2. Provide safe and convenient bicycle access to all parts of the community through a signed network of onand off-street facilities, low-speed streets, and secure parking. Local cyclists should be involved in identifying maintenance needs and ongoing improvements. 3. Establish information programs to promote bicycling for all purposes, and to communicate the many benefits of bicycling to residents and businesses (e.g. with bicycle maps, public relations campaigns, neighborhood rides, a ride with the Mayor) 4. Make the City a model employer by encouraging bicycle use among its employees (e.g. by providing parking, showers and lockers, and establishing a city bicycle fleet). 5. Ensure all city policies, plans, codes, and programs are updated and implemented to take advantage of every opportunity to create a more bicycle-friendly community. Staff in all departments should be offered training to better enable them to complete this task. 6. Educate all road users to share the road and interact safely. Road design and education programs should combine to increase the confidence of bicyclists. 7. Enforce traffic laws to improve the safety and comfort of all road users, with a particular focus on behaviors and attitudes that cause motor vehicle/bicycle crashes. 8. Develop special programs to encourage bicycle use in communities where significant segments of the population do not drive (e.g. through Safe Routes to Schools programs) and where short trips are most common. 9. Promote intermodal travel between public transport and bicycles, e.g. by putting bike racks on buses, improving parking at transit, and improving access to rail and public transport vehicles. 10. Establish a citywide, multi-disciplinary committee for nonmotorized mobility to submit to the Mayor/Council a regular evaluation and action plan for completing the items in this Charter. "We will promote safe and environmentally friendly cycling and walking by providing safe infrastructure and networks…" World Health Organization Charter on Transport, Environment and Health, 1999. "The US Conference of Mayors calls on cities and communities to promote increased safe bicycle use for transportation and recreation…" US Conference of Mayors, 2003. For the City of: ..................................................... .................................................... Signature Name	<urn:uuid:c632bc09-7d23-4d88-a087-e591e3a0e358>	CC-MAIN-2021-43	https://bikeleague.org/sites/default/files/Action%20Plan%20for%20Bicycle%20Friendly%20Communities.pdf	2021-10-19T18:20:39+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00528.warc.gz	222,568,994	991	eng_Latn	eng_Latn	0.997056	eng_Latn	0.997459	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2734, 5607 ]	[ 2.046875 ]	2	0
Communicable Disease Control and Prevention Communicable Disease Control Unit San Francisco, CA 94102 Phone: (415) 554-2830 Fax: (415) 554-2848 www.sfdph.org/cdcp Gavin Newsom Mayor Measles: Frequently Asked Questions Is measles serious? For most people who get measles, the illness is not serious. It starts with fever, cough, runny nose, and watery eyes. After a few days a rash develops and lasts about a week. Then, it gets better by itself. However for some people who get measles, the disease can be more serious. What happens when the disease is more serious? Measles can infect other parts of the body. About 8 per 100 people with measles get diarrhea (8%), 7 per 100 get a middle ear infection (mainly young children), and 6 per 100 get pneumonia (lung infection with breathing trouble). About 1 in 1,000 people with measles get encephalitis, a serious brain infection. Measles illness during pregnancy can cause early labor, miscarriage, and low birth weight infants. Measles in people with AIDS or weak immune systems can be very severe. In the U.S. people can still die from measles (about 2 per 1,000, usually related to pneumonia or encephalitis). Is there treatment for measles? There is no medicine that kills the measles virus once someone develops measles. Most people with measles get better by themselves. They should rest, drink plenty of fluids, and can take acetaminophen (Tylenol) to help reduce the fever and feel more comfortable. People who are severely ill or who develop pneumonia, middle ear infection, or diarrhea should discuss treatment with their doctor. Although no medicine will make the measles virus go away, there may be a role for other medicines, such as antibiotics, in treating other possible reasons for infection. How is measles spread or passed to others? Measles is spread by bodily fluids – drops of saliva from the mouth, mucus from the nose, coughing or sneezing, and tears from the eyes. The measles virus can also float in the air for up to 2 hours after someone with measles coughs or sneezes indoors. Someone who breathes air containing the measles virus can get measles. People with measles can spread the disease to others from 4 days before the rash starts (before they know they have the disease), through 4 days after the rash begins. What does it mean to be "exposed" to measles? "Exposed" means you've been in a situation where you can catch the virus from someone who already has measles. For example, you can be exposed to the measles virus by being in the same room, home, Communicable Disease Control and Prevention Communicable Disease Control Unit San Francisco, CA 94102 Phone: (415) 554-2830 Fax: (415) 554-2848 www.sfdph.org/cdcp Gavin Newsom Mayor office, or waiting room with someone who has measles or by being there up to 2 hours after the person with measles has left. Is it true that some people can't get measles? Yes. Some people are immune to measles, meaning that their body has already learned how to fight off the virus, and they won't become sick from it. People can become immune to measles in 2 ways. If they've already had measles earlier in life, then they are immune and won't get it again. Or, if they have gotten 2 doses of measles vaccine, they should be immune (protected from getting measles). How do you know if someone is immune to measles? The only way to tell for sure that a person is protected (immune) is by a blood test. The blood test shows whether the body has antibodies to fight off the virus. This is called laboratory evidence of immunity. Even if someone hasn't had the blood test, they are still considered immune if: 1. they had measles in the past, and have medical records to prove it, OR 2. they received 2 doses of measles-containing vaccine in the past (often given as MMR [measlesmumps-rubella] vaccine) and have medical records to prove it, OR 3. They were born before 1957 ABOUT MEASLES VACCINE How well does the measles vaccine work? The measles vaccine works extremely well. If 1,000 people each get 2 doses of measles vaccine, about 997 of them will be protected against measles (immune). Getting 2 doses of vaccine is important, because some people (about 2-5 per 100) do not become protected (immune) after just one dose of vaccine. Does the measles vaccine protect against other diseases too? In the USA, measles vaccine is almost always given as a combination with vaccine against 2 other viruses: mumps and rubella. This combination vaccine is called MMR (measles, mumps, and rubella) and it gives protection against all 3 viruses. What are the risks from MMR (measles, mumps, and rubella) vaccine? A vaccine, like any medicine, is capable of causing serious problems, such as severe allergic reactions. The risk of MMR vaccine causing serious harm, or death, is extremely small. Getting MMR vaccine is much safer than getting any of these three diseases. Most people who get MMR vaccine do not have any problems with it. Gavin Newsom Mayor Mild Problems * Fever (up to 1 person out of 6) * Mild rash (about 1 person out of 20) * Swelling of glands in the cheeks or neck (rare) Moderate Problems * Seizure (jerking or staring) caused by fever (about 1 out of 3,000 doses) * Temporary pain and stiffness in the joints, mostly in teenage or adult women (up to 1 out of 4) * Temporary low platelet count, which can cause a bleeding disorder (about 1 out of 30,000 doses) Severe Problems (Very Rare) * Serious allergic reaction (less than 1 out of a million doses) What is Immunoglobulin (IG) and who needs it? IG is a medical way to prevent measles from becoming more serious in some people. It will be given to some infants <12 months of age, pregnant women, persons with weakened immune systems, and others who for medical reasons can not get the vaccine. What are the risks of IG? Some people who get IG experience local discomfort, and some experience pain at the site of administration. Less common reactions include flushing, headache, chills and nausea. Serious reactions are uncommon. They may involve chest pain, difficulty breathing, anaphylaxis, low blood pressure, or shock. Health care professionals who administer IG should have training and resources to treat these rare but serious reactions. ABOUT QUARANTINE Who needs to be quarantined? People who have been exposed to someone with measles and are in the period where they could still get sick from it. Why is the quarantine period for measles 18 days? Although the waiting period is usually 10-14 days, sometimes it can take longer from the time someone is exposed to measles until the time they get sick from it. If I get the vaccine now, will the quarantine be shorter? No. But getting vaccine now may prevent you from getting sick. Communicable Disease Control and Prevention Communicable Disease Control Unit San Francisco, CA 94102 Phone: (415) 554-2830 Fax: (415) 554-2848 www.sfdph.org/cdcp Communicable Disease Control and Prevention Communicable Disease Control Unit San Francisco, CA 94102 Phone: (415) 554-2830 Fax: (415) 554-2848 www.sfdph.org/cdcp Gavin Newsom Mayor Do household members of a quarantined person need to be vaccinated? See above: "How do you know if someone is immune to measles?" Household members who are immune to measles do not need vaccine. Household members who are not immune, or are not sure whether they are immune, should consider getting vaccine. Can anyone come into the house where a person is quarantined? No. Entering the home where a person is quarantined is highly discouraged. However, in cases requiring caregivers such as a child or the elderly, some individuals will be allowed to enter the household. Documentation of birth before 1957, two valid measles vaccine doses, or a blood test showing measles immunity will need to be seen by Public Health officials for persons wanting to enter the quarantined home. No others are allowed to enter. What about handwashing? Wearing a mask? It is important for people to wash their hands frequently with soap and water, especially after coughing, sneezing, or blowing their nose, or after going to the bathroom, or having contact with moist materials such as tissues, pampers, and used masks. A minimum of 60% alcohol-based hand sanitizer can also be used instead of soap and water if the hands are not visibly dirty. If there are other household members living in the home of the quarantined person, and who are not immune to measles, the likelihood that they will get sick with measles may be reduced if the quarantined person stays inside their designated room/area, avoids contact with others, and wears a mask when in common rooms. If the quarantined person cannot wear a mask, household members could wear one when they have contact with the quarantined individual. Does the quarantined person need to wear a mask when leaving the house? The quarantined person should not leave the house, except to receive emergency medical care. In this case, yes, the quarantined person should wear a mask. If the quarantined person will not be able to wear the mask at all times because they are a baby or a child, this should be discussed with the medical facility before arrival. Can pets get infected with measles or spread measles? No, pets do not get infected with or spread the measles virus.	<urn:uuid:c7490143-145f-4bfb-8a52-5ff85627954e>	CC-MAIN-2014-23	http://www.sfcdcp.org/document.html?id=564	2014-07-22T23:18:34Z	crawl-data/CC-MAIN-2014-23/segments/1405997869720.10/warc/CC-MAIN-20140722025749-00002-ip-10-33-131-23.ec2.internal.warc.gz	398,106,398	2,148	eng_Latn	eng_Latn	0.99775	eng_Latn	0.998062	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2569, 5013, 6981, 9396 ]	[ 2.8125 ]	3	4
Cskills Awards Level 3 Award in Understanding Repair & Maintenance of Traditional (Pre-1919) Buildings COURSE HANDBOOK (November 2011) This document provides underpinning information to assist training providers in the delivery of a 2-day course to support achievement of the Cskills Awards Level 3 Award in Understanding Repair & Maintenance of Traditional (pre-1919) Buildings. It also aims to offer useful guidance to learners on generic, over-arching knowledge aspects required to undertake repair and maintenance on pre-1919 traditional buildings in a competent and sympathetic manner. Prepared by: CITB-ConstructionSkills National Specialist Team in conjunction with English Heritage, National Trust and Ann Cook Associates All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing from CITB-ConstructionSkills. ConstructionSkills has made every effort to ensure that the information contained within this publication is accurate. Its contents should be used as guidance material only and not as a replacement for current regulations or existing standards. Course organisers are responsible for complying with all applicable legislation, ensuring that all necessary welfare requirements for delegates are met, that such insurances as may be necessary or advisable are in place and for carrying out risk assessments where appropriate. CONTENTS 1. THE HISTORIC BUILT ENVIRONMENT 2. SCHEDULED MONUMENTS, LISTED BUILDINGS AND CONSERVATION AREAS 3. BUILDING LEGISLATION Scheduled monument consent Listed building consent Conservation Area consent 4. PLANNING WORK ON HISTORIC BUILDINGS Conservation Based Research and Assessment (CoBRA) Conservation Plan Value & Significance Assessment of Significance Identify Special Elements Impact Assessment Documenting Decisions & Work Undertaken 5. SPECIALIST INVESTIGATION TECHNIQUES Archaeological Investigation Architectural Paint Analysis and Research Dendrochronology Keyhole Investigation and Remote Sensing Physical Investigations 6. PRINCIPLES OF ALTERATION Guiding principles Conservative Repair & Maintenance Compatibility Reversibility & Re-treatability Authenticity 7. UNDERSTANDING TRADITIONAL BUILDINGS Over-arching Principles Need for Traditional Buildings to Breathe Sources of Moisture Permeability External Moisture Barriers Damp-proof Courses and Membranes Ventilation 8. LOW CARBON & HISTORIC BUILDINGS Building regulations Traditional buildings and sustainability Special considerations 9. GLOSSARY, WEBSITES, APPENDIX 1. The Historic Built Environment 1.1 The historic environment is what our ancestors have made of the places in which they lived and how they shaped the landscape and created settlements, villages, towns and cities. This includes both the natural and man-made environments and above and below ground archaeology (including under the sea), that has cultural value and significance worthy of sustainable management and conservation. 1.2 The countryside and most towns and cities contain evidence of where our ancestors have left their mark and this contributes to our sense of identity, quality of life, education, well-being and economic prosperity. 1.3 The built heritage is largely defined as traditional (pre-1919) buildings of solid wall construction. The number of pre-1919 buildings in the UK is in excess of 25% of the total building stock which makes this a major irreplaceable asset. It also has a direct benefit to our national and international economy through tourism. 1.4 Our built heritage is all around us, either as places in which we work and live in, or visit and enjoy, but we get on with our lives without continually enjoying our surroundings. Many people visit historic properties, join heritage organisations and see the built heritage and historic environment as an educational means of understanding our history, origins and identity. 1.5 Without this we would lose a vital link with our past and a missing built heritage would leave a large void in our evolution. It is our responsibility to promote, safeguard, repair, maintain and protect this physical asset to pass on to the next generation in as good a condition as possible for them to interpret, use and enjoy. We are merely its custodians and much town and rural planning of the 20 th century ignored its significance resulting in a loss of individual buildings, areas and historic context. 1.6 Legislation and control exists to ensure the development of new buildings and infrastructure minimises damage to our historic environment. Well designed new buildings can sit happily with our historic villages, towns and cities and we need to embrace change as a positive force, but with respect and sensitivity to the past. 1.7 Decaying or dilapidated buildings do nothing to enhance our built heritage and neglect is often followed by demolition. Careful adaptation, renewal, re-use or regeneration may be the only means of survival, but maintaining the context is vital to preserve the distinctive regional styles and variations which so enrich the UK's land and townscapes. 1.8 We need to present the past as a vibrant part of our present and future. Sources of advice and assistance are available to help owners of traditional buildings and properties and those entrusted with their conservation, repair and maintenance to help care for these in an appropriate manner. 1.9 It is essential to maintain, develop and pass on the specialist knowledge and skills necessary to properly maintain traditional buildings. Such learning raises awareness of the original methods of construction, the significance of these buildings and their related components and their role, purpose and contribution to our overall built environment. 1.10 The most important consideration from a heritage perspective when deciding if a building is worth saving is it significance. The aim is to preserve such buildings to maintain our culture and once a building is lost it can never be regained and its relevance in our link to the past is also destroyed. 1.2 Managing our Built Heritage Sustainably 1.2.1 The historic built environment is not a static thing it is the result of change and new buildings and structures continue to be added to the list of buildings worthy of legal protection. Today's best buildings will be part of our future heritage. 1.2.2 Advances in science, technology and knowledge gained over time means that the past is also being interpreted and understood in different ways. Those working within this field are continually defining, characterising and analysing the significance of these buildings and related materials. This knowledge increases understanding and influences decisions and underpins sustainable management. 1.2.3 As buildings are situated in an outdoor environment they are subject to extremes of natural weathering and decay processes which changes in appearance and requires practical intervention to maintain the life of these buildings. 1.2.4 Building conservation is the process of managing change by actions which ensure its survival or preservation within its setting and sustaining its heritage values, whilst recognising opportunities to reveal or reinforce those values for present and future generations. 1.2.5 Conservation is achieved by understanding its significance; determining what aspects are vulnerable to change and taking well-informed actions within the constraints necessary to sustain, reveal and reinforce the buildings value. This might include evaluating different conservation options to ensure one action to sustain the historic value does not conflict with an action to sustain another. 1.2.6 It is crucial that the building retains its authenticity, that is, the attributes and elements which most truthfully reflect the historic values attached to it. 1.2.7 Action taken to counter harmful effects of natural change or to minimise the risk of serious physical loss or irreparable damage must consider the consequences and how this might alter the building and its historic value, but also be sustainable and not adversely affect future decisions and intervention. 1.2.8 Intervention may be justified if it - [x] increases understanding of the past [x] reveals or reinforces particular historic values of a place, or [x] is necessary to sustain those values for present and future generations, as long as any resulting "harm" is decisively outweighed by the benefits. 1.2.9 New work should be designed and executed in such a way as to be valued now and in the future using materials compatible with and not detrimental to the original materials or construction and respecting the significance of the building in its setting. 1.2.10 Decisions about change are governed by sound judgement executed in a consistent, transparent manner and guided by legal and/or public policy to justify the required decisions. Proportionality governs the use of statutory controls – that is, the weight given to historic value of the building and its components should be proportionate to the significance of the building and its setting place, and include the impact of the proposed change on that significance. 1.2.11 Potential conflict between sustaining the historic value and any changes or alterations can be minimised by following the practice of 'minimum intervention' whereby the least amount of work possible is carried out and has the least physical and visual effect on the building/structure/fabric and retains the maximum amount of original material. 2. Scheduled Monuments, Listed Buildings and Conservation Areas 2.1 Scheduled Monuments 2.1.1 Scheduled monuments are not always ancient, or visible above ground. These range from pre-historic standing stones and burial mounds to many types of medieval sites (castles, monasteries, abandoned farmsteads and villages) and more recent industrial heritage buildings. 2.1.2 Scheduling is applied only to sites of national importance, and even then only if it is the best means of protection (see 'Alternatives to scheduling below'). Only deliberately created structures, features and remains can be scheduled. 2.1.3 Decisions on national importance are guided by established criteria: Extent of survival; current condition; rarity; representivity (through its range of features or because of its exemplary importance); importance of the period to which the monument dates; fragility; connection to other monuments, or group value; potential to contribute to our information, understanding and appreciation; extent of documentation enhancing the monument's significance, whether through related archival material or through the fruits of subsequent research Alternatives to scheduling Even nationally important sites are scheduled only if this is the best means of protecting them. Sometimes, for example, in towns and city centres, the best means of protecting sites from building and infrastructure development is to use the system of local authority control over planning applications. The planners can make sure that development proposals take archaeology fully into account. 2.2 Listed Buildings 2.2.1 A "listed building" is a building or structure which is considered to be of 'special architectural or historic interest', not only within its local environment, but also having significance for the whole nation. A wide variety of structures and buildings ranging from Royal Palaces, cathedrals, monuments, ruins, archaeological sites and milestones, as well as residential properties, can be "listed" 2.2.2 Buildings and structures are carefully assessed to define their significance. Many old buildings and indeed recent buildings are interesting, but "listing" identifies only those which are of national 'special interest' using the following main criteria: [x] Age and Rarity: all buildings before 1700 which survive in anything like their original condition are listed, and all built between 1700 and 1840 are highly likely to be listed and after 1840 the criteria for listing is more selective. [x] Advancement of Time: the criteria become tighter with time, so that buildings built within the last 30 years have to be exceptionally important to be listed, and be "under threat" also. A building has to be over 10 years old to be eligible for listing [x] Architectural Interest: buildings which are nationally important for the interest of their architectural design, decoration and craftsmanship; also, important examples of particular building types and techniques [x] Historic Interest: this includes buildings which relate to important aspects of the Nation's social, economic, cultural or military history [x] Close Historical Association: with nationally important people or events [x] Group Value: especially where buildings are part of an important architectural or historic group, or are a fine example of planning (such as squares, terraces and model villages) 2.2.3 Anyone can suggest a building they think is suitable for "listing" to the home country heritage body (Cadw, English Heritage, Historic Scotland, Northern Ireland Environment Agency) who examine the case and which may involve consultation with the local planning authority, the owner and d make a recommendation which is put forward as a formal listing, de-listing or new category. 2.2.4 When a building is assessed for 'listing', both its historic interest and its architectural interest are considered. Its structural or aesthetic condition is not an important consideration, and a building may be listed even though it is in poor condition. 2.2.5 Listed buildings are graded to show their relative national importance as follows: England and Wales - Grades I, II* and II. (Grade I buildings - of exceptional interest, sometimes considered to be internationally important Grade II* buildings – of particularly importance and of more than special interest Grade II buildings – special interest warranting preservation.) Northern Ireland - Grades A, B+, B1 and B2 (Grade A – buildings of national importance, including both outstanding grand buildings and the fine, little-altered example of some important style or date. Grade B+ - buildings that might have merited A status but for relatively minor detracting features or alterations; also buildings which stand out above the general mass of Grade B1 buildings Grade BI and B2 – buildings of local importance of good examples of some period or style; some degree of alteration or imperfection may be acceptable.) Scotland - Grades A, B, and C(S) (Category A - buildings of national or international importance, either architectural or historic, or fine little-altered examples of some particular period, style or building type; Category B - Buildings of regional or more than local importance, or major examples of some particular period, style or building type which may have been altered; Category C(S) - Buildings of local importance, lesser examples of any period, style, or building type, as originally constructed or moderately altered; and simple traditional buildings which group well with others in categories A and B.) 2.2.6 For all grades of listing, the whole building or structure is "listed", including both its interior and exterior. Boundary walls and other structures within the building or structure's historic curtilage may also be included. There is no such thing as a "listed façade" or a "listed interior" only, and even modern elements of a building added at later times are included. It should also be assumed that fixtures and fittings are listed. 2.2.7 If in doubt, advice should be sought on individual cases from the conservation planner. 2.3 Conservation Areas 2.3.1 These are designated for their special architectural and historic interest and include: [x] the centres of historic towns and cities [x] fishing and mining villages [x] 18th and 19th-century suburbs [x] model housing estates [x] country houses set in their historic parks [x] historic transport links and their environs, such as stretches of canal. 2.3.2 Most conservation areas are designated by the council as the local planning authority. In Northern Ireland, the designation and management of conservation areas is the responsibility of the Planning Department within the Northern Ireland environment Agency (NIEA). This role is due to devolve to local district councils after 2012. Property Alterations: If you live in or run a business from a property in a conservation area you may need permission from the Council before making alterations such as cladding, inserting windows, installing satellite dishes and solar panels, adding conservatories or other extensions, laying paving or building walls. Trees: If you are thinking of cutting down a tree or doing any pruning work you must notify the council 6 weeks in advance. This is to give the council time to assess the contribution the tree makes to the character of the conservation area and decide whether to make a Tree Preservation Order. 9 2.3.3 Local authorities can enhance the appearance of conservation areas by: [x] Preparing an audit or character appraisal of those buildings, structures and features which make the area special [x] Preparing special Development Briefs for sites they identify as detracting from the character or appearance of the area [x] Ensuring that new buildings harmonize with or complement their neighbours in scale, style and use of materials [x] Making environmental improvements, for example by reinstating historic paving materials, sympathetic landscaping and planting, or removing unsightly elements such as hoardings [x] Integrating road signs and markings as far as possible with the character of the street [x] Controlling the position and design of advertisements and shop signs [x] Ensuring that traffic safety and control measures harmonize with the landscape [x] Making grants available for the repair of buildings. 3. Building Legislation 3.1 Scheduled Monument Consent 3.1.1 A monument which has been scheduled is protected against disturbance or unlicensed metal detecting. Application for Scheduled Monument Consent must be made before any work can be carried out which might affect a monument either above or below ground level. 3.1.2 In assessing applications, the aim is to ensure that the significance of protected sites is safeguarded for the long-term future. 3.1.3 Written consent must always be obtained before any work on a scheduled monument can begin. Some development may also need planning permission, which will need to be obtained from the Local Planning Authority. 3.1.4 Some types of work generally related to agriculture or gardening, where these activities are already being carried out, are allowed to go ahead without consent. 3.1.5 It is against the law to: [x] disturb a scheduled monument by carrying out works without consent [x] cause reckless or deliberate damage to a monument [x] use a metal detector or remove an object found at one without a licence. Conviction for these offences can lead to fines For more information on scheduled monuments in the four UK home countries follow the web links below: England: http://www.english-heritage.org.uk/professional/advice/our-planningrole/consent/conservationareaconsent/ Northern Ireland: http://www.doeni.gov.uk/niea/built-home/protection/scheduled_monuments-2.htm Scotland: http://www.historic-scotland.gov.uk/index/heritage/searchmonuments/scheduling.htm Wales: http://cadw.wales.gov.uk/historicenvironment/protection/monuments/ 3.2 Listed Building Consent 3.2.1 Alterations, extension of a listed building in a way that affects its character as a building of special interest or demolition requires Listed Building Consent from the local planning authority. 3.2.2 Common works requiring Listed Building Consent might include the replacement of windows or doors, knocking down internal walls, painting over brickwork or altering fireplaces. It is always advisable to take the advice of the conservation officer at your local authority. 3.2.3 Listed Building Consent is administered by your local planning authority or Council. Forms are available online or in hard copy. It usually takes between eight and 13 weeks for a decision to be made, depending on the size and complexity of the proposal. 3.2.4 When a Council considers whether to grant or to refuse an application it must take into account the desirability of preserving the building, its setting and those features which make it special. Therefore you should consider these factors when planning proposed changes to your property. 3.2.5 Listed Building Consent aims to prevent people from unknowingly de-valuing their home and taking away the features that make it important. Carrying out unauthorized works to a listed building is a criminal offence and owners can be prosecuted. A planning authority can insist that all work undertaken without consent is reversed. 3.2.6 You can apply for Listed Building Consent retrospectively but there is a risk that it will be rejected for reasons that could have been easily resolved at an early stage. An owner will have trouble selling a property where work has been undertaken without Listed Building Consent. For more information in listed buildings and consent in the four UK home countries follow the web links below: England: http://www.english-heritage.org.uk/caring/listing/listed-buildings/how-do-buildings-becomelisted/ Northern Ireland: http://www.doeni.gov.uk/niea/built-home/protection/listed_buildings_p.htm Scotland: http://www.historic-scotland.gov.uk/index/heritage/historicandlistedbuildings/the-listingprocess.htm Wales: http://cadw.wales.gov.uk/historicenvironment/help-advice-andgrants/makingchanges/listedbuildconsent/?skip=1&lang=en 3.3 Conservation Area Consent 3.3.1 The streets and buildings of our towns and villages are part of the historic character of our country. Where these places are of special architectural or historic interest or deserve to receive careful protection, they can be designated as conservation areas. However, this does not mean that they have to remain frozen in time, change is often necessary to accommodate the demands of modern living. 3.3.2 When historic areas are the subject of proposals for new development, the challenge is how to preserve or enhance, rather than harm, their special character. 3.3.3 Conservation Area Consent is required for the total or substantial demolition of any building within a conservation area. 3.3.4 Conservation Area Consent is administered by the local authority. It is recommended that you first contact the local authority Conservation Officer or Development Control Officer to discuss what work you are proposing to carry out. They will be able to advise on whether or not you will need Conservation Area Consent (as well as any other permissions that may be relevant). 3.3.5 This simple act could save a lot of time and money. Local authorities often prepare Supplementary Planning Documents for their conservation areas to assist residents and developers, so it is worth checking with the Conservation Officer to see if one exists for the conservation area in question. 3.3.6 Application forms are available either to download from their web sites or in paper form. It usually takes between 8 and 13 weeks for a decision to be made, depending on the size and complexity of the proposal. If consent is refused you have six months in which you can appeal, or you can alter your plans, based on the written advice provided, and re-apply. Applying for Conservation Area Consent is free. 3.3.7 When a Council considers whether to grant or to refuse an application, it must have special regard to the desirability of preserving or enhancing the conservation area, and the features which make it special. These things should be considered when planning proposed changes. 4. Planning Work on Historic Buildings 4.1 Conservation Based Research and Analysis (CoBRA) 4.1.1 Because there is no single word or academic discipline which describes the special skill of analysing a building and/or landscape for conservation purposes, the term Conservation-Based Research and Analysis (CoBRA) has been used to refer to: The research, analysis, survey and investigation needed to understand the significance of a building and its landscape and thus inform decisions about repair, alteration, use and management. 4.1.2 The reason we protect historic buildings is primarily so we can pass on to future generations those buildings, monuments, landscapes, etc. that for what ever reasons, have a value worthy of saving. Conservation in today's environment has evolved. It is as much about repair and maintenance as it is about preservation, and rather than preventing new life being fed into old buildings, it is about finding appropriate new uses which can help a building survive. Detailed research into buildings and their environments can help the Conservation processes take place, and enable decisions to be made which both protect the important aspects having value and significance, and balance these changes, enabling viable new use but not at the expense of it its significance and value. 4.2 Conservation Plan 4.2.1 A "Conservation Plan" is a document that explains: * what a site is (referred to as a 'place') * why it is culturally significant * how that significance is vulnerable or sensitive to change and * sets out the policies for managing that significance in any future use or development. 4.2.2 It is often the case that conflicts of interest can develop over a 'place', but these conflicts might only become apparent when change is proposed. The Conservation Plan presents the different and sometimes conflicting values attached to a place, and proposes policies that remove or lessen those conflicts. Even where conflicts between values cannot be removed, the policies aim to establish principles and policies that can be shared by all the stakeholders. It is a particularly useful tool for large or complex places made up from more than one cultural asset. 4.2.3 A Conservation Plan should encompass the many different aspects of heritage interest attached to a place, defined as four principal "value groups": [x] Historic, scientific, aesthetic and social; 0ther values should also be considered, including economic and ecological value where they occur as part of the place. 4.2.4 The Plan should cover every aspect of the cultural significance of the place, including associated collections which may be housed in several locations, and must aim to encompass those aspects of the place that identify local and intangible (hard to understand) values. The reason for this is that stakeholders attach intangible values and meanings (identity, sense of place etc) to tangible objects. A Conservation Plan provides: 4.2.5 A single approach to understanding and managing the cultural significance of a place. The primary value of a Conservation Plan is that it allows the participants to balance and assess 'cultural significance' against proposed 'use'; it does not accept that places and landscape can be 'frozen'. A Conservation Plan aims to give understanding as to why a place is culturally significant, and sets out to show how the significance of the place will be managed. 4.2.6 The first step in preparing the following: [x] Management proposals [x] Major repair or restoration schemes [x] New developments [x] Maintenance programmes 4.2.7 When proposing any works to modify an older building it is important that it should first be properly "understood". This means understanding its construction, condition, and the way it functions within its locality. It also means understanding the building's qualities i.e. those which make it "special" such as original doors, windows, decoration, etc. In many cases, far more damage has been caused to historic buildings by hasty, ill-informed alterations than by simple neglect. 4.2.8 If a building is properly "understood", works can be targeted to the places where this is most needed or, in the case of major changes, where least harm may be done. Not only is such an approach better for the building, it can also be more cost-effective. 4.2.9 Very few historic buildings or places survive as originally built. The majority will have alterations and changes from different time periods and these are significant as evidence of different use and values of previous generations who used and altered these. 4.2.10 When simple modifications are proposed to individual building elements such as walls, windows and floors, the significance may well seem obvious and uncomplicated. This may well be so, but caution is still recommended, as things are not always what they may seem at first sight. The full consequences of proposed changes may be more extensive and potentially damaging than first anticipated, and there is also the danger that a range of small individual modifications, each of which may be quite acceptable in its own right, can together cause unacceptable damage. 4.3 Value and Significance 4.3.1 The significance of traditional buildings clearly encompasses the more obvious architectural and aesthetic values, but it also includes less tangible issues such as associations with historic people and events, examples of technological innovations, aspects of social history and links with a building's setting and other heritage assets. 4.3.2 English Heritage's Conservation Principles Policies and Guidance (2008) which has been used as the basis to inform this part of the handbook lists four primary categories of heritage value: Evidential value - derives from the potential of a place to yield evidence about past human activity. This aspect is of particular relevance in places where there may be archaeological remains, but the archaeology within the structure of a building, whilst less familiar, may be every bit as important. Historical value - derives from the ways in which past people, events and aspects of life can be connected through a place to the present. This may be illustrative - by demonstrating important aspects of past lives and assisting the interpretation of the historic environment; or it may be associative - through being linked to a notable historical person or event. Aesthetic value - derives from the ways in which people draw sensory and intellectual stimulation from a place. This will include both the fortuitous qualities which have evolved naturally in a place over time, as well as the design values attached to a deliberately created building, group of buildings or landscape. Communal value - derives from the meanings of a place for the people who relate to it, or for whom it figures in their collective experience or memory. This can cover commemorative and symbolic values important to collective memory, social values which contribute to people's identification with particular places, or the spiritual values people associate with special buildings and places, whether attached to organised religions or not. 4.3.3 Any fixed part of the historic environment being perceived by people as having a distinctive identity, can be considered as a "place". 4.3.4 The significance of a place embraces all the diverse cultural and natural heritage values that people associate with it, or which prompt them to respond to it. These values tend to grow in strength and complexity over time, as understanding deepens and people's perceptions of a "place" evolve. 4.3.5 In order to identify a "place" as having "significance", it is necessary to understand its fabric (walls, roof and structure), how and why it has changed over time, and then consider: [x] who values the place, and why they do so [x] how those values (usefulness, importance, serving a purpose or creating an effect) relate to its fabric [x] their relative importance to the community [x] whether associated objects contribute to those values [x] the contribution made by the setting and context of the place [x] how the place compares with others sharing similar values. 4.3.6 Understanding the connection between the values and significance of a place is necessary to inform decisions about its future. The degree of significance determines what, if any, protection (including statutory designation) is appropriate under law and policy. 4.4 Assessment of Significance 4.4.1 The actual assessment of significance is a key task in the process of planning any work on historic buildings, and should be carried out and documented prior to the design or preparation of any proposals for work to be done. An "assessment of significance" should not be required retrospectively, for instance as a condition attached to the granting of Listed Building Consent; it should always take place as close to the beginning of the process as possible. 4.4.2 "Assessments of significance" can vary considerably in scope and detail, from the large and complex to the small and simple. The degree of understanding, and the care and complexity of the assessment required should be decided from the size, overall significance and complexity of the building or place in question. In each case, from the largest to the smallest, a suitably proportionate approach is encouraged. 4.4.3 Where only local, small-scale changes are anticipated, such as the upgrading of an individual element in a simple building such as a window, an assessment of significance need not be an onerous task. If the matter can be adequately documented with perhaps a photograph and a paragraph or two of text, there need be no requirement to make the process any more complicated. Once this is established and agreed, the design and development of upgrading proposals may proceed directly. 4.4.4 On the other hand, at the highest level, and for the most complex sites and buildings, the best way of assessing significance is through the preparation of a "Statement of Significance" and "Conservation Plan", of which the assessment of significance will form the pivotal part. This can be a large, complex and inevitably expensive process, but will normally have been carried out at the outset of the project, before obtaining relevant consents. The methodology for a plan's preparation is a widely accepted process for the understanding and long-term management of historic buildings and places, but it will normally need to be prepared by suitably qualified and experienced historic buildings specialists, possibly from a variety of different areas of expertise. 4.4.5 For less complex listed buildings the preparation of a conservation statement may be sufficient, normally requiring less depth of research, and generally following the format of a Conservation Plan. Non-specialists may well be able to do this, although greater expertise will probably be needed on more complex issues. 4.4.6 Within Conservation Areas, Local Authorities are obliged to prepare and publish conservation area "appraisals" to identify the physical features which contribute to the character of a place. These appraisals will often contain sufficient information to enable an assessment of significance to be a simple and straightforward exercise. Similarly, World Heritage Sites, registered parks and gardens, and areas of outstanding natural beauty should have adopted management plans which will already include, or directly refer to, much of the relevant information. 4.5 Identifying Special Elements 4.5.1 Before considering any alteration to a building, it is essential to assess the elements that make up its special character and interest (its significance) including: External features – Such as a decorative façade, windows and doors The spaces and internal layout – plan of a building is one of its most important characteristics; interior plans should be respected, and as far as possible, left unaltered. Internal features – such as decorated plaster surfaces, panelling, floors, window shutters, doors and door-cases. Details – such as mouldings, stucco-work, wall and ceiling decorations, etc. can be just as valuable in simple vernacular and functional buildings as in grander architecture, and can be a building's most important features. Besides the historical or aesthetic importance of a building and its fixtures, the archaeological or technological interest of the surviving structure and surfaces may also be significant. 4.6 Impact Assessment 4.6.1 To enable a conservation adviser to produce an "impact assessment", sufficient detailed information is required on the value and significance of a building prior to any work being carried out. Equally detailed information on any proposed work (e.g. alteration, conservation, service upgrades, work adjacent to the building, road improvements) must also be available. 4.6.2 Once this information has been collected it allows the conservation adviser to assess the impact of any work, and this complete understanding of the issues allows an informed judgement to be made as to whether the proposals are beneficial or not. 4.6.3 Project organisers must ensure that "Impact Assessments" are ongoing processes throughout the duration of the project, and not something which is only done before work commences. As problems arise, their impact on the project must be realised, and informed judgments and decisions made as to the best way forward and any required adjustments to the conservation pan. 4.6.4 These decisions should be linked to the principles of "minimum intervention" whereby the least amount of work possible is carried out and has the least physical and visual effect on the building/structure/fabric and retains the maximum amount of original material. 4.7 Documenting Decisions and Work Undertaken 4.7.1 A record must be kept of the decisions and actions and the justification for these to form an account of what has happened over time, and to understanding how and why the building and its significance may have been altered. 4.7.2 Owners or property managers should monitor and regularly evaluate the effects of change and the responses to it, and use the results to assist in future decisions, which will be related to any future changes in policies, guidance and best practice. 4.7.3 If all or part of a building will be lost, due to decisions made or natural decay process, then any information about the past this may reveal requires investigation and analysis, followed by archiving and dissemination of the results to those concerned. 5. Specialist Investigation Techniques 5.1 Archaeological Investigations 5.1.1 Archaeological investigation is a programme of controlled, intrusive fieldwork with defined research objectives, which: [x] examines, records and interprets archaeological deposits, features and structures and, as appropriate [x] retrieves artefacts, eco-facts and other remains within a specified area or site on land, inter-tidal zone or underwater. 5.1.2 The records made, and objects gathered during "fieldwork" are studied and the results are published in detail, appropriate to the objectives of the project. 5.1.3 The purpose of excavation is defined by its research objectives, but aims to: [x] examine the archaeology within a given area or site to establish a better understanding [x] compile a lasting record of the revealed evidence [x] analyse and interpret the results, and disseminate these to interested parties. 5.2 Architectural Paint Analysis and Research 5.2.1 Architectural paint research incorporates microscopic examination of paint layers and other applied finishes from current surface to original substrate. It can be combined with research into documentation to provide insight into: * changes in aesthetic tastes * paint technology * usage and * structural alteration It has great potential in providing information, allowing the comparison of - layers of paint, the types of coatings, their sequence and their relationship to other parts of the building. 5.2.2 This very specialist work needs to be carried out by highly qualified consultants with the appropriate experience and equipment. They will have considerable knowledge of building archaeology and architectural history, as well as understanding chemical analysis and the use and development of colour in historic buildings. 5.2.3 In the past paint scrapes were used as a simplistic way of accessing information on different decorative schemes, but this is no longer considered appropriate without the additional information provided by microscopic paint analysis. 5.3 Dendrochronology 5.3.1 Dendrochronology, also known as "tree ring dating", is a scientific method of dating the timbers of a wooden building or structure. The technique has been in existence for almost fifty years and is extremely accurate and can help date to within a very narrow time period in time. 5.3.2 Dendrochronology relies on the fact that trees grow more in seasons when the weather conditions promote growth and grow less when conditions are poor. Within a given geographic area, every tree of the same species will respond identically to these conditions. 5.3.3 A dendrochronologist will start work by establishing a "master chronology". The master chronology is created by finding a very old oak tree and taking a small, thin core that goes to the centre of the tree, and ideally includes every ring of the tree. This core will be carefully dried, measured, and polished and the rings in the core are measured and the relative width of each year's growth plotted. A host of historical samples from other trees and early buildings will also be compared, and slowly a "fingerprint" develops to establishe a unique pattern from which any good historic oak timber can be dated. As older and older pieces of timber are found, their overlap in time periods with existing samples will be plotted, and the ability to date timber goes further and further back. 5.4 Keyhole Investigations and Remote Sensing 5.4.1 A variety of geophysical, 'keyhole' and remote sensing techniques are used to analyse buildings and their fabric, and landscapes. For buildings, magnetometry, ultra sound, radar, radio detection and thermography are techniques whereby it is possible to "see through" fabrics, whilst endoscopy involves very small scale interventions. 5.4.2 Such techniques can be used to understand the performance and the current condition of finishes, materials, components, elements and structures as well as the physical, chemical and biological environments of and within buildings. 5.4.3 Such investigative techniques and scientific analysis of the building materials can map and understand the original source, manufacture, construction method, life-span, and changes which have occurred during the building's history. This can contribute to their future survival, maintenance and well being. 5.5 Physical Investigations 5.5.1 Sometimes, only limited information about a building's history can be established without controlled physical removal of later features or finishes, this process is known as 'opening up'. In the case of a listed building or scheduled ancient monument this will require consent. 5.5.2 "Opening up" can be a valid technique, but must be limited to the investigation of features that are essential to understand the building or components to be treated and as part of the overall controlled management of the site or project. As this is an invasive techniques, as much information as possible must be obtained by noninterventional methods, such as, documentary research and site surveys - before any "opening up" is even considered . 5.5.3 In removing a building's fabric, it is important to be aware of the possible long-term consequences. The exposure of timber framing, or the loss of historically protective finishes, can create problems for the building which may need to be resolved through further intervention. 6. Principles of Alteration 6.1 Guiding Principles 6.1.1 The stock of traditional buildings is finite, and every loss or major alteration to fabric is significant. Therefore a conservative approach is needed, using knowledge and experience to determine what is important, and how changes can be made with the least effect on the character of the building. 6.1.2 When alterations are being considered, English Heritage's Conservation Principles and other heritage bodies' advice and guidance recommends: * There is sufficient comprehensive information available to understand the impacts of the proposal on the significance of the place * The proposal would not materially harm the values of the place, which, where appropriate, would be reinforced or further revealed * The proposals aspire to a quality of design and execution which may be valued now and in the future * The long-term consequences of the proposals can, from experience, be demonstrated to be benign, or the proposals are designed not to prejudice alternative solutions in the future. 6.2 Conservative Repair and Maintenance 6.2.1 The principle was pioneered by the Society for the Protection of Ancient Buildings (SPAB) which was founded in 1877. Broadly speaking, conservative repair is a coherent philosophy in itself, which calls for the following: [x] Respect for the age and character of the building, and for the physical evidence of its history [x] The preservation of as much original fabric as possible in the repair process [x] That repairs should be carried out with materials and craft techniques as close as possible to the originals [x] That new work should always be subservient to the old, both practically and aesthetically [x] That all new work should be carried out honestly, without pretending to be older or of a different type than it is [x] That any repairs should not preclude later repairs when they become necessary. 6.2.2 A basic principle of building conservation is to ensure that buildings are maintained as well as possible, in order to prevent decay damaging their fabric. Traditionally constructed buildings are generally capable of lasting indefinitely, with moderate amounts of regular care and maintenance. 6.2.3 Basic "maintenance" should include regular inspections so that defects can be discovered at the earliest possible stage and has the advantage of preserving as much as possible of the original building fabric; limiting the need for major works (which could trigger the need to comply with Part L of the Building Regulations) preserving historic fabric; minimising cost and disruption to the owner or building occupants. 6.2.4 Colloquial use of the word 'restoration' (the act of returning a place to a known earlier state, on the basis of compelling evidence, without conjecture) is often indicative of the assumption that all historic buildings need periodic campaigns of significant work, to return them to an ideal condition. In reality however, the need for such restoration usually results from a consistent long-term lack of regular maintenance. 6.2.5 Regular maintenance is also effective in maintaining the building's originally-intended environmental performance. Damp and significant draughts are more often the result of inadequate maintenance or ill-considered changes, rather than original defects in the design and construction of the building. 6.2.6 This conservative approach also embodies the principle of "minimum intervention" applies at all scales, from an individual brick to works of significant alteration. If all works are kept to the absolute minimum required, then a maximum historic fabric will be preserved, and thus the significance which it embodies. 6.3 Compatibility 6.3.1 All changes, whether small-scale repairs or larger alterations, should be made using materials and techniques which are compatible with the historic fabric. 6.3.2 Modern materials tend to be harder, less flexible, and less moisture permeable than traditional ones, and when used in direct conjunction with historic fabric they can greatly accelerate decay in the original work. 6.3.3 It is generally best practice for all new work placed directly adjacent to historic fabric, to be slightly weaker and more permeable, to ensure that it will weather preferentially to the more significant older work. 6.4 Reversibility or Re-Treatability 6.4.1 Where changes which may be detrimental to the significance of a building are unavoidable, they should, wherever possible, be made to be as "reversible" as possible or allow the building or its affected elements to treated at a future date without adverse effects. 6.4.2 Adopting this principle means that even if the significance is obscured, the valuable historic fabric can be returned to its original state without damage, after the lifetime of the relevant addition has expired. This principle can also be applied at the full range of scales of changes, from individual localised repairs to major building extensions. 6.5 Authenticity 6.5.1 The principle of "authenticity" requires that the history and fabric of the building should be respected and implies the following: [x] That all new work should appear as of its time (but it is nevertheless recommended that it should be subservient to the old) [x] That all past phases of the building's history should be allowed to be clearly read [x] That speculative restoration should be avoided (although it may be justified where clear documentary and/or physical evidence of previous form is available) [x] That nothing important to the significance should be removed. 6.5.2 This principle should be applied to all levels of changes or alteration. 7. Understanding Traditional Buildings 7.1 Over-arching Principles 7.1.1 Whilst the principle of understanding what is important about an historic building before altering it is generally well established, there is also an equivalent need to understand the physical behaviour of traditionally constructed buildings. 7.1.2 Understanding the nature and characteristics of different traditional building materials and their relationship to one another, their physical properties and likely deterioration processes provides the necessary background to identify and diagnose the condition and problems affecting a building or monument. 7.1.3 The purpose of this type of understanding is to minimise the risk of causing damage to the physical fabric of the building, rather than its character and appearance. Buildings have always been designed and constructed specifically to filter the extremes of the external environment, and provide more benign internal conditions. This is a fundamental function of all habitable buildings except, perhaps, those which have a primarily religious purpose. This environmental filtration is provided in the first instance by the entire external envelope (walls, roofs, windows, doors), which keeps out rain, snow and wind; keeps in warmth, and moderates the entry of both light and air. 7.1.4 The internal structure of most buildings of traditional construction is also moderated by internal characteristics and features such as chimney stacks, cellular room plans, draught lobbies and the like, which provide additional thermal mass, and limit heat loss through cold air infiltration. 7.1.5 Whilst this environmental performance cannot compare in efficiency with that available from modern materials and services, it was nevertheless often effective in its day, and may still be able to make a valuable contribution. It can also be an inherent part of a building's significance. 7.2 Need for Traditional Buildings to Breathe 7.2.1 As already discussed, traditional buildings are characterised by the widespread use of "breathable", moisture-permeable materials, which allow moisture within the building fabric to pass to evaporate freely. This is particularly relevant to the widespread use of solid masonry external walls (whether of brick or stone), but is also very relevant to earth buildings, infill panels in timber-framed construction, solid ground floors, plastering and rendering, and internal and external decorative finishes. 7.2.2 Whilst 'breathability' may seem to be a simple matter, the actual behaviour of liquid water and water vapour, and their effects on other aspects of the performance of both the building envelope and the internal environment, can in reality be very complex. 7.3 Sources of Moisture Four principal sources of moisture are likely to affect a traditional building: 7.3.1 Rain [x] Most traditional buildings are capable of resisting rain effectively if they are kept in good order. Generally it will be absorbed into the outer layers of permeable material, and will then safely evaporate back out again when the weather changes. Particular problems may arise, however, if wall heads and similar details are less well protected than was originally intended. [x] In addition, where water achieves ingress through absorption, failure of structural components such as cracked or missing roof tiles, broken panes of glass, failed lead flashings etc., can contribute greatly to water ingress. These will quite often cause more rapid and severe damage, but can be prevented fairly easily with regular inspection and maintenance. 7.3.2 Rising Damp [x] Traditional buildings are normally also capable of dealing with rising damp surprisingly well. However, this is achieved mainly by balancing the capillary water ingress, with suitable evaporation to keep overall moisture levels within tolerable limits. Problems tend to occur when circumstances change, particularly if exterior ground levels are raised, impermeable materials such as cement renders are added, or a building is converted to a more intensive use. 7.3.3 Internal Moisture Vapour [x] Building occupants can generate a considerable amount of moisture through breathing, cooking, washing etc. This is initially carried as vapour in the internal air, which itself is normally warmer than the external atmosphere. This moisture can condense when it comes into contact with cold surfaces or, in permeable construction, within the body of a wall, or similar. This is not normally a problem if the water absorbed by the wall is adequately balanced by suitable evaporation over time. [x] When consideration is given to upgrading the energy efficiency of an historic building, it is recommended that its originally-intended environmental performance should be researched and understood, as a vital part of its potential performance. This will enable upgrading proposals to be developed, which will be as far as possible naturally compatible with the existing fabric. 7.3.4 Damaged Rainwater Services [x] Water from damaged pipe-work is a self-evident but often overlooked problem, which can and should be resolved by normal routine maintenance. 7.4 Permeability 7.4.1 The permeability of the external surfaces of traditional building materials is perhaps the most important aspect of this phenomenon and the one with which most people are familiar. It applies to traditional bricks, building stones (except perhaps slate and granite), traditional mortars, plasters and renders, unglazed tiles, cob, earth and early concretes. It also applies to timber, although the linear, cellular nature of wood makes its response directional: very permeable in the end grain, but less so to the sides. Reed and thatch tend to behave similarly to timber. Lime washes, distempers and similar traditional finishes are also permeable. 7.4.2 Permeability is a variable quality, not an absolute one. Many materials (particularly modern ones) state that they are permeable, but the actual permeability is considerably less than that which is optimally required when repairing traditional buildings. Traditional materials can also vary considerably in their permeability, and this can also be modified in use, such as in the degree of polish which might be applied to a lime plaster or render. 7.4.3 When permeable materials are wetted by rain, a proportion of the rain soaks into the surface. The depth of penetration can vary considerably with the porosity of the material and the degree of exposure, but experience over hundreds of years in most parts of the UK has generally developed effective techniques to deal with the prevailing local conditions and materials. When excess damp penetration does occur, it is more often due to a lack of maintenance, rather than faulty original construction. For instance, open joints in masonry can encourage considerable water ingress, which is effectively resolved by normal maintenance. 7.4.4 The permeability of the outer surface of these materials allows the moisture absorbed in poor weather, to evaporate out again rapidly when the rain stops. This two-way flow is vital for the health of the building, as it ensures that the overall moisture load never reaches a high enough level to cause damage to the building fabric. However, not all materials have equal permeability; brick and stone rely heavily on the more permeable nature of lime mortars to increase the overall amount of evaporation. In addition, the greater the evaporative area available, the drier any particular part of a building will tend to be. 7.4.5 For many years it has been assumed that permeable walling and other surfaces should be sealed in some way, to prevent the water getting in. However, such treatments which include cement rendering, silicone (and other) sealants and "plastic" surface decoration materials, etc are rarely fully effective. In most cases, some water will be absorbed through the finish into the permeable material behind, often through cracks or decayed patches (these treatments often have limited lives), but will be unable to freely evaporate out again. The result is a build-up of trapped moisture in the wall thickness, which is detrimental both the health of the building and its thermal performance. 7.4.6 The absorbency of the permeable materials also has the beneficial side effect of reducing run-off from the face of the building during rain. This significantly reduces the wetting of lower parts of the building, including details, flashings and so on. If an area of permeable walling is treated or re-finished to make it impervious, it can often trigger rapid erosion and failure of parts of the building at a lower level, which were never intended to carry a high degree of run-off. 7.5 External Moisture Barriers 7.5.1 The danger of applying impervious treatments to the outside face of permeable construction has already been mentioned. Rainwater, which would otherwise be partially absorbed and then evaporate harmlessly away, can be trapped behind such treatments in large quantities over time. The impervious treatment tends to actually exaggerate the absorption through cracks, because of the water pressure caused by the surface run-off. Fully saturated walls can therefore easily result. 7.5.2 This will be highly detrimental to the health of the fabric, by causing rot in built-in timbers and holding water in places where it can both mobilise soluble salts, and freeze. In addition, dampness in walls causes increased heat loss through the fabric, and prevents 'moisture buffering' in internal spaces, making buildings feel cold and clammy. The normal (and entirely understandable) human response is to turn up the heating, thus seriously compromising the energy efficiency of the building. 7.5.3 External moisture barriers also effectively trap condensation from the internal environment within the building envelope. Whilst the majority of internal condensation is buffered and released back to internal spaces later, a proportion can easily build up within the fabric over time, to levels which cause damage. Allowing this to also evaporate away from the external face can be very helpful in preserving both the building fabric and its performance. 7.6 Damp-proof Courses and Membranes 7.6.1 Moisture barriers within the construction, such as damp proof membranes (DPMs), damp proof courses (DPCs) and localised "separating" membranes, are also commonplace both in modern construction and in converted traditional buildings. However, these also need to be treated with care. 7.6.2 Traditional breathable solid ground floors have often been "broken out" and replaced with modern concrete constructions, which include a damp proof membrane. Whilst this is effective in producing a dry floor, the moisture which previously evaporated harmlessly from the old floor, can be driven to the perimeter, causing significantly increased concentrations of dampness there, which can then rise up the walls. 7.7 Ventilation 7.7.1 Historic buildings usually need more ventilation than modern buildings. In the past, they were often more ventilated than strictly necessary because of loose-fitting doors, windows and other openings. In addition, open fires created generous rates of exhaust ventilation through chimneys at times when condensation risk might otherwise have been high. 7.7.2 If ventilation of an historic or traditional building is reduced too much, condensation, mould and fungal growth may occur, leading to deterioration of the fabric and contents, and possibly health problems for occupants. Great care is therefore required in selecting an appropriate ventilation rate for a historic building. A rule of thumb used by some designers is 'twice as much as required', although the actual amount needed varies with context, and particularly with the amount of evaporation occurring from the fabric. 8. Low Carbon and Traditional Buildings 8.1 Energy Efficiency in Traditional Buildings 8.1.1 Energy efficiency and conservation of fuel and power of existing traditional buildings is controlled by Part L of the Building Regulations. Many improvements can be carried out, often at a relatively low cost, significantly enhancing the comfort of the building for its users, as well as providing savings on fuel bills. Such improvements can also help in reducing greenhouse gas emissions. However, reducing carbon emissions from buildings is not just about heating and insulating the building fabric. Much can be achieved by changing behaviour, avoiding waste, using energy efficient controls and equipment, managing the building to its optimum performance, all of which is as relevant to older buildings as new ones. 8.1.2 For historic buildings and those of traditional construction, an appropriate balance needs to be achieved between conservation requirements, and measures to improve energy efficiency, if lasting damage is to be avoided both to the building's character and significance, and its fabric. For example, it would be neither sustainable nor cost effective to replace a 200-year-old window, that is capable of repair and upgrading, with a new double glazed alternative; and even less so if the new window were to have an anticipated lifespan of only 20 - 30 years, as some do. Depending on the circumstances, a good case might be made for well designed and carefully installed draught-proofing or secondary glazing. 8.1.3 An informed approach can achieve significant energy efficiency improvements in most cases, although not always to the standards recommended in the Regulations. Achieving an informed appropriate balance (as above), requires an understanding of both the Regulations, and the building's structure; particularly: 8.1.4 Understanding the energy efficiency requirements as set out in the Approved Documents - for Part L of the Building Regulations, which should be applied as far as is practicable up to the point at which alteration to the building's character, appearance and performance becomes unacceptable. 8.1.5 Understanding the point at which alteration to the building's character, appearance and performance will become unacceptable, depends on understanding the significance of the building, and how the building works as an environmental "system". 8.1.6 Once the building's significance, construction and the way it performs have been fully understood, then the appropriate balance can be determined from a position of knowledge. The Approved Documents make it clear that a reasonable compromise on the energy efficiency targets may be acceptable, to preserve its character and appearance and to avoid technical risks. 8.2 Building Regulations 8.2.1 The Building Regulations set standards for how buildings must be constructed to achieve a minimum level of acceptable performance which typically cover: * health * safety * energy performance and * accessibility requirements for buildings. 8.2.2 The Regulations apply mainly to new buildings and there is no general requirement for all existing buildings to be upgraded to meet these standards. However, certain changes, such as the use of the building, can trigger the need for existing buildings to comply with the Building Regulations. 8.3 Part L of the Building Regulations 8.3.1 Part L of the Building Regulations covers the conservation of fuel and energy. Although the Building Regulations themselves only state general requirements, they are supported by "Approved Documents" which set practical guidance as a response to these requirements. The Approved Document (Part L) for energy efficiency is in four sections: * New dwellings (L1A) * Work to existing dwellings (L1B ) * New buildings that are not dwellings (L2A) * Existing buildings that are not dwellings (L2B). 8.3.2 The Approved Documents are not the Regulations, but are intended to provide guidance for complying with the more common forms of building construction. Applicants are under no obligation to adopt any particular solution from an Approved Document, if they prefer to meet the relevant requirement in some other way. Approved Documents Parts L1B and L2B also make clear that the characteristics of historic and traditionally constructed buildings warrant some exemptions and special consideration in reaching appropriate solutions. They do this by specifically including some exemptions and circumstances where special considerations apply for historic buildings and those of traditional construction. 8.3.3 An understanding of what constitutes the special interest or significance of an historic building requires experience. Very often technical, philosophical and aesthetic conflicts will need to be resolved, and on occasions highly creative solutions to problems will be necessary. In such circumstances there is no substitute for the knowledge, skill and judgement of a qualified and experienced professional advisor, such as an architect or surveyor who is experienced with historic buildings. Such people have both the technical ability and wide working knowledge of historic buildings, for their maintenance and adaptation, and their advice can thus prevent damage and unnecessary expense and heartache. 8.3.4 In each case the appropriate balance should be discussed early in the design process, by consultation between the Local Authority's Building Control Officer or Approved Inspector, and the Conservation Officer. 8.4 Background to the Legislation 8.4.1 Carbon Emissions form Buildings [x] Energy used in running buildings is responsible for nearly half of this country's total carbon dioxide emissions. About 27% of these emissions are produced by domestic buildings and around 22% by public and commercial buildings. [x] 75% of carbon emissions produced by dwellings come from space and water heating requirements, with the remainder coming largely from lighting and household appliances. 8.4.2 Sustainability and Historic Buildings [x] Sustainability is broadly divided into three overlapping aspects covering environmental, social and economic requirements, and the need to bring them all into harmony. All of these are relevant to older buildings, but for the purposes of Part L of the Building Regulations, the greatest emphasis must lie on the environmental aspect, particularly the use of fossil fuelled energy. This is closely allied to the generation of carbon dioxide, both from the production of buildings and from their daily use. [x] When first built and inhabited, all pre-industrial buildings were, by definition, sustainable and zero-carbon in both construction and use. The primary energy sources available for the conversion and transport of building materials were human and animal power, and the biomass of available locally grown timber. [x] Building, heating and cooking were almost entirely fuelled by sustainably sourced biomass. However, where water and wind power were available they could be used, for instance, for the conversion of timber or the transport of materials by water, and in areas where peat was available it was a popular heating and cooking fuel. There is no inherent conflict between the retention of older buildings and the principles of sustainability. In environmental terms, the continued use of existing building stock, coupled with measures to improve energy efficiency, is a global priority. Replacing an existing building with a new one requires a considerable investment of 'embodied' energy in materials, transport and construction – typically equivalent to five or ten years of building. In global environmental terms, the balance of advantage strongly favours the retention of existing building stock, particularly when performance in terms of energy consumption in use can be improved. [x] The retention of older buildings, either in their entirety, or simply by re-using components in-situ and allowing for their thermal upgrading in benign and sympathetic ways, can provide excellent finished results which are fully in accordance with the principles of building conservation and sustainability. In many cases, the process of careful adaptation and re-use of resources can produce new buildings, and spaces of the highest architectural quality. 8.4.3 Buildings Exempt from the Requirements [x] Certain classes of "historic buildings" are expressly exempted from the need to comply with the energy efficiency requirements of the Regulations, where compliance with the energy efficiency requirements would unacceptably alter their character and appearance. These are listed in Regulation 21(2), (c) and Regulation 21(3), and comprise buildings which are: - Scheduled Ancient Monuments - Listed Buildings - Buildings in Conservation Areas [x] This exemption is not unconditional. The Regulations therefore require that these buildings should be upgraded in accordance with the energy efficiency requirements set out in Approved Documents L1B and L2B up to, but not necessarily beyond, the point at which the relevant alterations would become unacceptable. [x] The definition of this point requires both an understanding of what qualities of character and appearance are significant in each case, as well as an effective assessment of the degree to which alterations to these qualities will be unacceptable. [x] For the above designations where consent is required, the Local Authority is required to assess proposals for any impact on the significance of the heritage asset, using the criteria set out in "Planning Policy Statement 5, Planning for the Historic Environment". 8.4.4 Building where Special Conditions Apply [x] Paragraph 3.8 in both Approved Documents L1B and L2B lists three further classes of buildings where special considerations apply in making reasonable provision for the conservation of fuel or power: Locally Listed Buildings "Buildings which are of architectural and historical interest and which are referred to as a material consideration in a Local Authority's development plan or local development framework" [x] This category includes a Local Authority's 'local list' or 'supplementary list' of historic buildings, which has been included in their unitary or local plan (known as the "development plan"). Inclusion within the plan means that any list of this kind has been subject to public consultation and is a material planning consideration in the determination of applications under the Town and Country Planning Acts. [x] Most buildings on these lists are good examples of a particular design or style of construction, e.g. buildings of the Arts and Crafts movement of the late 19th and early 20th centuries, the work of a noted local architect, or a building associated with a local historical figure. They could well become the listed buildings of the future. [x] These buildings have no statutory protection unless they are within a conservation area. Nonetheless, if they are to retain their significance, it is often essential that original features and fabric are preserved in any schemes of alteration or extension. Buildings in National Parks and other Historic Areas "Buildings which are of architectural and historical interest within national parks, areas of outstanding natural beauty, registered historic parks and gardens, registered battlefields, the curtilages of scheduled ancient monuments, and world heritage sites" [x] Buildings often help to create the townscape and landscape qualities which were amongst the original reasons why an area or a site achieved its designation of significance. They use local materials and highlight vernacular traditions, with roofs, windows, roof lights and doors typifying their period, age and style. [x] While these designated areas do provide slightly more control over 'permitted developments' than elsewhere, many important features on unlisted buildings make a contribution to the historic significance of statutorily designated heritage assets, but are not safeguarded. Therefore improvements to energy efficiency must avoid harming them. Other buildings in these areas may be relatively modern or much altered, and may accommodate energy-saving upgrading more easily. Traditionally Constructed Buildings "Buildings of traditional construction with permeable fabric that both absorbs and readily allows the evaporation of moisture" [x] Most traditional buildings were designed and built before the development of reliable and cost-effective impermeable membranes or moisture barriers. They rely instead on their ability to allow such moisture to evaporate rapidly away, and thus prevent the damaging build-up of damp and resulting physical decay. Whilst the majority of historic buildings are traditional, there are many thousands of traditional buildings which are not legally protected or designated. [x] This category includes nearly all buildings constructed prior to 1919, as well a significant proportion of those built before 1945. It is essential that adaptations made to improve the energy efficiency of these structures should take into account the traditional technology and characteristic behaviour of the building fabric, otherwise very real damage can be caused. Well-meaning attempts to keep moisture out of these buildings using modern methods tend to have the unfortunate effect of preventing the vital evaporation, thus causing or accelerating moisture-related decay to the fabric. The Approved Documents states: 3.9 When undertaking work on or in connection with a building that falls within one of the classes listed [in paragraph 3.8] above, the aim should be to improve energy efficiency as far as is reasonably practical. The work should not prejudice the character of the host building or increase the risk of long-term deterioration of the building fabric or fittings. The Approved Documents then state: 3.10 The guidance given by English Heritage should be taken into account in determining appropriate energy performance standards for building work in historic buildings. 9. Glossary and Websites Glossary The following are words or terms encountered within this handbook and this glossary is intended to assist with the understanding of the meaning(s) of these words or terms. Many of the words and terms have variations in meaning, but the one(s) given in this glossary are used in the context of conservation, repair and maintenance of historic or traditional buildings and structures. This is offered as a guide, but cross-reference can also be made to other historic building publications and architectural glossaries. Context Criteria Curtilage Dendrochronology Designation Dissemination Eco-fact Ecological Endoscopy Epoch Expert Fabric Harm Heritage Heritage, cultural Heritage, natural Historic environment Historic Environment Record Impact Assessment Impervious Integrity changes to a significant building by using a "minimalist" approach. Any relationship between a place and other places, relevant to the values of that place. Principles or standards by which things are judged. Legal term to define the land immediately surrounding a house or dwelling - can be an important legal concept in relation to Planning Controls. A method of dating timber by the study of its annual growth rings. The recognition of particular heritage value(s) of a significant place by giving it formal status under law or policy, intended to sustain those values. The process of distributing information on a wide scale. An object found at an archaeological site, which comes from something living, but which has not been modified by human activity. Related to the scientific study of things having respect for each other and their natural environment. The process of using instruments to examine the interior of a hollow space or cavity through a small entry hole. A period of time in history. Highly practiced and/or well informed in aspects of conservation, repair and maintenance of historic or traditional buildings. The physical material of which places are formed, including geology, archaeological deposits, structures and buildings, and flora. Change for the worse, primarily in this handbook referring to the effect of inappropriate interventions on the physical and other values of a building or place. All inherited resources which people value for reasons beyond mere utility. Inherited assets which people identify and value as a reflection and expression of their evolving knowledge, beliefs and traditions, and of their understanding of the beliefs and traditions of others. Inherited habitats, species, ecosystems, geology and landforms, including those in and under water, to which people attach value. All aspects of the environment resulting from the interaction between people and places through time, including all surviving physical remains of past human activity, whether visible or buried, and deliberately planted or managed flora. A public, map-based data set, primarily intended to inform the management of the historic environment. This identifies the main options for achieving the objectives, and analysing their likely impact on the work proposed. A material which will not let water pass all the way through its molecular structure. Wholeness, honesty. Intervention Keyhole Investigation Legislation Listed Magnetometry Maintenance Material Membrane Monument Moisture Barriers Minimal Intervention Natural change Object Permeable Place Preservation Preserve Proportionality Public Renewal Repair Any action which has a physical effect on the fabric of a building or place and individual components. Those made using minimally invasive techniques (see "minimal intervention") which will create the least damage to the fabric of a building. Legal "rules"; laws. Having official protection from demolition or from alteration or extension which may affect its character. A process used to detect archaeological sites and other buried or submerged objects (using more sensitive equipment than a metal detector). Routine work regularly carried out to maintain the fabric of a building or place in good order and prevent deterioration. Relevant to and having a substantial effect on, demanding consideration. A layer of material which can be a selective barrier impermeable to specific substances (e.g. rainwater), but can also be designed to allow controlled passage of substances (e.g. moisture vapour). A structure preserved because of its historical importance. Structural membranes to prevent the passage of moisture through a structural component. The concept of making repairs or alterations to a structure without resorting to major works. Change which takes place in the historic environment without human intervention, which may require specific management responses (particularly maintenance or periodic renewal) in order to sustain the significance of a building or place. Anything not (now) fixed to or incorporated within the structure of a place, but historically associated with it. A material whose molecular structure (porosity) allows moisture to pass through it. Any part of the historic environment, of any scale, that has a distinctive identity perceived by people. State of survival of a building or artefact, whether by historical accident or through a combination of protection and active conservation. To stave off decay and maintain a building or elements in a stable condition. The quality of being appropriately related to something else in size, degree, or other measurable characteristics. Working on behalf of or for people as a whole. Comprehensive dismantling and replacement of an element of a building and in the case of structures normally reincorporating sound elements. Work beyond the scope of maintenance, to remedy defects caused by decay, damage or use, including minor adaptation to achieve a sustainable outcome, but not involving restoration or alteration. Websites The following website addresses are useful for further information relating to work on historic or traditional buildings, but this list is not exhaustive: BS 7913: Principles of the Conservation of Historic Buildings http://shop.bsigroup.com/ Building Conservation Directory www.buildingconservation.com CADW www.cadw.wales.gov.uk ConstructionSkills www.cskills.org English Heritage www.english-heritage.org.uk Historic Scotland www.historic-scotland.gov.uk Institute of Conservation www.icon.org.uk Institute of Historic Building Conservationwww.ihbc.org.uk National Heritage Training Group www.nhtg.org.uk National Trust www.nationaltrust.org.uk Northern Ireland Environment Agency www.ni-environment.gov.uk Project Bookwww.projectbook.co.uk SPAB www.spab.org.uk Ulster Architectural Heritage Society www.uahs.org.uk Understanding Conservationwww.understandingconservation.org	<urn:uuid:5087d34c-24e4-43f3-8ab3-10a08240fc84>	CC-MAIN-2021-43	https://www.tywicentre.org.uk/media/1399/4-level-3-award-handbook.pdf	2021-10-19T19:16:08+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00528.warc.gz	1,272,199,071	15,912	eng_Latn	eng_Latn	0.970141	eng_Latn	0.997159	[ "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	[ 593, 1532, 2715, 5178, 7704, 9711, 11990, 14686, 17183, 18104, 19724, 21736, 24070, 26287, 29012, 31713, 34230, 36900, 38711, 40761, 43385, 44125, 46347, 48953, 49808, 52284, 54808, 57710, 60551, 61707, 64104, 66471, 68906, 71263, 73808, 75790, ...	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This is the English version of an article which appeared in the March issue of Forbes Mongolia. Citation: Bromage S. Diet is the number one killer in Mongolia. Forbes Mongolia. 2016 Mar; Sect. Op-ed:42-44. Diet is the number one killer in Mongolia Though nutrition has its biological and medical aspects, what a people eats is also central to its culture and history. Friends and families bond as they eat together. Recipes are handed down from generation to generation. The tastes and smells of mother's cooking evoke memories of childhood, and deep feelings of safety. Mongolia's culture is thousands of years old, and while eating a diet quite similar to the one people in the countryside eat today, Mongolians developed the largest contiguous land empire in human history. The Mongol empire was built upon meat and milk. So, what is wrong with the Mongolian diet? The problems with the Mongolian diet arise in the context of longer lifespans. Most of your ancestors did not live long enough to die from the diseases that kill most Mongolians today. If you are reading this, you probably are, or will be at some point, over the age of 40. You will probably not die of starvation, the wounds of war, or infectious disease, but of cardiovascular disease, cancer, or complications of type II diabetes. Cardiovascular disease currently accounts for approximately 37% of total mortality in Mongolia. Improved diet could prevent about 76% of these deaths, which gives Mongolia the distinction of having the highest diet-preventable cardiovascular death rate in the world. What exactly needs improvement? Of all the world's countries, Mongolia's food supply contains the second highest fraction of total calories per capita from meat, and the 11th highest from whole milk. Red meat and whole milk are good sources of calories and protein, but they're also high in saturated fat, which raises LDL cholesterol and contributes to heart disease. Many Mongolians also consume excessive salt, sweets, and alcohol, and insufficient whole grains, lean protein sources like fish, and fruits and nontuberous vegetables. In Mongolia, more age-standardized mortality is attributable to high sodium, low fruit, and low vegetable intake than any other country in the world. I first came to Mongolia in 2012, to study the country's diet with colleagues from the former Health Sciences University of Mongolia and Harvard University. For four summers and winters, we travelled to eight national provinces and trained over 200 medical students to study what hundreds of men and women, office workers and nomads ate on a day-to-day basis. At the end of our travels, we found an interesting thing: for the most part, Mongolians everywhere eat pretty much the same thing – red meat, whole milk, and unfortified flour, just as they have for hundreds of years. This lack of dietary diversity is at the root of a collection of widespread vitamin and mineral deficiencies. Incidentally, meat, milk, and flour are also the basic ingredients of the cheeseburger (patty, cheese, and bun), pepperoni pizza (sausage, cheese, and dough), and taco (ground beef, cheese, and tortilla). The first time I came to Mongolia, there was no Burger King, Pizza Hut, Taco Bell, or KFC. That was only four years ago. Now, all of these businesses are in Mongolia, ultimately because Mongolians want them to be here. The rise of unhealthy, obesity-causing fast foods in Mongolia comes at a time when more and more Mongolians are adopting a less active urban lifestyle, increasing the risks of lifestyle-related diseases, which kill more and more Mongolians every year. Though everyone in Mongolia incurs a risk due to poor diet, the greatest burden is borne by children. Poor nutrition during growth – in pregnancy, while breastfeeding, after weaning, or later in childhood – may permanently impair a child's physical and cognitive development. In part due to multiple vitamin and mineral deficiencies, 11% of Mongolian children under 5 are still nutritionally-stunted, a condition associated with poorer performance in school, and decreased earnings, productivity, and social mobility. At the same time 11% of young children in Mongolia are overweight or obese – childhood overweight increases the risk of several diseases later in life, including cardiovascular disease, type II diabetes, and certain cancers. To put it simply, the Mongolian diet has always been unhealthy, but its effects on health are now being exacerbated by increases in lifespan, deterioration of the food supply, and an increase in urban sedentary lifestyles. At the moment, poor diet is the number one killer in Mongolia. To improve the nutrition situation, Mongolians must stay active, avoid unhealthy foods and overeating, and get enough vitamins, minerals, and dietary fiber. The solution is not straightforward, however. Mongolians should be eating more fruits and non- tuberous vegetables, but that's easier said than done – Mongolia has a smaller fraction of land devoted to permanent crops than any other country. Mongolian women have among the world's lowest vitamin D levels observed in any population, but sources of vitamin D in Mongolia are hard to come by. The government recently made the admirable move of banning soft drinks in school lunch- rooms, but what is to stop children from buying them after school? Even exercise can be difficult – how can one run around the park when Ulaanbaatar was once cited as the second most air-polluted city in the world? Addressing these questions will take time, and a range of nutritional, agricultural, and economic policies and programs. Most importantly, there must be a change in the way that Mongolian consumers think about their diet and the foods that they demand. Mongolians have always had a proud tradition of athleticism and sports, but physical activity must be consciously increased in an urban landscape. Prosperity and development have brought unprecedented food security and access, but they have also brought unhealthy influences that threaten to erode the future of public nutrition. The traditional Mongolian diet is a national treasure, but it must be improved in order to sustain life in modern Mongolia. Women must play a central role in improving nutrition in Mongolia. Most women know that if they smoke or drink during pregnancy, or if others smoke around them, their baby may be harmed. Most also know that maintaining a healthy diet during pregnancy and breastfeeding is important to ensure the baby's healthy growth and development. Fewer women know that some nutrients, such as folic acid, must be present at sufficient levels even before conception, or that obesity and uncontrolled diabetes during pregnancy increase the risk of pregnancy complications, which may harm the baby, and also make it more likely that the baby will develop metabolic disease later in life. Men must be equally conscious of these issues, so as to support healthy nutrition decisions by women. In urban Mongolia, women are largely in charge of household food decisions. Research has shown that if one buys unhealthy foods for their household, their children will become more accustomed to eating unhealthy foods, creating habits that are difficult to break later in life. If a man or woman frequently eats fast foods or unhealthy snacks, or lets themselves become obese or inactive, then their children, spouse, and other family members will tend to follow their example. By making healthier nutrition decisions for oneself, one can engender healthier nutrition decisions in one's family and community. Over time, small steps will help to increase popular demand for a healthier food environment and food supply, ultimately leading to a healthier future for all Mongolians. This article was informed by results of ongoing data analysis from the "Nationwide micronutrient assessment of vitamin D and other micronutrients' status among Mongolian adults", led by the Mongolian Health Initiative (MHI), a nongovernmental organization devoted to health science research and capacity building in Mongolia. In addition, statistics were drawn from the following sources: 1. Mortality rate attributable to dietary risks: 2013 Global Burden of Disease Study (http://vizhub.healthdata.org/gbdcompare) 2. Per-capita food supply estimates: Food and Agriculture Organization of the United Nations (http://faostat3.fao.org/download/FB/CL/E) 3. Percent of arable land devoted to permanent crops: World Bank (http://data.worldbank.org/indicator/AG.LND.CROP .ZS) 4. Vitamin D status of Mongolian women: J Steroid Biochem Mol Biol. 2014 Jan;139:1-6 (http://www.sciencedirect.com/science/article/pii/S0960076013001854) 5. Statistics on child stunting, overweight, and air pollution: WHO Global Health Observatory Data Repository (http://apps.who.int/gho/data/node.home)	<urn:uuid:8ada3ef5-b278-4d04-b71a-4e39e48574f7>	CC-MAIN-2021-43	https://scholar.harvard.edu/files/sabri/files/op-ed_eng.pdf	2021-10-19T19:11:58+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00529.warc.gz	662,306,749	1,785	eng_Latn	eng_Latn	0.997359	eng_Latn	0.99775	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4813, 8851 ]	[ 2.453125 ]	1	0
The Social and Emotional Aspects of Learning (SEAL) in Wales 'Getting Started': A resource pack for Secondary Schools in Wales implementing SEAL Contents 1. About SEAL 1.1 What is SEAL? The Social and Emotional Aspects of Learning (SEAL) initiative was piloted by the DCSF (then DfES) in twenty-five English local authorities from September 2004. In June 2005 the materials were made available to all primary schools in England and funding given to local authorities to provide training and support to primary schools to implement and embed SEAL (from 3-11yrs). The initiative (including a range of web-based materials) has since been rolled out to secondary schools. In March 2011, the Welsh Assembly Government made the materials available to Welsh schools, adapted for the Welsh context and in the medium of English and Welsh. The SEAL initiative aims to support children aged from 3-16 years to develop the personal and social skills of: * self-awareness * managing their feelings * motivation * empathy * social skills. These interpersonal and intrapersonal skills have been shown to improve learning and promote emotional health and wellbeing, alongside a range of other benefits to pupils, families and schools. SEAL aims to provide an entitlement curriculum to develop social and emotional skills within a structured and progressive framework, offering class-based quality first-teaching to all children from 3-16yrs ('Wave 1' provision – see Fig.1 below). The approach does, however, recognise that schools will need to provide a continuum of provision to meet the needs of all learners in this area. In addition to providing curriculum resources for class-based work, schools have access to sets of materials designed to be used within a small group context, for children who may have additional needs in one or more area of the social and emotional aspects of learning. Small-group work is located at 'Wave 2' of the continuum of provision (see Fig.1). 'Wave 3' support is envisaged as the individual, intensive support that will continue to be necessary for the minority of children with long-term, complex needs within the area of social and emotional functioning. These are children at the highest level of need, who will usually have a statement of education need (or equivalent) and the involvement of a number of professions – social services, educational psychologists, CAMHS etc. The aim is for provision at Wave 3 to build upon the SEAL work undertaken by the child within the school context. While the explicit curriculum in SEAL is a necessary aspect of effective provision for developing children's personal and social skills, research shows that by itself it is not sufficient. There exists a robust body of evidence 1 demonstrating the need for frequent reinforcement to embed new social and emotional learning and to ensure that children regularly apply the skills in real life situations. In addition to providing materials for an explicit spiral curriculum for all children (in which the Learning Outcomes of SEAL form the focus of the taught session), the SEAL initiative includes materials to train all staff in the school community to model and 'scaffold' these skills, so that they permeate the environment and the school day, as well as ideas for fostering and reinforcing SEAL skills across the curriculum Of course, the vast majority of schools have for many years been involved with projects, initiatives and approaches which aim to create an ethos and environment in which children's emotional health and wellbeing is promoted, and through which the development of their social and emotional skills is facilitated. These include: * School councils * Buddying and peer mediation schemes * Playground initiatives such as 'buddy stops' and social games promotion * Restorative justice approaches * 'quiet spaces' in schools * Worry boxes * Anti-bullying initiatives * Rights respecting schools * Critical skills training for staff * Values Education * Philosophy for Children (P4C) Schools report that SEAL builds on these initiatives, and provides a framework within which to organise them into a cohesive whole. In addition SEAL supports schools' work in the area of Healthy Schools, contributes to the PSE curriculum and reinforces the key skills agenda. Wave 1 Provision 1.2 How does SEAL work in secondary schools? In Seconary schools the suggested model of using SEAL in school is to foster the Secondary SEAL learning outcomes (appended) through an explicit curriculum, reinforcing them through throughout all curricular areas and across the school day. Curriculum materials for each Year Group are provided (for KS3) to support the explicit curriculum, divided into 3 themes (+ additional material for anti-bullying work). In addition to these curriculum based resources, there are a number of 'whole-school' materials such as posters, photographs and protocols (e.g. for conflict management and problem-solving) which are designed to offer a set of shared concepts and vocabulary to be used by the whole school community. It is recommended that each term the following process is followed: * The theme and curriculum materials are introduced in a staff meeting * * * A key stage/year group assembly takes place to launch the theme Curriculum work takes place in every tutor group, using the curriculum booklets to achieve the learning outcomes for the theme At the end of the term a follow-up assembly+ celebration of the application of the focus SEAL skills takes place * A staff meeting review takes place. While the theme is ongoing, the focus skills (the learning outcomes for the theme) will be reinforced, modelled, noticed and celebrated by all staff (including lunch-time assistants etc.) both across the curriculum and during unstructured times. 1.3 The Rationale – what benefits does SEAL offer? Research 2 over the past 2 decades on developing the social and emotional aspects of learning, including systematic reviews of programmes, using the most rigorous and exacting criteria, are repeatedly demonstrating that the best social and emotional learning programmes are effective and impact positively on the following: * Academic learning (achievement and attainment) * * Behaviour and attendance Reductions in bullying, violence and juvenile crime, in schools and the community * Improved mental health, such as reduced stress, anxiety and depression in pupils and staff See for example: Izard 2001; Fleming et al 2005; Carneiro 2006; Wang et al 1997; Zins et al 2004 5 2 * Health outcomes – reductions in teenage pregnancies and drug abuse * Improved staff retention and morale. Recent international reviews of work in schools (primary and secondary) commissioned by National Institute for Health and Clinical Excellence (NICE) (Adi et al, 2007; Shucksmith et al, 2007) show excellent outcomes for such work. Aspects of the SEAL programme have been evaluated by the Institute for Education 3 (Primary), Manchester University (Secondary – as yet unpublished), and the DCSF (2008) 4 . 3 'Evaluation of the Primary Behaviour and Attendance Pilot', Hallam et al, 2006 4 Evaluation of primary school group work workhttp://www.dcsf.gov.uk/rsgateway/DB/RRP/u015120/index.shtml 2. Accessing the SEAL resources Accessing Resources: SEAL (SECONDARY ) THEME RESOURCES (English Medium, Amended for Welsh Context) Please note that at the time of printing this document, not all the resources necessary are available on the WAG/WG website. The local authority will endeavour to ensure that you have all the documents necessary to implement secondary SEAL. (Nb. For Welsh Medium resources, select 'Cymraeg' at top right hand corner of window) and the same menu of downloads will appear in Welsh) http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/pseseal/?lang=en * Schools o Curriculum and Assessment [x] PSE and SEAL [x] SECONDARY Resources Document Download Social and emotional aspects of learning – Cymru: Guidance (nb. This is the PRIMARY Guidance) Year 7 Theme 1: A place to learn, resource sheets (nb. Only the resource sheets are currently on the web – not the learning opportunities they go with. This is the same for each theme) Year 7 Theme 2: Learning to be together, resource sheets Year 7 Theme 3: Keep on learning, resource sheets Year 7 Theme 4: Learning about me, resource sheets Year 8 Theme 1: Resource sheets Year 8 Theme 2: Resource sheets Year 8 Theme 3: Resource sheets Year 9 Theme 1: Resource sheets Year 9 Theme 2: Resource sheets Year 9 Theme 3: Resource sheets 3.Action planning: A sample action plan 3. Introducing SEAL to staff (Sample agendas for staff awareness sessions) Please note that all PowerPoint™ presentations and hand-‐outs used on the introductory day 1 are available to use for a whole school staff awareness session. Materials and activities can be mixed and matched to suit a staff meeting or inset day. Suggested agendas for both are described below: Y7 team meeting (1 ½ hour duration) 1. Check-‐in activity (from Presentation 1) 2. Introduction to the Learning Outcomes to SEAL (see Appendix 4) 3. Activity – 'What have these skills got to do with learning?' (From Presentation 1) 4. An introduction to the pilot theme, 'A Place to Learn' or 'Grange-‐Enders' (From Presentation 3): 5. Time for staff to look at the relevant curriculum booklets/ Grange-‐Enders Resources and identify positives, concerns and questions. 6. Agreement as to how to proceed with the pilot theme: assembly; curriculum work; follow-‐up assembly and staff feedback. Inset (whole day or half-‐day duration) 1. Starter activity (Check-‐in) 2. Presentation 1: What is SEAL and why do we need it? (From Presentation 1) 3. Presentation 2: How do we learn social and emotional skills and what works in teaching them? (From Presentation 2) 4. Presentation 3: Exploring the explicit curriculum resources/ Grange-‐Enders (From Presentation 3) 5. Agreement as to how to proceed with the pilot theme: assembly; curriculum work; follow-‐up assembly and staff feedback. 6. Action planning by staff – selecting activities to try etc. 7. Closing activity Top Tips: It is suggested that staff are encouraged to 'dip in' to the theme materials, agreeing to try out three or four activities over the course of the theme, and to feedback on these at a staff meeting at the end of the theme. This will enable staff to become familiar with the materials and methods of delivery. Appendix 4: The Secondary SEAL Learning Outcomes SEAL Learning outcomes What young people will know, understand and be able to do at the end of KS4. SELF AWARENESS: Knowing and valuing myself and understanding how I think and feel. When we can identify and describe our beliefs, values, and feelings, and feel good about ourselves, we can learn more effectively and engage in positive interactions with other others. Knowing myself 1. I know that I am a unique individual, and I can think about myself on many different levels (e.g. physical characteristics, personality, attainments, attitudes, values, etc.) 2. I can identify my strengths and feel positive about them. 3. I can identify my current limitations and try to overcome them. 4. I recognise when I should feel pleased with and proud of myself and am able to accept praise from others. 5. I can identify what is important for me and what I expect from myself, taking into account the beliefs and expectations that others (e.g. friends, family, school staff) have of me. 6. I can reflect on my actions and identify lessons to be learned from them. 7. I can make sense of what has happened to me in my life and understand that things that come from my own history can make me prone to being upset or angry for reasons others may find difficult to understand. Understanding my feelings 8. I know and accept what I am feeling, and can label my feelings. 9. I understand why feelings sometimes 'take over' or get out of control and know what makes me angry or upset. 10. I can be assertive when appropriate. 11. I can recognise conflicting emotions and manage them in ways that are appropriate. 12. I can use my knowledge and experience of how I think, feel and respond, to choose my own behaviour, plan my learning, and build positive relationships with others. MANAGING FEELINGS: Managing how we express emotions, coping with and changing difficult and uncomfortable feelings and increasing and enhancing positive and pleasant feelings. When we have strategies for expressing our feelings in a positive way and for helping us to cope with difficult feelings and feel more positive and comfortable, we can concentrate better, behave more appropriately, make better relationships, and work more cooperatively and productively with those around us. Managing my expression of emotions 13. I can express my emotions clearly and openly to others and in ways appropriate to situations. 14. I understand that how I express my feelings can have a significant impact both on other people and on what happens to me. 15. I have a range of strategies for managing impulses and strong emotions so they do not lead me to behave in ways that would have negative consequences for me or for other people. Changing uncomfortable feelings and increasing pleasant feelings 16. I know what makes me feel good and know how to help myself have a good time (e.g. to feel calm, elated, energised, focused, engaged, have fun, etc.) in ways that are not damaging to myself and others. 17. I understand how health can be affected by emotions and know a range of ways to keep myself well and happy. 18. I have a range of strategies to reduce, manage or change strong and uncomfortable feelings such as anger, anxiety, stress and jealousy. MOTIVATION: Working towards goals, and being more persistent, resilient and optimistic. When we can set ourselves goals, work out effective strategies for reaching those goals, and respond effectively to setbacks and difficulties, we can approach learning situations in a positive way and maximise our ability to achieve our potential. Working towards goals 19. I can set goals and challenges for myself, set criteria for success and celebrate when I achieve them. 20. I can break a long-‐term plan into small, achievable steps. 21. I can anticipate and plan to work around or overcome potential obstacles. 22. I can monitor and evaluate my own performance. 23. I can look to long-‐term not short-‐term benefits and can delay gratification (e.g. working hard for a test or examination now to get a good job or into further/higher education later). 24. I know how to bring about change in myself and others. Persistence, resilience and optimism 25. I can view errors as part of the normal learning process, and bounce back from disappointment or failure. 26. I can identify barriers to achieving a goal and identify how I am going to overcome them. 27. I can choose when and where to direct my attention, resisting distractions and can concentrate for increasing periods of time. Evaluation and review 28. I can use my experiences, including mistakes and setbacks, to make appropriate changes to my plans and behaviours. 29. I have a range of strategies for helping me to feel and remain optimistic, approaching new tasks in a positive way. 30. I can take responsibility for my life, believe that I can influence what happens to me and make wise choices. EMPATHY: Understanding others' thoughts and feelings and valuing and supporting others. When we can understand, respect, and value other people's beliefs, values, and feelings, we can be more effective in making relationships, working with, and learning from, people from diverse backgrounds. Understanding the thoughts and feelings of others 31. I can work out how people are feeling through their words, body language, gestures, and tone. 32. I understand that people can all feel the same range of emotions, but that people do not necessarily respond in the same way to similar situations, and that different people may express their feelings in many different ways. 33. I can see the world from other people's points of view, taking into account their intentions, preferences, and beliefs and can feel with and for them. Valuing and supporting others 34. I can listen empathically to others, and have a range of strategies for responding effectively in ways that can help others feel better. 35. I can show respect for people from diverse cultures and backgrounds, and for people with diverse interests, attainments, attitudes and values and I am interested in, enjoy and celebrate differences. 36. I understand the impact of bullying, prejudice and discrimination on all those involved (including people who bully, people who are bullied and people who witness bullying, and others such as friends, family and the wider community) and can use appropriate strategies to support them. 37. I can support others who are experiencing personal problems. 38. I recognise and take account of my feelings of empathy and act on them by considering the needs and feelings of others. SOCIAL SKILLS: Building and maintaining relationships and solving problems, including interpersonal ones. When we have strategies for forming and maintaining relationships, and for solving problems and conflicts with other people, we have the skills that can help us achieve all of these learning outcomes, for example by reducing negative feelings and distraction while in learning situations, and using our interactions with others as an important way of improving our learning experience. Building and maintaining relationships 39. I can communicate effectively with others, listening to what others say, as well as expressing my own thoughts and feelings. 40. I can take others' thoughts and feelings into account in how I manage my relationships. 41. I can assess risks and consider the issues involved before making decisions about my personal relationships. 42. I can make, sustain and break friends without hurting others. Belonging to groups 43. I can work and learn well in groups, taking on different roles, cooperating with others to achieve a joint outcome. 44. I understand my rights and responsibilities as an individual who belongs to many different social groups, such as my friendship group, class, school, family and community. 45. I can achieve an appropriate level of independence from others, charting and following my own course while maintaining positive relationships with others. 46. I can give and receive feedback and use it to improve mine and other people's achievements. Solving problems, including interpersonal ones 47. I can use a range of strategies to solve problems and know how to resolve conflicts with other people, such as mediation and conflict resolution. 48. I can monitor the effectiveness of different problem-‐solving strategies and use my experiences to help me to choose my behaviour and make decisions. 49. I have strategies for repairing damaged relationships. 50. I can be assertive when appropriate. The SEAL Consultancy 16 Harford Square Chew Magna, Bristol BS40 8RA Email firstname.lastname@example.org www.sealconsultancy.co.uk Tel 01275 334146 Fax 01275 331301	<urn:uuid:7b7c8291-7f98-4c7a-b02c-123fb5bc0b25>	CC-MAIN-2021-43	https://sealcommunity.org/sites/default/files/resources/Handout%201%20Getting%20Started%20The%20Social%20and%20Emotional%20Aspects%20of%20Learning_0.pdf	2021-10-19T17:37:36+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00529.warc.gz	664,306,257	10,666	eng_Latn	eng_Latn	0.920898	eng_Latn	0.997041	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 145, 155, 2524, 4307, 6580, 7285, 8633, 8674, 10544, 12992, 16162, 19136, 19305 ]	[ 3.21875 ]	1	0
Newton's Laws of Motion Project Sir Isaac Newton lived during the 1600s. Like all scientists, he made observations about the world around him. Some of his observations were about motion. His observations have been supported by more data over time; and we now call these Newton's Laws of Motion. His laws of motion explain rest, constant motion, accelerated motion, and describe how balanced and unbalanced forces act to cause these states of motion. Review the three laws of motion: * Newton's first law of motion says that an object in motion will stay in motion and an object at rest will stay at rest unless acted on by an unbalanced force. ➔ An object will not change its motion unless a force acts on it. ➔ An object that is not moving remains at rest until something pushes or pulls it. ➔ An object that is moving remains moving until something pushes or pulls it. ➔ All objects resist having their motion changed. ➔ This tendency to resist a change in motion is called inertia. ➔ The more mass an object has, the greater its inertia. * The second law of motion states that the force of an object is equal to its mass times its acceleration. ➔ A change in motion occurs only if a net force is exerted on an object. ➔ A net force changes the velocity of the object, and causes it to accelerate. ➔ If an object is acted upon by a net force, the change in velocity will be in the direction of the net force. ➔ The acceleration of an object depends on its mass. ➔ The more mass an object has or the more inertia it has, the harder it is to accelerate. ➔ More mass means less acceleration if the force acting on the objects is the same. * Newton's third law of motion states that for every action there is an equal and opposite reaction. ➔ When one object exerts a force on a second object, the second object exerts an equal force in the opposite direction on the first object. ➔ The force exerted by the first object is the action force. ➔ The force exerted by the second object is the reaction force. Date Assigned: Date Due: This project is worth _______ points What to do: 1. Illustrate an example of each of the three laws of motion. 2. Use one poster board ; 3 illustrations 3. You may draw or use images from magazines or the Internet. 4. Include an explanation of how the illustration demonstrates or describes the law of motion. Put the explanation next to the illustration. 5. Make sure your illustrations are colorful and neat. How you will be evaluated: Your illustration will be checked for these things: * Accuracy & completion (90% of grade). An incomplete illustration or explanation will not be completely accurate. * Visual Appeal (10 % of grade). This includes neatness.	<urn:uuid:d9f6ad0a-275d-45d8-bd9e-f2574492136a>	CC-MAIN-2021-43	https://www.soinc.org/sites/default/files/uploaded_files/Newton%E2%80%99s%20Laws%20of%20Motion%20Project.pdf	2021-10-19T18:05:54+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00529.warc.gz	1,223,790,239	583	eng_Latn	eng_Latn	0.998552	eng_Latn	0.998778	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2071, 2701 ]	[ 4.40625 ]	1	0
Recycling Economics: Savings vs Prices Mlu Binda. KZN Department of Economic Development, Tourism and Environmental Affairs, South Africa. firstname.lastname@example.org ABSTRACT Plastic, paper, and glass waste is packaging waste that is regarded as general waste. It therefore falls under Municipal duties and is disposed of in general landfill site mostly run by Municipalities. Municipal waste is currently the focus of recycling especially its packaging fraction. The industry for making glass, paper, and plastic are very different and each poses unique dynamics that affects their ability to be recycled. Poor aggression from certain role players in the respective industries to pursue recycling is threatening the viability of recycling operations in spite of the environmental and perceived financial benefits. This halfhearted approach to recycling is evident in the recovered volumes and prices of recyclables. PET has the most attractive prices followed by paper then glass. In a free economy when industry economics are not yielding desired results, governments - as the last hope - need to step in and inspire progress through legislative means. 1 INTRODUCTION Recycling is as old as the history of mankind. There is evidence of recycling dating back as far as 400 BC. This practice has changed forms and sizes but has always been obedient to the law of supply and demand. With the onset of the industrial revolution, recycling graduated from being a household practice to industrial scale. With this development came three sources of recyclable material along the life of a product, namely factory production line, factory dispatch operations, and post-consumer activities. It is widely accepted that there are generally three levels of recycling. At the top is upcycling which refers to creation of a useful product from recycled material that is of higher quality or has more value than the original product. The second type of recycling is called recycling (also known as closed loop recycling) and refers to making of new products with the same/equivalent quality or value as the original product. The last type of recycling is called downcycling (open loop recycling); it means that a product with less quality or value is created from a recycled product. Although different in the quality or value of the new product formed from waste material, it is general understanding that all recycling efforts should produce products of better environmental value. In most cases than not better environmental value means savings realised due to recycling with respect to resource consumption, energy usage, air water and land pollution and water usage. It is a long known fact and therefore no debate that recycling of metals (most commonly steel, aluminium, and copper) gives good returns to both the collectors and reprocessors. This is evident from the fact that metal is the longest recycled material and even today many informal recyclers burn items made of other recyclable materials to get to metals. It is for his reason that this paper focuses on other household waste that is commonly recycled (paper, plastic, and glass) to the exclusion of metals. This paper is an attempt to look at the merits and demerits of the plastic, paper and glass making industry to determine the possible factors affecting their recycling performance in the country. It also suggests remedial action that can be taken by stakeholders, especially government, to increase demand of recyclable material in the country and hopefully help move the prices of recovered material upwards. 2 PLASTIC MAKING INDUSTRY 2.1 Introduction Plastic is made from chemicals products, called monomers and mainly derived from fossil carbon sources such as oil, gas and coal, which are linked through polymerisation reaction to form polymers. Polymers have a variety of properties such as flexible, transparent, rigid, etc. and it is their thermal properties that gave birth to the four different types of plastic namely thermoplastics, thermosets, rubber or elastomers, and thermoplastic elastomers. Thermo plastics are more or less rigid at room temperature and can be melted by heating e.g. PE, PET, HDPE, LDPE, etc. It is this group of plastic that dominates the plastic industry and as a result they are the one that are most recycled. 2.2 Production Process The plastic making process has a number of role players starting from it being oil, gas or coal to being a finished product sold to final customers. The role players and their examples are indicated in Figure 1 below. Figure 1. Plastic life cycle indicating role payers and stages of recycling material The making of plastic begins with production of monomer from refinery processes. The monomers are reacted by petrochemical industry during a polymerisation reaction to produce polymers (about 100 units of polymers). The polymerisation process can occur through an additional (use in making PE, PS, PVC, etc) or condensation (used in making polyester and nylons) reaction. The produced polymers are mixed with additives to obtain polymer resins with desirable properties. Polymer resin is then converted through blowmolding or inject-molding to produce pre-forms. Bottlers use preforms and blow them into plastic bottle according to the specifications required by fillers. Fillers brand the empty bottles then fill them with products before selling the finished product to customers. The well-known plastic resins all belong to thermoplastic group of plastic. The resins are 1) PET, 2) PE-HD, 3) PVC, 4) PE-LD, 5) PP, 6) PS, and 7) Other (PC/ABS/HIPS); mainly used for container packaging; and their identification codes are usually indicated inside the universal recycling logo at the base of a container. 2.3 SA Supply vs Demand South Africa consumes about 1,370 million tons of plastic per year (Plastic SA, 2014). About 850 000 tons of this demand is derived from locally produced monomers while the rest is imported (Ndaba, 2007). The per capital rating of the South African plastic market is small at about 27 kg/person compared to Australia 55kg/person, Western Europe - 80kg/person, and US - 110kg/person (Engineering News, 2007). Its small size relative to the world makes the sector vulnerable to international market forces. 2.4 Plastic Recycling The sources of recycling material can be found inside or outside the factory. The out-of-factory waste is also called post-consumer waste and forms a bigger portion of recovered plastic waste. More than 50% of polymers produced in South Africa make polyolefins (PE and PP) and go to making packaging materials (Plastic SA). Plastic packaging material is the most recycled plastic and its recycling in 2012 was sitting at 33.5% (216,932 tpa out of 647,244 tpa sold). A close look into the details showed that PET led the recycling rates of plastic packaging with 32.5% followed by PE-LD (28.75%), PP (28%), PE-HD (23%), and PVC (Plastics SA, 2012). Although comparable to globally trends, the indicated low plastic packaging recycling figures are as a result of poor material recovery rather than lack of recycling capacity as indicated by higher recycling rate targets set by recycling organisations such as PETCO (50% Pet recycling by 2015). In the same breath, it is a fact that plastic packaging manufacturers cannot use recovered plastic as feed stock in their processes. This is due to high purity requirements (material purity as high as 99.99% is sometimes not good enough for polymer production) and polymer grade variations. This drives plastic recycling costs upward as separate recycling factories have to be set up for handling recovered material (PETCO, 2010). South Africa has about 210 plastic recycling companies employing about 5,000 people (Plastic SA, 2012). The high running costs for these operations keeps the prices of recovered plastic material down and this situation is also exacerbated by the new products made from recovered plastic having to compete in the market with products made from virgin resin. In the case of downcycled plastics (PET to polyester fibre) new products are sold on other markets and the demand and supply dynamics of that new market impact on the prices of the recovered plastic as well. It is in an effort to ease these market dynamics that lead to the voluntary establishment of PETCO by the industry players. PETCO collects a levy from the industry and uses it to promote plastic recycling and stabilise market prices of recovered plastics more specifically PET. POLYCO, a polyolefins recycling company which is in fact a not-for-profit industry body formed by polyolefins convertors, does similar work to PETCO for plastic with resin identification codes 2,4, and 5. 3 PAPER MAKING INDUSTRY 3.1 Introduction While nowadays paper is mainly made from wood/timber paper can be made from any cellulose containing material such as cotton, straw, grass, hemp, etc (Pulp and Paper BREF, 2001). Paper is made in two stages namely production of pulp from wood and making of paper from pulp. Wood pulp is taken from trees like spruce, larch, fir, hemlock, and pine - main softwood of South Africa and hardwoods such as birch, aspen, and eucalyptus - main hardwood of South Africa (NALEDI). There are many grades of paper used to make an endless number of products. An attempt to categorise paper grades is better approached by arranging them based on their functional uses. The uses can be categorised as follows (Pulp and Paper BREF, 2001): 1. Information: This refers to newsprint, coated and uncoated magazine, and coated and uncoated woodfree printing and writing grades. The grades are used to make products like newspaper, books, computer printouts, etc. 3. Hygiene: This refers to dry crepe and wet crepe grades. The grades are used to make products like toilet paper, kitchen towels, facial tissue, napkins, wipes, etc. 2. Packaging: This refers to corrugating medium, folding box boards, and wrapping grades. The grades are used to make products like bags, boxes, wrappings, etc. 4. Specialised: This group covers official paper, filter paper, and fire resistant paper grades. The grades are used to make products like notes, stamps, air filters, coffee filters, banking paper, etc. 3.2 Production Process Wood is made up of three materials namely cellulose, hemi-cellulose, and lignin apart from water, which makes up about 50% of the wood/timber mass. The first step to paper making is removal of lignin and hemicellulose (delignification) to obtain cellulose fibres. This takes place in a pulp mill and the resulting material is called fibreboard or pulp. The pulp is cleaned, thickened, and dried before being moved to a paper mill for further processing to make different grades of paper. Pulp production can be performed in three ways namely a) chemical pulping which uses chemicals to separate cellulose fibres, b) mechanical pulping which uses various mechanical energy means, and c) use of recycled fibres which uses fibres from recovered pulp products. Below in Figure 2 is the summary of the paper making industry. The South Africa pulp and paper making industry is dominated by the same role players from start to end namely Mondi and Sappi. Sappi concentrates on fine coated paper that makes magazines while Mondi focuses on fine uncoated paper for computer printouts (Cartel, 2011). They together make up 100% of the domestic pulp making market. Together with Kimberley Clark and Nampak, Sappi and Mondi account for 90% of the domestic paper (Timbetwatch coalition). 3.3 Supply and Demand South Africa is the biggest producer of pulp and paper in Africa followed by Swaziland and they are together the only pulp and paper producers in the continent. South Africa produces about 2.4 million tons of pulp and 2.7 million tons of paper for consumption by both the country (60% and 75% respectively) and the world (WFB). South Africa is ranked the 11 th largest producer of pulp in the world and 21 st largest in paper and paperboard production. In 1996 South Africa exported about 507,000 tons of paper and paperboard. Even with all its pulp and paper production capabilities South Africa still imports significant amounts of all types of paper products. The African per capita paper consumption is standing at 7kg/yr which is far below the compared to the global average of 55kg/yr. South African on the other hands finds itself just below this average at about 52kg/yr per capita. The US has the highest per capita paper and paperboard consumption at 300kg/yr. 3.4 Pulp and Paper Recycling When we talk of recycling in the pulp and paper industry focus is placed on only pre-consumer (from converter factories) and post-consumer paper (households and offices) and not paper mill waste -known as mill-broke (Timberwatch coalition). Paper can be only recycled between six and eight times as the fibres get shorter and weaker every time it's recycled. It is for this reason that virgin fibre cannot be completely avoided in pulp and paper recycling as it helps strengthen the recycled fibres. Recycled paper is mainly used to produce tissue paper, corrugated box paper, newsprint, and various other grades of paper with proportions varying from 100% to a few percent (NALEDI, 2005). Some grades of paper cannot take recovered fibres and this is often due to health reasons. Examples of these grades include liquid packaging paper, and photocopy papers. Tissue paper is now growingly made from recovered fibre by small paper recycling mills like Unicell, Jacaranda, Genpak, Green tissue, etc (NALEDI, 2005). About 65% of recovered fibre in South Africa is used as raw material in paper mills. South Africa consumed 2,532,244 tons of paper in 2013 and collected 62.1% of the 1,882,480 tons of recoverable paper. Consumption of recycled paper stood at 1,112,219 tons in 2013 which was 43.9% of the total paper consumption (PRASA, 2013). Unlike PETCO Paper Recycling Association of South Africa (PRASA) does not impose levies on industry role players as the market is highly dominated and less constrained with respect to the use of recovered material as feed stock. The use of recovered paper is the highest and recycled products compared have an established market. 4 GLASS MAKING INDUSTRY 4.1 Introduction There are more than seven different types of glass namely, a) Container glass: hollow glass for packaging of food and beverages, household chemicals, cosmetics etc. c) Domestic glass: glass tableware, cookware and decorative items such as drinking glasses, bowls, plates, cookware, vases and ornaments b) Flat glass: glass for commercial and residential construction, automotive applications, mirrors etc d) Special glass: pressed and blown glass for tableware, cookware, television, lighting, laboratory equipment s etc f) Mineral wool: main products are low density insulation rolls, medium and high density slabs, loose wool for blowing, and pipe insulation e) Continuous filament glass fibre: mainly used for the production of composite materials as weightlightening reinforcement component g) Glass frit and enamel frit: glass ceramic particle that fuses into the glass area making it an exceedingly durable and scratch resistant. h) Other By far the most consumed glass in the world is container, flat, domestic, and special glass (Glass Bref, 2013). 4.2 Production Process Glass is generally made from eight industrial steps where sand, soda ash, lime and other chemicals are reacted in furnaces at temperatures in excess of 1500 o C. The first step is designing of the looks of the glass required followed by mixing of all the required ingredients in the exact quantities. The ingredients are then reacted in the glass furnace to produce molten glass. The molten glass is then carefully cooled (to form gobs) and moulded (forming process) into the desired glass bottle shapes. Various tests are carried out on the finished bottles to verify conformation with specifications. The bottles then go for printing and decoration before being packed for distribution. Figure 3 shows the role players in the glass making industry. The South African glass smelting sector is made up of only Consol and Nampak. The fillers consist of all the different uses of packaging glass. The main type of glass recycling takes place at the smelters for making glass bottles and very little recovered glass is used to make other products. 4.3 Supply and Demand South Africa produces a little over 1 million tons of glass per annum (Borralho, 2013). In South Africa the glass making industry is dominated by Consol and Nampak. Together they have five factories and four out of five are in Gauteng. Consol is much bigger than Nampak holding about 80% of the market with its one million plus tons per annual (tpa) production. On the other hand Nampak has a production capacity of 200 000 tpa and commands 15% of the domestic glass market (Ingham, 2011). The country consumes over 3.1 million tons of glass per year, with 68% (2.1 million tons) of this being returnable glass (Barralho, 2013). 4.4 Glass Recycling The beautiful thing about glass is that it is inert and can be recycled infinite times. Container glass is by far the highest sold glass and also the highest recycled glass in South Africa and the world. Domestic container glass can contain up to 40% cullets while higher percentages (up to 90%) are recorded in other parts of the world. South Africa uses two schemes of container glass collection namely returnable (deposit scheme – 2.1 million tons annual consumption) and non-returnable glass (non-deposit scheme – 1 million tons annual consumption). The deposit payment drives recycling of returnable glass while recycling of non-returnable glass is driven by the glass recycling company (TGRC) formed by Consol and Nampak. Domestic glass recycling is sitting at 40.1% and very comparable with the rest of the world while South Africa is only 15 years into recycling (TGRC, 2012). Not all types of glass accept cullets as raw material. The degrees to which cullets can be used in the glass making process depend on the required quality of the product and the technology used. Container glass, flat glass, and special glass sectors are by far the most users of cullets while frit does not take cullets as feed stock at all. While the use of cullets greatly reduced the raw materials and energy usage, glass recycling is hamstringed by other technical considerations. The main limit in the recycling of glass lies in the fact that glass furnaces are machines that have to run continuously for their life span which is about 10 to 12 years. The limited opportunity (only at the start-up stage) for setting the machines therefore demands high batch consistency which is hard to ensure when dealing with cullets as feed stock due to inconsistent recovery (EPA, 1992). This fact also makes the gains that came from the introduction of the glass colour separation technology by Consol (2006) and Nampak (2009) less spectacular (Barralho, 2013). 5 RECYCLING THEORY VS REALITY It is reported that making aluminium cans from recovered aluminium cans uses 95% less energy than it does making them from virgin material. Recycling of glass uses 30% less energy and 17% less raw material (silica) than virgin glass. Making plastic bottles from recycled material use only 70% of the energy needed when using virgin materials while recycled paper uses 40% less energy (The Economist, 2007). All of these savings are not inclusive of further savings related to reduced emission problems due to the use of recovered material. In spite of all these benefits, official 2012 recycling statistics put recycling at 19.9% for plastic, 57.3% for paper, and 40.1% for glass. Given that the above listed recycling benefits should lead to better profits, it is mind boggling why companies do not pursue this new found recycling attitude to increase their bottom line and in the process help save the environment through savings on energy, water and air emissions at the very least. The half-hearted adoption of recycling attitude into the business model of companies is rather intriguing and renders recycling a far less profitable business venture in the world right now in spite of all its environmental and perceived financial glory. Contained in Table 1 is a collection of some of the facts and factors that affect recycling from various sources. Table 1: Summary of recycling information pertaining to plastic, paper and glass (Source: Various) * Still many gaps to be filled in the table to allow for a better comparison 6 PRICES OF COMMODITIES VS SAVING FROM RECYCLING In South Africa, with its open market economy, prices of recovered materials (just like many others except for gas, petrol, etc) are set by the market based on the supply and demand pressures. While this may sound fair, in an environment where monopolies exist this model may be less than desirable. An in-depth understanding of these forces is therefore critical if one wants to sway the scales towards fair trade. Businesses are started with a primary goal of making a profit above any other. Among other things it then becomes critical for them to keep their expenses to a minimum in order to realise greater profit margins. The expenses list for all businesses includes universal things like transport (petrol/diesel), power (electricity/gas), salaries etc. In the last couple of years South Africa has had a more than steady escalation of these expenses and the trend is depicted in Figure 4 below. Figure 4: Prices of important commodities in the past 10 years (Dept. of Energy) It can be seen from Figure 4 that average costs of transport and power costs were increasing year on year. It follows that prices of revenue generating operations should track these trends if a business is to maintain its profitability. A look at the prices of recovered material in South Africa shows concerning trends as shown by Figure 5 below. Price records only start from 2008 Company does not collect glass and therefore does not have prices Figure 5: Prices per kg of recovered material in the past 06 years (KZN buyback company) Judging from Figure 5 the prices of recyclables seemed to increase only from about 2009 which could be linked to increased drive around recycling. Year 2012 also saw another marked increase across the board. Although being the one with most recycling limitation PET has the highest price and this can only be attributed to PETCO efforts. From Figure 5, paper prices are the lowest even though it has the lowest limitations when it comes to recycling. It is well known that glass generally has the lowest prices at about R0.30 per kilogram and therefore would have the lowest if it was represented in Figure 5. This in spite of its well accepted 3% savings in energy for every 10% increase in cullets used as raw material. 7 INTERVENTION OPPORTUNITIES FOR ROLE PLAYERS The main challenge facing recycling worldwide is low prices of recovered material and price fluctuations experienced by the recycling markets. These two makes recycling less attractive to investors and this section seeks to identify possible solutions to these teething problems. 7.1 Collection, transport, cleaning, separation costs The involvement of communities in the product use stage further complicates the problem by inclusion of socio-economic and political aspects into the discussions of who should be held responsible for recycling. The global acceptance of the polluter pay principle allowed for the blame for pollution caused by manufactured goods, and therefore recycling, to be laid squarely on the manufacturers. As such the use of the extended producer responsibility (EPR) which places significant responsibility (financial or otherwise) for post-consumer management of products at the producers themselves can be used to pay for these costs. EPR levies can be industry or government posed but in cases where they fail or do not exists then government can be expected to subsidise these costs through its fiscus. 7.2 Creation of market for recycled goods Some of the factors to be considered, in addition to the above mentioned, include the price of competing raw material, price of products competing with product made from recycled material, import-export controls, value of trading currency, supply and demand environment, energy costs, etc. A number of various intervention opportunities (punitive steps and enticing steps) exists with respect to creating demand for recovered material and these include: o Waste Management or Recycling Policies: This is where government uses bylaws to mandate waste management/recycling policies for high occupancy properties like a block of flats, schools, businesses, etc. This will increase waste separation and therefore recycling and prices paid for the clean recyclables. o Mandated Recycled Content on Products: In this case government legislates that certain goods must have a set percentage of recycled material in them. This will create recovered material demand from manufacturers. o Preferential procurement: This is where preference is given to goods made from recycled materials so that they go on demand. Creation of market for commodities is not a straight forward task and needs input from of economic experts to analyse both its intended and possible unintended consequences. 7.3 Cost of alternatives (landfilling) Another important aspect to consider at this stage is the cost of alternatives to recycling. While this might not be relevant when one looks at the environmental issues but producers are in business for the primary goal of profit making and so positive economic benefits are crucial to whether they commit to something or not. As a way of maximising profits all avenues are investigated during the economic feasibility studies with a view of choosing the least expensive. Apart from operational cost associated with recycling low landfill disposal fees can also discourage recycling. Low landfill disposal fees are common in developing countries and they come about because plastic, paper and glass form part of the municipal waste of which governments are generally responsible for managing. In the interest of its people, governments find themselves relaxing gate charges at landfill sites in an effort to avoid illegal dumping and this practice is mostly blamed for stagnating levels of recycling by households. It then becomes critical for government to make disposal costs reflect the true accounting costs of landfill disposal so that recycling costs receive a fair comparison. 8 CONCLUSION PET prices demonstrate rewarding efforts from the most constrained industry while those with fewer constraints prove to be much relaxed and therefore exhibit lesser prices. These prices do not compare favourably with the ever increasing expenses of running a recycling business and point to a need for an indepth study of the forces at play in order to determine the intervention strategies required. The lack of readily available information with respect to certain aspects of recycling in the country points to a need for better information gathering for both industry and government. It also seems that government has various methods at their disposal to try and influence the recycling momentum. 9 REFERENCES 1. Thiele, Ulrich K. (2001). PET: Recycling Concepts for Polyester Chemical Fibres International p51; 224-225 3. The Timberwatch coalition. Pulp Mills and Plantations: Environmental, social, and economic impacts of the pulp and paper industry globally and in South Africa 2. Plastics SA (2012). Plastic Recycling Survey 4. Borralho, C (2013). 79% of SA's yearly packaging glass consumption diverted from landfill, Engineering News.	<urn:uuid:829f3836-090e-4657-ad0f-159783f804fc>	CC-MAIN-2021-43	https://iwmsa.co.za/sites/default/files/downloads/Binda%2C%20M.%202.pdf	2021-10-19T17:47:14+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00529.warc.gz	456,771,321	5,738	eng_Latn	eng_Latn	0.997153	eng_Latn	0.997919	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4321, 6506, 11103, 13928, 16434, 20441, 21575, 22925, 26660, 27822 ]	[ 2.375, 1.265625 ]	1	0
Managing Life During COVID-19: Strategies for Parents, Caregivers, and Responders The late Jim Greenman, senior vice president of education and development at Bright Horizons, developed the concept of the "four pillars of security" to describe the things that humans (and in particular, children) need to thrive emotionally. The four pillars include: People Routines Place Rituals During this time of uncertainty, parents must dip into their emotional reserves to care for children and extended family as they manage difficult economic and financial realities. Those parents who are also on the frontline of caring for others, e.g., teachers, healthcare workers, and those working in critical infrastructure roles, face an additional burden and may feel tasked beyond their ability to cope. Children need our calm, reassuring presence more than ever, but it's hard to give something that we don't have ourselves. Below are some suggestions for maintaining emotional reserves, using the four pillars of security as a framework. Four Pillars of Security: People The most insecure feeling of all is feeling alone — no hand to hold, no one to look up to, no one to warn us, and no arms to hold us when we stumble. Security comes from familiar and trusted loved ones who know and understand us, and who we know and understand. 1 Practice self-care. Humans need strong emotional connection, and the first person we must connect with is ourselves. Get up early if possible. Go for a walk, exercise, or take a minute for spiritual practice, such as prayer or meditation. Make a cup of tea or coffee and go over the plan for the day. Find a few minutes to be alone each day, especially when your patience is running thin. Do whatever you need to do to start the day from a position of power and confidence. Acknowledge feelings. Check in with yourself from time to time, assessing your feelings. Just being able to say, "I feel scared," or "I feel helpless," diffuses those feelings and allows us to move from a reactive response to a more proactive response. Be patient with yourself, your children, and others. Expect some conflict as you transition to being home more. In response to feelings of stress, anxiety, and even boredom, children might display negative behaviors to communicate their need for extra attention. Try not to feel resentful, but instead, recognize that behavior is children's main way of communicating their needs. If you respond to the needs, challenging behaviors will likely go down. © 2020 Bright Horizons Family Solutions LLC Have a few activities and diversions planned. Go for nature walks, read together, or do simple crafts and building projects. Talk with children about solving problems and encourage them to take breaks for time alone. Connect with others. Develop communication plans for keeping up with extended family. Take time each day to unwind and share with family and friends. Don't be afraid to ask for help if you feel overwhelmed, and take breaks from social media and news coverage. Four Pillars of Security: Place In our homes, we can relax. We take comfort in the familiar order, the sounds, sights, and smells. We know our way around and how things work. There are few surprises. Our treasured things are there to reassure us, as are our memories. An unfamiliar place makes demands on our awareness — we need to be alert. In our places, we have the freedom to find or create sanctuaries and places to pause. 1 Create comfort. Do what you can to keep your home a place of security and comfort. With everyone home, the house will get messier. Enlist family members to help with meal prep, laundry, and other basic household chores. Four Pillars of Security: Routine Routines are patterns of actions and expectations and the familiar order of the day. The structuring of time into routines has an enormous impact on how we feel. Routine reassures each of us and stabilizes groups — the daily meals, the prompt dry diaper, the inevitability of sleep. 1 Make a plan. Talk with family members to create a flexible, but predictable, schedule and routine. Follow a plan. Maintain daily meals, bedtimes, and activities as much as possible. Four Pillars of Security: Ritual Rituals build meaning and order in our daily lives: the first cup of coffee in our favorite cup, goodbye kisses, how we wake up or go to sleep, the routes taken to work or school. Rituals join routine as the bind that holds individuals and groups together in times of stress and uncertainty. 1 Spend time as a family. Continue beloved rituals and add a few new ones. Spend more time reading, playing, and talking together. Take breaks for fun, meaningful activities. Seek enjoyment. Think about the activities that are enriching to you and add more of those to your life. Additional Help for Responders 2 Responding to COVID-19 can take an emotional toll on you. There are things you can do to reduce secondary traumatic stress (STS) reactions. Acknowledge that STS can impact anyone helping families after a traumatic event. Allow time for you and your family to recover from responding to the pandemic. Learn the symptoms: physical (fatigue, illness) and mental (fear, withdrawal, guilt). Create a menu of personal self-care activities you enjoy, such as spending time with friends and family, exercising, or reading a book. Ask for help if you feel overwhelmed or concerned that COVID-19 is affecting your ability to care for your family and patients as you did before the outbreak. Take a break from media coverage of COVID-19. References 1. Greenman, Jim. (2005) "What Happened to My World?" 2. Centers for Disease Control and Prevention. "Manage Anxiety and Stress." 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NAME: ________________ Projectile Motion Concept Sheet Projectile motion is a combination of two separate motions: constant speed horizontally and constant acceleration due to gravity vertically. On this sheet, you will calculate what happens to the components of a projectile's velocity and position, and then graph the positions, much as you did on some previous concept sheets. For this problem, we have a projectile launched upward with an initial horizontal velocity of 20 m/s and an initial vertical velocity of 30 m/s. Answer the following questions first: 1. What is the actual initial speed of the projectile? 2. What happens to the horizontal component of the velocity as the projectile flies through the air? 3. What happens to the vertical component of the projectile as it flies through the air? 4. At the projectile's maximum height, what is the horizontal component of its velocity? 5. At the projectile's maximum height, what is the vertical component of its velocity? Now to fill out the chart on the other side by completing the following: 6. Fill out the column for the horizontal velocity (Vx) at each point in time. Explain how you filled the chart out, or show your calculations here. 7. Fill out the column for the vertical velocity (Vy) at each point in time. Explain how you filled the chart out, or show your calculations here. 8. Fill out the column for the horizontal position (X) at each point in time. Explain how you filled the chart out, or show your calculations here. 9. Fill out the column for the vertical position (Y) at each point in time. Explain how you filled the chart out, or show your calculations here. NAME: ________________ Projectile Motion Concept Sheet 10. Mark each of the positions of the projectile (X,Y) on the coordinate shown below. Label each position "t=" with the appropriate time. The first position is already done for you. 11. At each position, draw vectors to represent both components of the velocity. Use the scale of 1 square = 10 m/s. The first position is already done for you. Projectile Motion Concept Sheet Questions: 1. Imagine that you did the same thing for a projectile with an initial Vx of 10 m/s and Vy of 30 m/s. a. What would be different? b. What would be the same? c. How long would the projectile be in the air? d. What would be the maximum height of this projectile? e. How far away would the projectile land? 2. Imagine that you did the same thing for a projectile with an initial Vx of 30 m/s and Vy of 30 m/s. a. What would be different? b. What would be the same? c. How long would the projectile be in the air? d. What would be the maximum height of this projectile? e. How far away would the projectile land? 3. If you wanted the projectile to go higher, a. what should you change? Explain. b. would this affect the time in the air? Explain. c. would this affect how far away the projectile landed? Explain. NAME: ________________ Projectile Motion Concept Sheet 4. Imagine that three different projectiles were launched across a level field. All the projectiles had the exact same maximum height, but they landed in different places. The paths of the projectiles are shown in the diagram to the right. a. Which projectile was in the air the longest time? b. Which projectile had the largest initial vertical velocity? c. Which projectile had the largest horizontal velocity? 5. Imagine that three different projectiles were launched across a level field. All the projectiles landed in the same place, but had different maximum heights. The paths of the projectiles are shown in the diagram to the right. a. Which projectile was in the air the longest time? b. Which projectile had the largest initial vertical velocity? c. Which projectile had the largest horizontal velocity? 6. Imagine that three different projectiles were launched across a level field. The projectiles all had different maximum heights and landed in different places. The paths of the projectiles are shown in the diagram to the right. a. Which projectile was in the air the longest time? b. Which projectile had the largest initial vertical velocity? c. Which projectile had the largest horizontal velocity? 7. Imagine that three different projectiles were launched across a level field. The projectiles all had different maximum heights and landed in different places. The paths of the projectiles are shown in the diagram to the right. a. Which projectile was in the air the longest time? b. Which projectile had the largest initial vertical velocity? c. Which projectile had the largest horizontal velocity? (Be careful!) 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Zhytomyr Medical Institute UNDERSTANDING THE CHALLENGES OF MAINTAINING A HEALTHY PREGNANCY Admission: In spite of technology and medical science's ability to manage complex health problems, the current maternity care environment has increased risks for healthy women and their babies. Pregnancy is a wonderful time in every woman's life. A woman's body undergoes changes due to which the fetus can grow and develop normally. Childbirth education can help women simplify pregnancy and birth and be a resource for understanding how decisions about maternity care influence the health and safety of mothers and babies. But sometimes there are complications that adversely affect the health of mother and child. These complications are called pathologies. The research methods and material: From fertilization to delivery, pregnancy requires a number of steps in a woman's body. One of these steps is when a fertilized egg travels to the uterus to attach itself. In the case of an ectopic pregnancy, the fertilized egg doesn't attach to the uterus. Instead, it may attach to the fallopian tube, abdominal cavity, or cervix [1]. Aim of the study: to identify and analyze pregnancy-related issues in order to increase chances of having a healthy baby. Symptoms of an ectopic pregnancy can include a combination of: a missed period and other signs of pregnancy; tummy pain low down on one side; vaginal bleeding or a brown watery discharge; pain in the tip of your shoulder; discomfort when going to the toilet [3]. In addition to swelling (also called edema), protein in the urine, and high blood pressure, preeclampsia symptoms include: sudden increase in oedema – swelling of the feet, ankles, face and hands; excessive weight gain caused by fluid retention vision problems, such as blurring or seeing flashing lights [7]; belly pain, especially in the upper right side; severe headaches; dizziness; severe vomiting and nausea [4]. Another very serious condition that can occur during pregnancy is preeclampsia, which is high blood pressure during pregnancy in a woman who usually has normal blood pressure. This can cause problems with the woman's organs and potentially lead to a miscarriage and threaten the life of the mother if not watched and treated [1]. The next condition can happen as a result of preeclampsia. Eclampsia is when a pregnant woman begins to experience seizures. Seizures are normally seen in connection with brain injuries or disorders. In a case of eclampsia, the seizures are due to the woman's blood pressure being high along with the other changes that are happening during pregnancy. There are ways to treat this condition, but it varies from one pregnancy to the next. Sometimes, the only treatment is delivery of the baby in order to preserve the health of the baby and mom [1]. The lifeline for a developing fetus is the placenta. This supplies oxygen and nutrients and removes waste for the fetus since it isn't able to do it on its own. The placenta is usually delivered after a baby is born since it is needed up until birth. When the placenta separates from the uterus prior to birth, this is called abruptio placentae, or placenta abruption. This is also dangerous for the mom because she can bleed to death. There are four different classes of severity for this condition, which range from no symptoms to it being so severe that it causes hemorrhaging and fetal death, and sends the mom's body into shock [1] And there is another possible problem that can arise with the placenta. Placenta previa is when the placenta is blocking the cervix, which is the entry way to the vagina or birthing canal. In this case, the baby cannot make its way to the vagina for birth. Most babies in this situation will therefore have to be delivered by Cesarean section, also called C-section. Moms experiencing this condition may have light to heavy bleeding, and early delivery by emergency C-section may be necessary [1]. Placental abruption is most likely to occur in the last trimester of pregnancy, especially in the last few weeks before birth. Signs and symptoms of placental abruption include: vaginal bleeding, although there might not be any back pain uterine contractions, often coming one right after another [5]; sudden-onset abdominal pain; enlarged uterus disproportionate to the gestational age of the fetus ecreased fetal movement, and decreased fetal heart rate [6]. Therefore, if a woman has any of the above symptoms, she should see a doctor in order to reduce the risk of even worse complications that will threaten the life of the child. Conclusions: Childbirth education can help women connect with excellent resources and research to help them make decisions about their pregnancies and births that ultimately will make birth healthier and safer for them and their babies. More complete knowledge of the physiologic response of the body to early pregnancy will enhance our understanding of the causes of each sign and symptom and its relation to pregnancy loss. REFERENCES 2. «Pregnancy pathology» [Електронний ресурс]. Режим доступу: https://www.medicover.pl/en/medicover-hospital/pregnancy-pathology/ 1. «Pathology Related to Pregnancy & Childbirth» [Електронний ресурс]. Режим доступу: https://study.com/academy/lesson/pathology-related-to-pregnancychildbirth.html#lesson 3. «Ectopic Pregnancy» [Електронний ресурс]. Режим доступу: https://www.healthline.com/health/pregnancy/ectopic-pregnancy 5. «Placental abruption. Symptoms & causes. Diagnosis & treatment» [Електронний ресурс]. Режим доступу: https://www.mayoclinic.org/diseasesconditions/placental-abruption/symptoms-causes/syc-20376458 4. «Placental abruption» [Електронний ресурс]. Режим доступу: https://www.mayoclinic.org/diseases-conditions/placental-abruption/symptomscauses/syc-20376458 6. «Placental abruption» [Електронний ресурс]. Режим доступу:https://en.wikipedia.org/wiki/Placental_abruption#Signs_and_symptoms 7. «Symptoms -Pre-eclampsia» [Електронний ресурс]. Режим доступу:https://www.nhs.uk/conditions/pre-eclampsia/symptoms/	<urn:uuid:42089b78-e3d6-43d1-9bfc-ca0abc15164e>	CC-MAIN-2021-43	https://conf.ztu.edu.ua/wp-content/uploads/2021/06/285.pdf	2021-10-19T17:48:28+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00531.warc.gz	276,956,371	1,356	eng_Latn	eng_Latn	0.985167	eng_Latn	0.995844	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3454, 6060 ]	[ 2.453125 ]	2	0
Lesson Element How many atoms in my signature? - Teacher Guidance Instructions for teachers These instructions are for a classroom activity which supports OCR A Level Chemistry A. The Activity: This activity is a classroom activity in which the learners calculate the number of atoms in a signature written by a graphite pencil. Calculations will involve the mole as a unit of substance and will involve exponential values using a calculator. This activity offers an opportunity for maths skills development. How many atoms is my signature? Introduction Relevant learning outcome Learners should be able to demonstrate and apply their knowledge and understanding of: 2.1.3 Amount of substance The mole (a) explanation and use of the terms: (i) amount of substance, (ii) mole (symbol 'mol'), as the unit for amount of substance, (iii) the Avogadro constant, NA (the number of particles per mole, 6.02 × 10 23 mol –1 ), This short activity allows students to be introduced, using a problem-solving approach, to the first three terms in 2.1.3 Amount of substance: amount of substance, mole and the Avogadro constant. The teacher can then go over the findings formally introducing the three terms. Task Instructions Prior relevant knowledge and understanding: 2.1.1 (c): the carbon-12 isotope is the standard for atomic masses. This activity starts with a question: 'How many atoms are there in your signature?' Learners will need to know that a pencil 'lead' is graphite, a form of carbon, and that 12 g of carbon contains 6.02 x 10 23 carbon atoms. Use of 6.02 x 10 23 (602 sextillion) is likely to be new information for learners. The learners then try to solve this problem for themselves using paper, a pencil and a balance. They will also need a calculator with powers. It is useful to have a supply of pencils, real graphite pencils are ideal, but any pencil will do (although of course most 'leads' contain clay also – don't tell them this!, although it can be a useful point for discussions under 'assumptions'). Now, just allow learners to get on with the activity. There are many outcomes including the following. 1. One signature doesn't weigh much. 2. Many signatures are needed just to register any mass. (It can be 50+.) 3. Ratio skills are needed to scale down 12 g and 6.02 x 10 23 to the mass of a single signature. 4. Calculator skills are needed, especially how to input powers correctly. Some learners will need help with inputting powers into the calculator. Others will need help in scaling down 12 g and 6.02 x 10 23 . You may even have to tell some that they need more than one signature. But it is good to allow learners to do this themselves. Some learners are capable of working this out for themselves. When learners have worked out the number of atoms in their signature, the general conclusion is 'That's a big number'. Then is a good time to relate the number to many of the comparisons that can be found by a simple internet search. The activity links nicely the three terms: amount of substance, mole and Avogadro constant with the statement: 1 mole of carbon-12 has a mass of 12 g and contains 6.02 x 10 23 atoms. Teacher preparation Each group will need: * Apparatus: Pencils (preferably graphite) and paper Access to balance weighing to two decimal places. * Calculators Each learner will need a copy of the periodic table. We'd like to know your view on the resources we produce. By clicking on the 'Like' or 'Dislike' button you can help us to ensure that our resources work for you. When the email template pops up please add additional comments if you wish and then just click 'Send'. Thank you. OCR Resources: the small print OCR's resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board, and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version. © OCR 2015 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work. OCR acknowledges the use of the following content: Maths and English icons: Air0ne/Shutterstock.com	<urn:uuid:5e022a71-b36e-4939-8c43-9b96e7f54766>	CC-MAIN-2021-43	https://www.ocr.org.uk/Images/170200-how-many-atoms-in-my-signature-activity-instructions.pdf	2021-10-19T17:18:48+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00531.warc.gz	1,108,699,615	979	eng_Latn	eng_Latn	0.996689	eng_Latn	0.998743	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 516, 2039, 4478 ]	[ 4.34375 ]	2	0
Where they live The polar bear is the largest living land carnivore. They're instantly recognisable from the distinctive white colour of their thick fur. POLAR BEAR Read on to discover more interesting facts about them. Polar bears live in the Arctic on land and ice-covered waters. They can be found in five countries: the United States (Alaska), Canada, Russia, Greenland and Norway. FAMILY CHARACTERISTICS wwf.org.uk/wildlife/polar_bear/ * Polar bears have more hair on the bottom of their paws than any other bear. These furry foot pads may increase their grip on slippery sea ice and also help keep their feet warm. * They can grow up to 3 metres in length. * Males are much bigger than females – weighing 300-650kg, but can weigh up to 800kg. * Strong swimmers, they spend most of their life around water. * They may be big, but they're also fast. They stalk their prey moving low and slow, camouflaged by the ice then they charge at speeds of up to 30mph! DID YOU KNOW Pregnant female polar bears don't eat for up to eight months – while they give birth and nurse their young. Female polar bears give birth in snow dens to a litter of cubs (twins are common). The mother will nurse and care for the cubs for two and half years until they are independent, during this time she will wait and not have any more cubs. Adult males live alone throughout the year. Watch footage: FEEDING * They are the top predator in their food chain. * Polar bears' main prey are ringed seals and bearded seals. They also scavenge on whale carcasses. When this is not available, they will eat small mammals, birds, eggs and vegetation. * They make use of the direction of the wind to conceal their scent from prey. Polar bears have an incredible sense of smell; they're able to detect prey nearly a kilometre away and up to a metre under snow. CLASSIFICATION Classified as Vulnerable on the IUCN Red List. EXTINCT IN THE WILD EW ENDANGERED EN DATA DEFICIENT DD NOT EVALUATED NE EXTINCT EX LEAST CONCERN LC NEAR THREATENED NT CRITICALLY ENDANGERED CR VULNERABLE VU STATUS * Climate change is the single greatest threat to polar bears. * The Arctic is warming up, causing the sea ice they depend on to hunt and breed, to melt away. * Loss of sea-ice also threatens their main prey, seals, which depend on sea-ice to raise their young and rest. Hungry polar bears sometimes enter towns and villages to find food. Encounters between bears and people can be dangerous and even deadly - to people or to the bears. Other threats to the species include illegal hunting, pollution and disturbances from industrial activities. * The number of their species remaining in the wild is estimated to be between 22,000-31,000. DID YOU KNOW	<urn:uuid:fa4d6c8a-b6c4-408b-ab3b-6ada087a245b>	CC-MAIN-2021-43	https://www.wwf.org.uk/sites/default/files/2019-09/Polar_Bear_Fact_Sheet.pdf	2021-10-19T19:35:34+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00530.warc.gz	1,291,771,071	659	eng_Latn	eng_Latn	0.999038	eng_Latn	0.999131	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1391, 2730 ]	[ 3 ]	1	0
Wolcott Public Schools 154 Center Street Wolcott, Connecticut 06716 www.wolcottps.org – 203-879-8183 Children are our Future… Acknowledgements Curriculum Writers: Lee Kelsey We acknowledge and celebrate the professionalism, expertise, and diverse perspectives of these teachers. Their contributions to this curriculum enrich the educational experiences of all Wolcott students. __________________________________ Mr. Frank Purcaro Director of Student Learning and Teaching Date of Presentation to the Board of Education: Sept.10, 2015 Mission Statement: The mission of the Wolcott Public Schools is to promote the academic, social, and emotional development of all students to become contributing members of the global community. Departmental Philosophy: The Tyrrell Middle School Art Program encourages students to create, perform, and respond with understanding to visual arts. Students will develop in-depth skills in the visual arts, appreciate the importance of art in expressing the human experience, and be prepared to apply their artistic skills and knowledge in the future. Course Description: TMS Art provides a well-rounded art experience, and allows students to experiment with a variety of artistic tools and techniques. In addition to improving technical skills, students are also encouraged to express themselves in a way that adds importance to their work. There is a major focus on two-dimensional media, conceptual thinking, and art appreciation. GRADE 6 GRADE 7 GRADE 8 Pacing Guide Essential Questions 1. What are some activities that 'right brain' excels at? 2. How can you train yourself to be better at drawing? 3. Who is Stephen Wiltshire and why is he important? 4. What is the purpose of creating Art? Why do it? 5. How do you interpret Art? Why do you interpret Art? 6. Who is Rene Magritte and why is he important? 7. What are the elements and principles of art/design? 8. How does Art relate to other subjects and skills? 9. Who is Chuck Close and why is he important? Skills Objectives Students will be able to: - Identify and draw 2-D and 3-D shapes including cube, cylinder, and cone. - Work efficiently with drafting tools including ruler, compass, and protractor. - Access right brain mode of learning for improved focus and attention to detail. - Render objects accurately and realistically through direct observation. - Recognize various styles and movements of Art throughout history. - Link various artists to their collection of work and artistic style, respectively. - Describe, analyze, interpret, and judge a work of art using the critiquing process. - Integrate significant, meaningful ideas into their art, using strong imagery. - Express important, personal thoughts by creating self-reflective artwork. - Utilize precision drawing techniques, like the grid transfer system. - Experiment with knowledge of elements and principles of art and design. - Connect Art to other core subjects in an effort to build artistic skills. Assessments [That are aligned to the curriculum – this will be done through the data teams throughout the year – no need to do them now, I just wanted to let you know where they will go in the curriculum, as we complete them. Thank you.]	<urn:uuid:757a27ac-84f3-4b9a-8e20-d3a36f71efe6>	CC-MAIN-2021-43	https://content.schoolinsites.com/api/documents/0d362698cc2940fe89f75bc2bac17ff5.pdf	2021-10-19T18:19:41+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00531.warc.gz	278,430,088	658	eng_Latn	eng_Latn	0.94151	eng_Latn	0.997343	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 127, 547, 1483, 1492, 1501, 1510, 1524, 2022, 3000, 3241 ]	[ 3.4375 ]	1	0
ZIKA Prevention in Orange County Top 8 Zika Myths Orange County Government's Mosquito Control Division encourages citizens to take an active role in reducing their exposure to mosquitoes. Educating yourself with information about the Zika virus is an important preventive measure for you, your family and the community. Following are some common myths about the mosquitoes that carry the Zika virus. 1. MYTH: I live close to ponds, swamps and lakes, so I'm more at risk for Zika because mosquitoes live and breed in those areas. TRUTH: Although there are up to 40 mosquito species in Central Florida, the two types of mosquitoes that can potentially transmit the Zika virus – Aedes aegypti (Yellow Fever mosquito) and Aedes albopictus (Asian Tiger mosquito) – do NOT breed in wetlands such as ponds, swamps and lakes. These types of mosquitoes are "urban" mosquitoes and they rely on humans for survival. These insects are typically day biters and are drawn to standing water in small, artificial containers. They lay their eggs in shallow water and it takes only five days for the larvae to develop into adults. Therefore, it's essential to get rid of standing water around your home and "Tip, Toss and Cover." 2. MYTH: The mosquitoes that potentially carry Zika can travel far and fly long distances. TRUTH: These mosquitoes tend to travel about 150 yards from where they are born. Females live about a month and males have a shorter life span. That's why it's so important to get rid of the standing water around your home. Remember, it's not the mosquitoes that move this virus, it's people who move the virus. 3. MYTH: If I'm not pregnant or thinking about becoming pregnant, I don't have to worry about Zika. TRUTH: Although the most serious health risks of Zika pertain to pregnant women because the virus has been linked to cause a significant birth defect known as microcephaly, this is an issue that every citizen should be concerned and vigilant about in their prevention measures. If you are carrying the Zika virus and a mosquito bites you, that mosquito may contract Zika and infect the next person it bites. The virus is spread from mosquito to human to mosquito to human. Humans can also transmit the virus sexually. Only one in five people exhibit symptoms from the virus, and thus, may unknowingly have the virus and transmit it to someone else. 4. MYTH: You can get rid of the mosquitoes that carry the Zika virus just by spraying. TRUTH: Spraying is part of the solution in targeting mosquitoes. It's comforting to know that the spray's active ingredient, which is found in many flea and tick treatments and shampoos for dogs as well as lice treatments, is not harmful to humans. Unfortunately, you can't "spray your way" out of this problem. Spraying isn't as effective with these mosquitoes primarily because spraying is not done during the day when these mosquitoes are active. Spraying is typically done after sundown because the control materials in the spray are broken down by sunlight. In the evening, these day-biting mosquitoes can rest and hide in plants and under leaves. The most effective way to control these insects is to get rid of their larvae habitat – and that is achieved by eliminating standing water. 5. MYTH: My pets are at risk for Zika. TRUTH: There is no indication that Zika affects anyone but mosquitoes and humans. 6. MYTH: Certain types of animals can control the mosquito population. TRUTH: Animals such as bats, owls and other birds cannot control the mosquito population. Although they may include mosquitoes in their diet, they do not consume enough mosquitoes to make a significant difference in their populations. The mosquitoes that carry Zika are day biters, so they're on a different schedule than nocturnal bats. 7. MYTH: These types of mosquitoes are new and have recently traveled to Florida. TRUTH: The Yellow Fever mosquito was introduced to the United States in the late 1800s and the Asian Tiger mosquito arrived in the 1980s. Orange County Mosquito Control has been combatting these types of mosquitoes for decades. Orange County has been proactively and aggressively combatting these mosquitoes because they can also potentially carry chikungunya and dengue fever, which produce flu-like symptoms characterized by a high fever and joint pain. Proactive measures by Mosquito Control have always included targeting these types of mosquitoes. 8. MYTH: These mosquitoes can breed in damp soil. TRUTH: Damp soil, patches of wet grass or damp leaves are not breeding grounds for these types of mosquitoes. Mosquito larvae are aquatic organisms. The preferred breeding habitat is standing or still water. As little as one teaspoon or bottle cap of water standing for more than one week is enough for mosquitoes to breed and multiply. At least once a week, empty, turn over or cover anything that could hold water. For more information, visit Orange County's online resource www.ocfl.net/Zika To reach Mosquito Control, email firstname.lastname@example.org or call 311.	<urn:uuid:e8b3684b-b1f6-490b-a222-898a30423950>	CC-MAIN-2021-43	http://www.orangecountyfl.net/portals/0/Library/Families-Health-Social%20Svcs/docs/Zika%20Myths%20CERT.pdf	2021-10-19T18:01:57+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00531.warc.gz	124,404,314	1,044	eng_Latn	eng_Latn	0.999058	eng_Latn	0.999119	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2371, 5045 ]	[ 3.25 ]	3	10
Health in Action Health in Action-South Africa How INMED's Health in Action Programme is Inspiring Healthy Lifestyles Among Children, Families and Communities in South Africa Success Stories province to serve as a learning tool and source of abundant fresh produce and nutritious fish protein to supplement meals in targeted schools. To address South Africa's public health crisis of rising obesity rates even as hunger and malnutrition persist, INMED Partnerships for Children and INMED South Africa are proud to offer the Health in Action programme. With support from the Mondelez International Foundation and in partnership with local public and private entities, this programme takes a multifaceted approach to inspire and involve individuals of all ages in adopting healthy nutrition and lifestyles. - HEALTH IN ACTION Health in Action annually reaches more than 100,000 primary school children ages 6 through 12 years old in 116 schools in 13 at-risk communities in the provinces of Gauteng and Eastern Cape in close partnership with the Departments of Education. All of the project sites are in low income areas, in quintile 1-3 no-fees schools. The programme will ultimately engage approximately 137,500 children as well as their teachers, school food workers and food vendors, parents and other community members. The objectives of Health in Action are to: 1Promote sustainable improvements in children's health and nutritional status through participatory education, physical activity and healthy lifestyles. 2Improve nutrition and reduce hunger by increasing access to fresh produce via school, home and community gardens, and through the installation of a large aquaponic system in each project 3Increase participation in physical activity, both through school-based physical education and leisure time recreation and play, with an emphasis on making activity fun so that it becomes a welcome habit. "Break Time Buddies" selected by school governing boards from among local unemployed youth encourage children to take an active part in recess time by guiding activities and monitoring safety. 4Promote positive changes in the school feeding schemes, including advocacy for compliance with government feeding program mandates, training school food workers in food hygiene and preparation of nutritious meals that incorporate garden produce, providing basic food preparation supplies where needed and working with snack vendors to offer healthier options. 5Build the foundation for long-term sustainability by involving parents and community members as well as local and state governments, academic institutions, other non-governmental organizations and private-sector entities as partners in the development, implementation and ongoing support of the program and the healthy lifestyles messages it promotes. Following are a sampling of success stories from our Health in Action efforts. Spreading the Gift of Nutrition and Health INMED is promoting health and nutrition in the community by appearing on popular television and radio programmes. Designed to inspire healthy eating and physical activity for people of all ages, the segments feature cooking demonstrations, healthy lunch box ideas and simple exercises to practice at home, work or school. Through a collaboration with City of Johannesburg's public health unit, INMED has been featured in multiple segments of the South African Broadcasting Corporation's DTV program, a television program produced for hearing-impaired viewers. The segnments focus on key topics promoted through the Health in Action program, including episodes on preparing healthy and balanced meals, nutritious lunch box and snack ideas, promoting physical activity with simple exercises and painted games and aquaponics. In one episode, for example, Health in Action Project Coordinator Dr Sandra Pretorius shared tips on how to prepare delicious, balanced meals, followed by a brief cooking demonstration at the Elias Motsoaledi Clinic in Orlando. That DTV segment inspired a group of "magogos" (grandmothers) to start senior fitness classes at one of INMED's Health in Action schools—a key example of how the programme encourages greater community engagement in nutrition, fitness and healthy lifestyles. A licensed dietician, Dr Pretorius has been leading healthy eating educational sessions and cooking demos for a number of years in low-resource communities in collaboration with the City of Johannesburg and Department of Health. Health in Action was also featured in a two-part segment of "Planting the Seeds" on SA FM radio. Hosted by Asanda Matsaunyane, the programme discusses issues that are of interest in the fields of agricultural production, policies and practices, as well other sectors linked to the agriculture, fisheries, forestries, and land spaces. INMED South Africa Operations Manager Janet Ogilvie described how our innovative aquaponics projects are improving access to fresh foods for disadvantaged communities. Stay tuned for more about INMED's Health in Action programme, coming to a TV or radio station near you! Growing Young Entrepreneurs in Port Elizabeth Each year, 7th grade students across the country are required to start an entrepreneurship initiative as part of their school curriculum. In 2016, INMED South Africa encouraged Seyisi Primary School in Port Elizabeth to use its Health in Action garden as its entrepreneurship project. The school garden has been a key source of more nutritious school meals as well as an income generator within the community. The students maintain the garden as part of their academic curricula, learning lessons on life science, math, nutrition, sanitation and environmental stewardship. The 7th grade students decided to ran the garden as a business, learning how to develop a business plan, set goals, purchase supplies and inventory, maintain their resources, market their products and generate a profit. At the end of the project, the entire school hosted a Market Day, an event open to the community to purchase their produce, herbs, prepared foods and other items made from the garden's bounty. The event was also organized to encourage community members to plant their own household gardens for food and income. INMED provided compost, seedlings, potting bags and soil for the school garden, in addition to building a seedling nursery at the school to boost the initiative and to support other nearby schools with "It warms our hearts to see how eagerly the children take to aquaponics and school gardens— and how their enthusiasm ripples out into the families and communities to make a sustainable impact on many lives." seedlings for their Health in Action gardens. The 7th graders set a target to earn R5,000 from this project—with half to be re-invested in the garden and the other half to fund a farewell function for the graduating students. The project was so successful that the students exceeded their target by R3,000. "This initiative is one of many ways INMED South Africa is spurring economic development via our Adaptive Agriculture and Health in Action Programmes," notes Dr Linda Pfeiffer, President and CEO of INMED Partnerships for Children. "It's encouraging to see how eagerly the children take to aquaponics and school gardens—and how their enthusiasm ripples out into the families and communities." Opportunities for Youth in School and Out A recent survey indicates that 4 out of 10 children in Johannesburg are obese. One way INMED South Africa is fighting this obesity epidemic is through a new Health in Action initiative called "Break Time Buddies." Break Time Buddies are unemployed youth who have graduated secondary school and are recruited by INMED via local school governing boards. In partnership with tertiary institutions, such as Nelson Mandela Metropolitan University in Port Elizabeth and Wits University in Johannesburg, they are trained to lead fun physical education activities while promoting nutrition and healthy lifestyles during daily recess at 116 schools. "This programme has enabled me to make a difference in my community ... I am welcomed by screams of kids competing for my attention." "This programme has enabled me to make a difference in my community. Every time I visit schools I am welcomed by screams of kids competing for my attention," says Samkelo Dumse, a Break Time Buddy in Kwa-Zakhele schools. In collaboration with the University of Witwatersrand's Center for Exercise and Sports Medicine, Break Time Buddies receive classroom and hands-on training on the importance of physical education and strategies for encouraging children to be active. The training is followed by practical, participatory activities on how to prepare and deliver physical education lessons in primary schools. Our Break Time Buddies have played a key role in organizing and demonstrating physical education lessons for teachers and students during class time in selected schools. Prior to these sessions, our local Health in Action programme monitors work closely with each Buddy on how to plan an educational session, followed by an evaluation of their strengths and weaknesses to build their capabilities, professionalism and confidence. As a result, Break Time Buddies are highly regarded in the schools and have sparked the interest of other communities. Empowering Children to Race for Their Dreams "INMED's sponsorship not only benefits Khunedi but also the other students at Paradise Bend." Khunedi Mashishi is the epitome of what INMED strives to accomplish with its Health in Action programme (HIA). An 11-year-old fifth grade student at Paradise Bend Primary School in Diepsloot, Gauteng, Khunedi is an avid cross-country runner. She has won 32 medals since she started competitive running in 2013. In fact, Khunedi runs so fast that her school mates have nicknamed her Caster after 2016 Olympic gold medal runner Caster Semenya. So it was great news when Khunedi was invited to compete in South Africa's junior national cross country championship. It seemed unlikely that she would be able to participate, however. Her widowed father, who works for a towing company, did not have the means to cover the travel expenses and other costs for the competition. "When INMED South Africa heard about Khunedi, we stepped up to sponsor her for the event, providing her track suit, uniform, travel and accommodations," notes INMED SA Operations Manager Janet Ogilvie. "As Paradise Bend is one of INMED's Health in Action Schools, we felt the sponsorship reflected our ethos of nutrition, exercise and healthy lifestyles as a foundation for success. INMED's sponsorship not only benefits Khunedi but also the other students at Paradise Bend," she adds. Pictured here with fellow competitors, Khunedi proudly displays the gold she won at the national race and has dreams of competing in the Summer Olympics one day. 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Community Water Recreation Safety Checklist Date: Community Information Name (e.g. county, city, region, neighborhood): City/Town: County: City/Town: County: Check all that apply: Notes: Public Beaches and Pools Public Beach with a designated swim area (e.g. swim area at a lake, river, ocean, inland saltwater) Number available: Indoor Public Pools Number available: Outdoor Public Pools Number available: Lifeguards Lifeguards at Public Beaches Number of beaches with lifeguards: Number of beaches that need lifeguards: Lifeguards at Indoor Public Pools Number: Lifeguards at Outdoor Public Pools Number: Swimming and Water Safety Skills Free Swimming Lessons: Public Pool Public Beach Other: Reduced Fee Swimming Lessons: Public Pool Public beach Other: Swimming and Water Safety Offered in Public School Physical Education (PE) State requires taking swimming in PE: - Elementary MS HS School district requires taking swimming in PE: - Elementary MS HS Schools require taking swimming in PE: - Elementary MS HS Schools offer swimming in PE: - Elementary MS HS Swimming and Water Safety Competency Required in Public Schools State requires swimming/water safety competency: -Elementary - MS HS School district requires swimming/water safety competency: - Elementary MS HS Schools require swimming/water safety competency: - Elementary MS HS Water Safety Education Public Health Dept, Safe Kids Coalition, or Other Organization Provides Water Safety Information to the Community - Information is tailored to local risks - Information is available in other languages and/or culturally tailored Life Jacket Loaner Programs Life Jacket Loaner Programs Available in Boating Areas Number available: Life Jacket Loaner Programs Available in Swimming Areas Number available: Laws and Enforcement Designated Marine Patrol (Law Enforcement) Summer All Year Boating Under the Influence (BUI) Law Includes: Implied Consent - Fine≥$1,000 Tie to Boater Registration and/or Driver's License Law Requires the Following Groups to Wear Life Jackets: <13 years old - <18 years old Boats<17 feet All Paddlecraft All Persons on Rivers Other: Zero Tolerance for Law Violations BUI Life Jackets Surveillance Active Child Death Review (CDR) Team Tracks and Reviews Drownings Other Group(s) Track and Review Drownings Describe: Drowning Reporting Tool Used for all Fatal and Non-Fatal Drownings Data from Drowning Reporting Tool Compiled and Reports Generated Safety Signage Safety Signs at Bathing Beaches Safety Signs are Standardized Across Community Physical Open Water Barriers Canals, Water Retention Ponds, or Other Problematic Open Water Sites are Blocked to Prevent Access Partnerships Local Coalition or Network that Works on Drowning Prevention Describe: Successes What is your community doing well? What programs, procedures, systems, and/or policies make water recreation in your community safer? Challenges What are the water safety risks in your community? What water safety programs, procedures, systems, and/or policies are missing from your community? Next Steps What more can be done improve water safety in your community? What programs, procedures, systems, and/or policies need to be in place to make this community safer? Identify immediate, short-term, and long-term actions that will make your community safer. Additional Information and Acknowledgements The information in this document and the resources referenced are provided as a courtesy and use of the information is voluntary. The authors disclaim any representation or warranty, express or implied, concerning the accuracy, completeness or fitness for a particular purpose of the information. Persons accessing this information assume full responsibility for the use of the information and understand and agree that the Washington Department of Health (DOH) and/or collaborating organizations, agencies or individuals are not responsible or liable for any claim, loss or damage arising from the use of the information. References to specific products, processes, resources, websites or services do not constitute or imply recommendation or endorsement. The views and opinions of the document authors do not necessarily state or reflect those of DOH or collaborating organizations, agencies or individuals. The information published on this document could include technical inaccuracies or typographical errors. Acknowledgements Thank you to the Safe Kids Coalitions of Washington State and the Washington State Drowning Prevention Network. This document was supported by grant # 1U17CE001778-01 from the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors, and do not represent the official views of the Centers for Disease Control and Prevention. Instructions The Community Water Recreation Checklist is designed to help you assess water safety within your community (e.g. neighborhood, town, city, district, or county). The checklist can help you identify existing water recreation safety measures and identify actions to improve water recreation safety in your community. To complete the Checklist, take these steps: 1. Define the community (e.g. neighborhood, town, city, district, or county). 2. Identify organizations and individuals who can help you fill out the form. You may need to obtain information from multiple sources (e.g. phone calls, visits to open water sites, internet research). 3. Fill out the checklist by marking each item that is available in the community and writing in the number or description of the item as applicable. Take notes as needed. 4. Take a moment to reflect on and write down the successes and challenges to water recreation safety in your community. 5. Identify and write down immediate, short-term, and long-term actions to improve water recreation safety in your community. 6. Use the information gathered and actions identified to plan your local-level program, system and/or policy change, and to propose changes to policy makers. Terms Defined Child Death Review (CDR): CDR is process where a multidisciplinary team conducts comprehensive reviews of child deaths to identify circumstances leading to the death, to identify ways to prevent deaths, and to improve interagency coordination around children's health and safety. CDR is a valuable tool to understand drowning among children and teens within a community and to use data to develop drowning prevention interventions. Designated Marine Patrol: City and county law enforcement agencies can designate law enforcement officers to marine patrol. When law enforcement officers work in marine patrol law, they are responsible for enforcing laws and public safety on and around the water within a county or city. Designated marine patrol dedicates staff and resources to water safety and can keep a community safer. Life Jackets: Life Jackets or Personal Flotation Devices (PFDs) refer to those approved by the US Coast Guard. Life jackets do not refer to water wings, inner tubes, or other non-approved wearable floating devices. Data shows most people who drown were not wearing a life jacket. Life jackets give protection for anyone regardless of swimming ability and water recreation activity. Life Jacket Loaner Programs: Life jacket Loaner Programs provide U.S. Coast Guard-approved life jackets for the public to use while in, on or near the water. Life jacket Loaner Programs are often found at a boat ramp or dock, beach or other locations such as a fire department or hospital. Some life jacket loaner programs have someone who checks them out, while others use the honor system and have lifejackets on a self-serve display that people borrow and return when finished. Safety Signage: Safety signage refers to signs that inform the public about hazardous water and environmental conditions. Signs often include pictures of the hazard and, in areas where multiple languages are spoken, signs can be in multiple languages. Signs are not effective alone. They are most useful when placed close to the hazard or water and tied to other education, media, policies, etc. Zero Tolerance: Zero tolerance means that law enforcement officers give tickets to people who violate life jacket and/or BUI laws.	<urn:uuid:15e89575-6646-412d-b837-6b1b213b3d4f>	CC-MAIN-2021-43	https://www.seattlechildrens.org/globalassets/documents/health-and-safety/drowning-prevention/community-water-recreation-safety-checklist-2016.pdf	2021-10-19T18:37:03+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00532.warc.gz	1,217,016,117	1,816	eng_Latn	eng_Latn	0.978564	eng_Latn	0.992098	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1833, 3425, 7347, 8363 ]	[ 3.1875 ]	2	1
WHERE THE WILD THINGS ARE INTRODUCTION By Tracy Hanson "Where the Wild Things Are" was written and illustrated by Maurice Sendak in 1968. What an imagination the main character, Max, has. Do you have a childhood story about something in your bedroom that you imagined at night? Mine was the crocodile that lived under my bed. I had to make sure my hands didn't dangle over the side. Before bed, I laid a path of books and chairs from the bed to the bathroom, just so I wouldn't get eaten! For blankonblank.org, Maurice Sendak created this wonderful animation entitled, "How do you prevent being eaten or mauled by a monster? I still worry about it." It's about what it's like to be a kid. He says, "I still think the same way I thought as a child. I still worry. I'm still frightened... Nothing changes." Do you have an imaginary "Wild Thing"? Would you like to draw your "Wild Thing"? In this video you can learn the basics. And this site provides step by step instructions with pictures. Let your imagination go crazy. When you finish your drawing, give it a name. What's your "Wild Thing's" family like, what games does it like to play? Does it ever have any adventures? Share your pictures and stories with your facilitator and they may share it with us! WHERE THE WILD THINGS ARE By Maurice Sendak Redesigned for GMRT by Tracy Hanson NARRATOR: That night Max wore his wolf suit, CHILD 1: And made mischief. CHILD 2: Of one kind, CHILD 3: And another. NARRATOR: His mother called him CHILD 4: "Wild Thing!" NARRATOR: And Max said: MAX: "I'll eat you up!" CHILD 1: So he was sent to bed. CHILD 2: Without eating anything. NARRATOR: That very night in Max's room, MAX: A forest grew, and grew, AND GREW, UNTIL THE CEILING HUNG WITH VINE! CHILD 3: And the walls became the world all around, CHILD 4: And an ocean tumbled by. MAX: "WITH A PRIVATE BOAT!" NARRATOR: And he sailed off through night and day. CHILD 1: And in and out of weeks. CHILD 2: And almost over a year. MAX: TO WHERE THE WILD THINGS ARE! NARRATOR: And when he came to the place where the wild things are! CHILD 3: They roared their terrible roars! (ALL ROAR) CHILD 4: And gnash their terrible teeth! (ALL GNASH TEETH) CHILD 1: And rolled their terrible eyes! (ALL ROLL EYES) CHILD 2: And showed their terrible claws! (ALL SHOW CLAWS) NARRATOR: Till MAX said: MAX: "BE STILL!" CHILD 3: And tamed with a magic trick. MAX: Of staring into all their yellow eyes! CHILD 1: WITHOUT BLINKING ONCE! NARRATOR: And they were frightened and called him. ALL: THE MOST WILD THING OF ALL!! NARRATOR: And made him king of all wild things. MAX: "AND NOW, LET THE WILD RUMPUS START!!" (PAUSE) "NOW, STOP!" CHILD 3: And sent the wild things off to bed. CHILD 4 : Without their supper...and Max CHILD 1: The king of all wild things, said: MAX: "I'M LONELY!" NARRATOR : And wanted to be where someone loved him best of all. CHILD 2 : Than, all around, from far away, across the world, NARRATOR: He smelled good things to eat!! So he said: MAX: "I'LL GIVE UP BEING KING OF WHERE THE WILD THINGS ARE." CHILD 3: But the wild things cried, CHILD 4: Oh, please don't go! CHILD 1: We'll eat you up. CHILD 2: We love you so. NARRATOR: And Max said: MAX: "NO!" CHILD 1: The wild things roared their terrible roars! (ALL ROAR) CHILD 2: And gnashed their terrible teeth! (ALL SHOW TEETH) CHILD 3: And rolled their terrible eyes! (ALL ROLL EYES) CHILD 4: And showed their terrible claws! (ALL SHOW CLAWS) NARRATOR: But Max stepped into his private boat CHILD 1: And waved good-bye CHILD 2: And sailed back almost over a year, CHILD 3: And in and out of weeks and through a day MAX: And into the night of my own room! CHILD 4: Where he found his supper waiting for him, MAX: "And it was still hot!" GMRT and it's script format are licensed under the Creative Commons and can only be used by licensed facilitators.	<urn:uuid:4889a31d-2f77-4600-99e5-665ea590f1f2>	CC-MAIN-2021-43	https://ngge.org/wp-content/uploads/2021/06/Where-the-Wild-Things-Are.pdf	2021-10-19T18:09:02+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00533.warc.gz	580,797,783	1,069	eng_Latn	eng_Latn	0.996952	eng_Latn	0.998641	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1301, 1858, 2515, 3274, 3952 ]	[ 2.734375 ]	1	0
National Workforce Centre for Child Mental Health Communicating with your children about COVID-19 Many parents and carers may be wondering how to talk with their child or children about COVID-19 and what information to share. This resource is designed to help you to prepare for these conversations. Why is talking about it important? Talking with children about COVID-19 will help you and your children come together to make sense of how the virus is impacting on your family. Talking can: 1. Help children make sense of what they have been seeing, hearing and feeling. 2. Promote hope by sharing information about the actions being taken in the community and at home to respond to COVID-19 and its implications. The National Workforce Centre for Child Mental Health (NWC) is funded by the Australian Government Department of Health under the National Support for Child and Youth Mental Health Program. Conversations with your child about challenging circumstances are important. These conversations can help your child to cope, be prepared, and make sense of what they are seeing, hearing and feeling. When your child does not understand the situation, they can worry, feel alone and misunderstand what is going on. 1. Helping children make sense of what they have been seeing, hearing and experiencing Babies, toddlers and young children Babies and toddlers aren't likely to understand what is happening in the community, but they will notice changes in you and those closest to them. Changes that they are likely to notice include: - changes in how you are feeling - how you are responding to them. - how distracted you are, particularly your use of phones or other devices To reassure and support babies and toddlers through these changes: - Try to maintain important daily routines so that you can spend regular time together (e.g. playing, stories, mealtimes). - Set up some of your own rituals to avoid being distracted by your phone or other devices when you are playing or spending time with your children. - Limit having the television on while children are playing or in the room. - Find ways to keep children connected with friends and loved ones that they might be separated from such as video calling, sending photos by phone or creating artwork for them. Talking tip Set up some of your own rituals to avoid being distracted by your phone or other devices when you are playing or spending time with your children. Some parents find turning their devices on silent or off and putting them in another room helps to reduce the temptation to keep checking or respond to notifications. Visit our web hub today! Emerging minds. com.au March, 2020 Older children Children, just like adults, are often exposed to so much information that it can be difficult to sort through what is fact, fiction and what is unknown. It is likely that many children are confused by the volume of information that is circulating at the moment, or worried about what they have heard. Talking with your children can help you understand what they are worried about and respond with accurate information or help them to find it. Finding reliable sources of information to help you respond Select two to three trusted and reliable sources and familiarise yourself with information that can give you the up-to-date facts. Sticking to these sources means you don't have to curate the misinformation, myths and rumours that are widespread and can cause you and your children additional worry. Reliable information sources to consider include: Department of Health: www.health.gov.au Health Direct: www.healthdirect.gov.au/coronavirus UNICEF: www.unicef.org/coronavirus/covid-19 Try to limit you and your family's exposure to media and news about COVID-19, as it can quickly become overwhelming. Reduce video news - both on TV and in your newsfeed - and when you do check-in be sure to select reliable sources and be consistent in using these. There are many rumours and sources of inaccurate information that can contribute to your own and your family's worry. Check in with yourself Before you start a conversation with your child, check in with yourself. Are you ready to talk about this? Are you prepared for questions that might come? Do you have enough accurate information? And importantly, do you have worries, concerns or anxiety about these events? If you feel you cannot answer these questions it might not be the best time to talk. Tell your child you will do some homework first and then make time to sit down with them. In the meantime, find something you can do together so that they do not feel left to their own worries. Starting the conversation When you feel the time is right to talk with your child, open the conversation gently. As much as possible, give space for your child to talk, and to lead the conversation. Be sure to listen to what they say. This is their opportunity to ask questions, and to make sense of what is happening. Try hard not to jump into the conversation but to leave time for your child to think, talk and to pause as they may have more to say and might just be looking for the words to help them express their feelings. Sit with them for short pauses to make sure they have now finished with that thought. The National Workforce Centre for Child Mental Health (NWC) is funded by the Australian Government Department of Health under the National Support for Child and Youth Mental Health Program. You might like to help start the conversation by focussing on what your child has experienced at home, at school or in the community. Some examples include: You have probably been hearing lots of things about (e.g. a virus, COVID-19, people getting sick etc), did you have any questions about it? You might have noticed I have been a bit distracted looking at my phone and the news a lot lately, that's because I have been worried about (e.g. coronavirus, COVID-19). Has anything been worrying you too? The supermarket was really busy today and lots of the shelves were empty, do you know why? I have started doing my work from home, do you know why? Try to answer any questions as honestly and as simply as you can, in an age appropriate way. Stick to the facts but remember that you don't have to talk about the graphic details. Correct any misconceptions, but don't deny the seriousness of what is happening, or what they are concerned about. If you aren't sure, be confident in saying you don't know but that you will try to find out. How you feel matters too! Most of us are worrying about what is happening – and that is okay. Give yourself permission and time to think about what is worrying you. In the short term, worry can be useful as it can help us focus our thinking on the challenges we are facing and plan how to respond. It can be helpful to write down your worries and then think about the things you feel you can deal with now and the things you might need more information or support with. It is also important to find ways to give yourself a break from worry and from thinking about what is happening. Your usual ways of relaxing are important for your wellbeing. If you are struggling to relax, now might be the time to try out some new strategies such as getting outside, practising mindfulness or listening to music. Free apps like the Smiling Mind (www.smilingmind.com. au/smiling-mind-app) are a great way to access short guided meditations and mindfulness techniques. If your child is also worried you might like share what you find helpful. Visit our web hub today! March, 2020 Emerging minds. com.au Some common concerns and questions Some common concerns and questions from children are included below, along with example responses for you to consider. * What will happen if I get it? You sound very worried about this, what have your heard? Allow your child to fully answer so you can hear what their worries are. If you get sick, we will do all the things we normally do when you're not well. We will contact the doctor and they might want to test whether you have the virus. If they do, we may have to wait a day or so to find out if it is the virus or a cold or flu. In the meantime, we will self-isolate as a family. This means we'll be staying at home and not having contact with anyone else, except for Facetime or WhatsApp. If the test comes back positive, and you're well enough to be at home, we will keep on self-isolating for at least 14 days or until you're not able to pass the virus on to anyone. By doing this we're helping to stop the bug from spreading to other people. I know this might be a bit boring and hard but we'll make the most of it with movies, stories and lots of chill out time together. * What will happen to Nana and Pa? Be honest with your answers especially if grandparents are in high risk groups, and do not make promises that they will not get sick. Are you worried that Nana and Pa might get sick? Allow your child to fully answer so you can hear what their worries are. If grandparents have good health: Nana and Pa are in the older age group and that does place them at a greater risk, but they are healthy and active and have been putting things in place to help keep themselves safe and well. More generally: I know you may have heard a lot about older people being more at risk, and yes this is true, but as a country we are trying very hard to protect our older people. You may have heard things about special shopping times and about making sure hospitals have enough doctors and nurses. If Nana and Pa do get sick they might stay at home or could go to hospital. We won't be able to visit, but we will be able to keep in touch by phone or Messenger. The National Workforce Centre for Child Mental Health (NWC) is funded by the Australian Government Department of Health under the National Support for Child and Youth Mental Health Program. * How long will it last? Clarify what your child means with a question like this, for example are they asking how long someone will be sick or how long all the changes will be in place? How long the virus will be around is unknown so be clear not to say things that are incorrect or to make promises that it will all be over soon. The illness can last just a few days in some people, but other people may be sick for longer. It's difficult to say how long the changes will be around. What we do know is that scientists and doctors are working around the clock to learn as much as they can about COVID-19 and come up with the best ways to treat it. In the meantime, we can do our bit by hanging out at home and catching up with friends on WhatsApp instead of heading to (netball, footy, dancing etc.). * Why can't we go to sport/events/church etc? One of the things that we know about COVID-19 is that it can be transmitted from person to person by droplets from coughing and sneezing. So, to help keep people well the government has put in place rules to try and stop the virus spreading and that means reducing gatherings where lots of people are together in one place. This is pretty tough because we all enjoy going to (footy, dancing, church etc.) but for now it's really important for us to do our bit to help. What sorts of things do you think we can do as a family to stay well but keep connected with our friends and community, even if we can't be all together in the same place? Take time to really listen Before you answer your child's questions, it is important to remember to allow them to talk. For example, if your child is scared of catching COVID-19, it may be easy to assume they are scared of becoming very sick. However, they might be more worried about not seeing friends or putting a burden on you to care for them when they know there is so much else happening. Take time to really listen so that you are best able to address their worries or concerns. Visit our web hub today! March, 2020 Emerging minds. com.au Keep the discussion open Let your child know that it is okay to ask questions now, or later, and be prepared to answer questions further down the track. Resources to help you answer questions * Coronavirus (COVID-19) and children in Australia Raising Children Network: www.raisingchildren.net. au/guides/a-z-health-reference/coronavirus-andchildren-in-australia * Coronavirus disease (COVID-19): What parents should know UNICEF: www.unicef.org/stories/novelcoronavirus-outbreak-what-parents-should-know * Coronavirus (COVID-19) – frequently asked questions. Department of Health: www.health.gov.au/resources/ publications/coronavirus-covid-19-frequently-askedquestions * Q&A on coronaviruses (COVID-19) World Health Organisation: www.who.int/news-room/q-a-detail/q-acoronaviruses The National Workforce Centre for Child Mental Health (NWC) is funded by the Australian Government Department of Health under the National Support for Child and Youth Mental Health Program. 2. Promote hope by sharing information about the actions being taken in the community and at home The best way to communicate hope is to talk about the actions that are being taken to prepare, to stay safe and to recover. Talk to children about: * What is happening in the community Lots of people are working really hard to keep everyone safe, for example, doctors and nurses are getting ready to look after people if they get sick. * What you are doing at home We have some extra food and supplies just in case we need to stay home to help stop the spread of the virus and we are making an extra effort to wash our hands and clean the bench. * What they can do Children often want to help. You can share some of the helpful things that they can do such as washing hands and covering their mouth and nose when they cough. One of the most important things you can do is to help stop the virus from spreading. This means washing your hands more regularly and for longer - let's try singing 'Happy Birthday' all the way through while we wash. You can also cover your mouth with your elbow whenever you cough or sneeze. How are your children coping? Your children might not be worried about what is happening – and that is okay. It is also natural for children to feel worried about what is happening around them or what could happen. If you are concerned about how your children are coping and what you can do, you might like to use the free Child360 app to help you do a quick check in, available from the App Store and Google Play. For further information go to www.emergingminds.com.au For further support It's natural to feel worried about COVID-19, if you or anyone in your family would like more support you can contact: Beyond Blue: www.beyondblue.org.au / 1300 22 4636 Lifeline: www.lifeline.org.au / 13 11 14 Kids Helpline: www.kidshelpline.com.au / 1800 55 1800 Visit our web hub today! 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Mathematics Number PSHE - Number songs, counting and chanting to 10/20 Literacy The World Technology Twyford Know that numbers represent how many in a set Sometimes say and match the correct numeral to a set Organising of classroom – how many chairs, straws needed for milk, when laying table matching cutlery or cups to place settings, Recognise some numerals of personal significance Shape, Space and Measure Use positional language to explain models or where things are Show interest and explore 2d and 3d shapes in construction Use everyday words to describe shapes Copy a simple pattern eg on a peg board Investigate capacity and describe findings eg use words such as " full" or "nearly empty" Reading Enjoyment of books encouraged through guided reading, story times or book corner sessions Phonic sessions – Phase 1 – tuning into sounds in the environment Initial sounds introduced through continuous provision, songs and games Writing Handwriting- zig-zag/horizontal/vertical lines/wavy Encouraged to use appropriate initial sounds when writing a label Adult support to start to annotate ideas and drawings Name writing Develop relationships with each other through play during continuous provision Meet the Learning Keys, Fred and Floss Foxes and Sunshine Bear Self-Confidence and Self-Awareness Explore and use all areas of the classroom with confidence Encourage children to discuss themselves in positive terms Managing Feelings and Behaviour Children introduced to class boundaries and class behaviour expectations through Twyford St Mary's Golden Rules and values being introduced Use "feelings board" to record and discuss feeling that day Understanding the World People and Communities Talk about past and present events in their lives and that of their families Discuss the harvest time and its significance and how Christians celebrate it Investigate change in nature and find out about autumn Comment and ask questions about the familiar world around them Sort and classify objects eg colours of autumn leaves RE Focus: Rules and values in our class community Opportunities for children to select and use, lap tops/ remote controlled cars/ CD player for listening to stories or music Characteristics of Effective Learning Engagement: Shows curiosity about objects and the world around them and has particular interests. Use their senses to explore the world around them. Motivation: Maintain attention and focus on chosen activity for a period of time. Enjoy achieving what they set out to do. Physical Development Moving and Handling Show control over objects by pushing, patting or kicking eg balls in outside area (continuous provision) Develop use of scissors, Funky Fingers shoulder pivot activities eg building towers/ ribbon sticks Drawing with fat pencils and pens to develop pencil control Tracing over and drawing line patterns eg straight and wiggly lines to develop pencil control Opportunities to write own name Health and Self Care Looking after our classroom How to use scissors safely Be encouraged to go to the toilet independently Expressive Arts and Design Exploring and using media and materials Create simple representations of people, places and objects using drawing, paints, junk modelling or collage Being imaginative Introduce a narrative into their role play Choosing and mixing own colours in art activities Explore different sounds of instruments and play along to singing Communication and Language Listening and Attention Listening to others in small play situations eg role play Respond to simple instructions. Listening to and joining in with familiar stories Chatter Box time Understanding Start to understand "how" and "why" questions during input, adult interaction through continuous provision and Chatter Box time. Speaking Talk about past and present events. Encouragement of speech through adult interaction from continuous provision Share own Chatter Box with others Key Skills for Early Years Autumn Term 1 Explore Courage Sometimes say and match the correct numeral to a set Organising of classroom – how many chairs, straws needed for milk, when laying table matching cutlery or cups to place settings, Recognise some numerals of personal significance Use positional language to explain models or where things are Show interest and explore 2d and 3d shapes in construction Use everyday words to describe shapes Copy a simple pattern eg on a peg board Investigate capacity and describe findings eg use words such as " full" or "nearly empty" Enjoyment of books encouraged through guided reading, story times or book corner sessions Phonic sessions – Phase 1 – tuning into sounds in the environment Initial sounds introduced through continuous provision, songs and games Handwriting- zig-zag/horizontal/vertical lines/wavy Encouraged to use appropriate initial sounds when writing a label Adult support to start to annotate ideas and drawings Name writing Develop relationships with each other through play during continuous provision Meet the Learning Keys, Fred and Floss Foxes and Sunshine Bear Explore and use all areas of the classroom with confidence Encourage children to discuss themselves in positive terms Children introduced to class boundaries and class behaviour expectations through Twyford St Mary's Golden Rules and values being introduced Use "feelings board" to record and discuss feeling that day Talk about past and present events in their lives and that of their families Discuss the harvest time and its significance and how Christians celebrate it Investigate change in nature and find out about autumn Sort and classify objects eg colours of autumn leaves Opportunities for children to select and use, lap tops/ remote controlled cars/ CD player for listening to stories or music Show control over objects by pushing, patting or kicking eg balls in outside area (continuous provision) Funky Fingers shoulder pivot activities eg building towers/ ribbon sticks Drawing with fat pencils and pens to develop pencil control Tracing over and drawing line patterns eg straight and wiggly lines to develop pencil control Be encouraged to go to the toilet independently Create simple representations of people, places and objects using drawing, paints, junk modelling or collage Introduce a narrative into their role play Listening to others in small play situations eg role play Listening to and joining in with familiar stories Start to understand "how" and "why" questions during input, adult interaction through continuous provision and Chatter Box time. 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Administrative Agreement between the Department of Mines, Industry Regulation and Safety and the Department of Water and Environmental Regulation Parties to this Agreement DMIRS The Department of Mines, Industry Regulation and Safety (DMIRS) supports a safe, fair and responsible future for the Western Australian community, industry and resources sector. DWER The Department of Water and Environmental Regulation supports Western Australia's community, economy and environment by managing and regulating the state's environment and water resources. Administrative Agreement ii 1. Introduction This administrative agreement (the Agreement) sets out how the Department of Mines, Industry Regulation and Safety (DMIRS) and the Department of Water and Environmental Regulation (DWER) will interact with each other in relation to regulatory resource approvals services. DMIRS supports a safe, fair and responsible future for the Western Australian community, industry and resources sector. DMIRS is responsible for regulating mining, petroleum and geothermal activities occurring in Western Australia under the Mining Act 1978 and Petroleum and Geothermal Energy Resources Act 1967, Petroleum Pipelines Act 1969 and Petroleum (Submerged Lands) Act 1982. DWER supports Western Australia's community, economy and environment by managing and regulating the state's environment and water resources under the Environmental Protection Act 1986. This Agreement seeks to facilitate the effective administration of the Mining Act 1978, Petroleum and Geothermal Energy Resources Act 1967, Petroleum Pipelines Act 1969, Petroleum (Submerged Lands) Act 1982 and Environmental Protection Act 1986. This Agreement recognises that both DMIRS and DWER administer specific legislative requirements and adopt procedural responsibilities for environmental protection and regulation of mining activities. The primary intent of the Agreement is to ensure when the two agencies interact with each other, these legislative and procedural responsibilities are carried out in the most efficient, fair, transparent and consistent manner. It also ensures timely delivery of consistent and efficient advice, and reduction and where possible removal of administrative overlap and duplication within a risk-based regulatory approach. 2. Purpose Both Parties have legislative obligations and requirements, and responsibilities for environmental and water resource protection and regulation of mining activities. The purpose of this agreement is to assist the Parties to meet their legislative obligations and their regulatory responsibilities. The Agreement provides a framework for specific arrangements between the Parties that are contained in a series of Schedules. 3. Values This administrative agreement (the Agreement) sets out how the Parties will work together to regulate environmental and water resource impacts in the mineral resource sector. The Parties will always work towards central principles that support good public administration, including accountability, transparency, integrity and efficiency. The Parties will seek to apply a risk-based approach and to focus on outcomes rather than processes. The Parties will remove administrative overlap and duplication where possible. 1 4. Agreed activities The Agreement provides an administrative framework that: • Defines the roles and responsibilities of DMIRS and DWER in their interactions with each other; • Recognises that there are both statutory and non-statutory processes requiring interactions between DMIRS and DWER; and • Provides administrative arrangements, protocols, and standard endorsements and conditions. Schedules have been developed for specific working arrangements. Schedules are attached to the Agreement and can be updated or revised by the Parties without requiring amendment to the overarching Agreement. 5. Respect roles and responsibilities The Parties will respect the roles and responsibilities of each other. 6. Planning and working cooperatively The Parties will plan and implement work to be cooperative with each other. The Parties will regularly forecast requirements for cooperative work under this Agreement to allow each other to plan and allocate resources as required. 7. Effective consultation and communication The Parties will: • Exchange current, accurate and relevant information and advice in good faith; and • Ensure detailed consultation occurs for proposed changes to relevant external and internal documents relating to the Agreement. 8. Timelines The Parties will use their best endeavours to meet the timelines for advice outlined in the Schedules. Both parties recognise that this may not always be achievable. Where possible the Parties will accommodate reasonable delays in the provision of advice. 9. Sharing information Both Parties will: • maintain the use, security and non-disclosure of confidential information; • assume information is confidential unless otherwise advised; and • retain the property of their own documents. Where the Parties consider the findings of an audit, investigation or inspection is of interest to the other Party, it will notify the other Party. Where the Parties becomes aware of a circumstance that may be a non-compliance or a notifiable event under the other Parties' legislation, it will notify the other Party as soon as practicable. The Parties will collect information that may assist each other in investigation of noncompliance, where practicable and permitted by law. 2 10. Complaints and Enquiries For complaints and enquiries related to a jointly regulated project, it is agreed that both Parties will undertake a collaborative approach to notify each other of the complaint and enquiry, where relevant. Where it is determined that a complaint and/or enquiry should be referred to the other Party for action the Parties will consult each other and agree on which Party will take the lead role in the investigation. The Party conducting the investigation will ensure the other Party is kept up to date during the process of managing the complaint and/or enquiry. 11. Policy Development The Parties will consult with each other about policy development, new or revised legislation, policies and guidelines. The Parties will aspire to complimentary policy and decision-making. The Parties will develop and maintain internally- and externally-published documents consistent with the State Government's policy framework. The Parties will collaborate to jointly publish documents where decision-making is shared between the Parties. The Parties will share their internally-published documents, such as procedures, where decision-making is delegated from one Party to another. 12. Contentious Issues Management The Parties will undertake to co-ordinate advice on contentious issues to the respective Ministers and the media. The Parties will nominate a lead Party for contentious issues to provide advice to the respective Ministers, the media and the public. The lead Party will act with the agreement of the other Party and provide final versions of advice and correspondence to the other Party. 13. Dispute Resolution The Parties will always try to resolve any disputes that arise through negotiation commencing at the lowest, most informal level. The Parties will negotiate at equivalent level. If disputes can't be resolved they will be escalated to the next level. Where necessary, matters will be referred to the Director General, DWER and the Director General, DMIRS. The Parties commit to resolving disputes without requiring escalation to Ministers of Parliament. 14. Governance The Parties will collaborate to achieve ongoing operation and oversight of the Agreement. The Parties will establish and participate in regular management meetings with agreed outcomes recorded. The frequency of the management meetings will be decided by agreement and will be varied as required. The Parties will hold interagency workshops specific to the content of each Schedule on a regular basis. The frequency of the interagency workshops will be decided by agreement and will be varied as required. 3 15. Audit The Parties will undertake audits during the period of this agreement. Audits will be performed by agreement according to terms including audit scope agreed by the Parties for the purpose of the Audit. The Parties will regularly audit performance of delegated statutory functions. The Parties may use external providers to perform audits, or they may perform audits themselves. Audits will focus on statutory compliance and on the effectiveness of the Agreement. 16. Duration The Agreement will commence from the date of execution and continue on its terms, as amended from time to time, until it is terminated by written notice by either party. 17. Review The Agreement (including its schedules) is subject to a review every five years. A review may be undertaken sooner if there is a substantial change in State government policy affecting the subject or substance of the Agreement. Amendments to the Agreement (including revising existing schedules or creation of new schedules) may also be implemented, with the signed approval of both Directors General, without seeking a review of this Agreement. 18. Legal status This Agreement is not intended to be legally binding. It does not create enforceable obligations between the Parties. The Parties are bound by legislation to perform their functions. This Agreement does not abrogate the legislative responsibilities of the Parties. 19. Execution The signatories below endorse this Administrative Agreement. __________________________ Phil Gorey Acting Director General Department of Mines, Industry Regulation and Safety 6 January 2021 __________________________ Mike Rowe Director General Department of Water and Environmental Regulation 21 January 2021 4 List of Schedules Schedule 1 Title Description Schedule 2 Inter-agency advice, sharing of information and timeframes Provisions for matters of a general nature to assist in the day to day operation and interaction between the two Parties. Matters may include (but are not limited to): hydraulic fracturing; compliance; industry regulation; and contaminated sites. Date approved: 21/01/2021 Status: Current Environmental Impact Assessment Relating to advice to assist the Environmental Protection Authority assessment of major mineral, petroleum and geothermal projects under Part IV of the Environmental Protection Act 1986, including pre-referral discussions and post assessment issues including statement management and Environmental Management Plans. Date approved: 21/01/2021 Status: Current Compliance with conditions in Implementation (Ministerial) Statements Relating to consultation and information sharing on compliance with conditions in Implementation (Ministerial) Statements, including: 1. Compliance management program and inspection schedules; 2. Information sharing; 3. Complaints and enquiries; and 4. Compliance actions and enforcement. Date approved: 21/01/2021 Status: Current Clearing of native vegetation Delegation of provisions for clearing of native vegetation under the Environmental Protection Act 1986 for mineral and petroleum activities regulated under the Mining Act 1978, the Petroleum and Geothermal Energy Act 1967, the Petroleum Pipelines Act 1969 or the Petroleum (Submerged Lands) Act 1982 and clearing subject to a Government agreement administered by the Department of Jobs, Tourism, Science and Innovation (JTSI) as defined in section 2 of the Government Agreements Act 1979. Date approved: 21/01/2021 Status: Current Onshore petroleum and geothermal activities and water resources Relating to collaboration and coordination between the two departments when considering the potential impact on water resources by petroleum and geothermal activities regulated under the Petroleum and Geothermal Energy Resources Act 1967. Date approved: 21/01/2021 Status: Current 5 Schedule 3 Schedule 4 Schedule 5 Schedule 6 Title Description Schedule 7 Mineral exploration and mining operations and water resources To streamline interaction between the two departments in regard to respective responsibilities for mineral exploration, mining operations and the management of water resources, within areas of water conservation, protection and management significance in Western Australia. Date approved: 21/01/2021 Status: Current 6 Schedule 2 Inter-agency advice, sharing of information and timeframes Purpose This Schedule establishes an information sharing protocol for collaboration, communication and agreed responsibilities and expectations between DMIRS and DWER to support each agency's respective regulatory responsibilities and meet Government and community expectations. Specifically, this Schedule outlines the agreed circumstances warranting the provision of advice and information sharing interactions between the agencies and the relevant associated timeframes. Objective The objectives of this Schedule include: • Facilitating efficient and effective collaboration between DMIRS and DWER to assist each agency to perform its regulatory responsibilities; • Outlining agreed circumstances that warrant the provision of advice and exchange of information to assist each agency to perform its regulatory responsibilities; and • Setting agreed expectations and timeframes for the provision of advice and exchange of information where such actions are warranted. Legislation In performing their respective regulatory roles, DMIRS and DWER recognise that the agencies may assist one another in the form of providing specialist advice on specific subject matter or exchanging information to clarify matters or provide notification of potential problems. This Schedule seeks to provide a framework for the various forms of inter-agency collaboration not specifically addressed by Schedules 3–7 and the relevant associated timeframes, as follows: • DMIRS will respond to requests for advice within the timeframe requested by DWER. • Where DMIRS requests advice, DWER will aim to provide its advice to DMIRS within 20 working days from the date of DMIRS' request. The commencement date of the request for advice, and the date of the provision of advice, is the date of the electronic communication. • If no advice is received within 20 working days, DMIRS will issue a reminder giving DWER a further five working days (from the date of DMIRS' reminder) to provide its advice. • If after the expiry of this reminder period no advice from DWER has been received, DMIRS will use its best judgement to decide whether or not to approve the application. DMIRS shall then notify DWER of the decision to approve or refuse to approve. • Where DWER considers that insufficient information is available to assess an application and that additional information is required, DWER will notify DMIRS within 20 working days. DMIRS will be responsible for requesting this information from the proponent where they consider this is required to undertake the assessment of the application. The clock will be stopped from the date that DWER requests information from DMIRS until the date that the information is provided to DWER. DWER will then aim to provide its advice to DMIRS within 10 working days from the date of receipt of the required information, plus any additional time which remains on the clock (i.e. 10 additional days to the original 20 working day timeframe). • Where required, DMIRS will seek DWER's advice regarding a petroleum title holder's past environmental performance to inform the grant, renewal or transfer of a petroleum title. When DMIRS requests advice, DWER will aim to provide the advice within 20 working days. 7 Schedule 3 Communication Protocol between the Department of Water and Environmental Regulation and the Department of Mines, Industry Regulation and Safety. For advice to assist the Environmental Protection Authority assessment of major projects including mineral, petroleum and geothermal proposals under Part IV of the Environmental Protection Act 1986. The information provided in this schedule relates only to the undertaking of environmental impact assessment of proposals under Part IV of the Environmental Protection Act 1986 (EP Act). Formal consultation procedures Formal consultation procedures between the Department of Water and Environmental Regulation (DWER) and the Department of Mines, Industry Regulation and Safety (DMIRS) are detailed below. All requests for formal consultation will occur in writing from the Executive Director EPA Services, DWER (or delegate) to the Executive Director Resource and Environmental Compliance DMIRS (or delegate) where DMIRS is a Decision Making Authority (DMA) under Mining/Petroleum Acts and/or Mines Safety/Dangerous Goods Acts and vice versa. Where a proposal is of State significance or particularly high public interest, the Director General, DWER (or where delegated, Executive Director EPA Services, DWER) may write directly to the Director General, DMIRS (with a copy of the letter emailed to the Executive Director, Resource and Environmental Compliance) to assist DMIRS in meeting the requested response timeframe. In some cases a specific timeframe for the Director General's response may need to be agreed based on consideration of complexity and urgency. Consultation criteria Consultation between the Parties throughout their respective administrative processes may be triggered where proposals are considered significant when applying the EPA's significance test (consideration of significance). Consultation may also be triggered where proposals meet any of the following criteria, subject to the relevant Party internally applying the EPA's significance test (consideration of significance). Onshore criteria • Environmentally Sensitive Areas including: -‣ Within 500 m of World Heritage Property -‣ -‣ -‣ -‣ Within 500 m of a Bush Forever site Within 500 m of a Threatened Ecological Community Within 500 m of defined wetlands (as defined in Environmental Protection (Environmentally Sensitive Areas) Notice 2005) Within 50 m of an area containing rare flora -‣ Any area covered by an Environmental Protection Policy. • Within 500 m of a declared/proposed State Conservation Estate, including National Park, Nature Reserve, Conservation Park, or State Forest and Timber Reserves. • Within a Public Drinking Water Source Area. • Within two (2) kilometres of a declared occupied town site (for Mining Proposals and petroleum Environment Plans only). • Hydraulic fracture stimulation exploration and production / development activities^. • Any area previously or currently subject to formal assessment by the EPA. 8 Offshore criteria • Within 500 m of a declared/proposed State Marine Conservation Estate, including Marine Park, or Nature Reserve. • Wholly or partly within Special Protection Zones of State Marine Management Areas. • Wholly or partly within a Marine Protected Area other than those managed under the Conservation and Land Management Act 1984 (CALM Act), including: -‣ -‣ -‣ -‣ Areas protected under the Fish Resources Management Act 1994 Areas protected under the Rottnest Island Authority Act 1987 Historic wreck sites World Heritage Property. • Seismic activity wholly or partly within intertidal zones or shallow waters (<15 m) in turtle breeding areas during turtle breeding season. • Seismic activity wholly or partly located in whale mating/calving areas in the breeding season, or in locations that may affect migrating whales. • Exploration or appraisal drilling wholly or partly within three (3) nautical miles of coast, islands or intertidal reefs. • Production development and/or pipeline development in State Waters. • Hydraulic fracture stimulation exploration and production / development activities^. • Any area previously or currently subject to formal assessment by the EPA. ^As per the recommendations of the Independent Scientific Panel Inquiry into Hydraulic Fracture Stimulation in Western Australia Final Report to the Western Australian Government (2018), all applications for onshore hydraulic fracture stimulation exploration and production proposals will be referred to the Environmental Protection Authority (EPA) for assessment under the Environmental Protection Act 1986. When a proposal is referred to the EPA, the EPA decides if the proposal should be assessed and, if so, the level of assessment. The aim of the consultation is to determine if the activity to which a Programme of Work (PoW), Mining Proposal (MP) or Environment Plan (EP) relates is likely to have a significant impact on the environment and would require formal assessment by the EPA. Interactions between DMIRS and DWER through EIA process Table 1 outlines process, timelines and expected information requirements for consultation throughout each of the stages of the environmental impact assessment (EIA) process through to post assessment and compliance. It also provides interactions that occur outside of the standard EIA process. DMIRS will encourage proponents of relevant proposals (where there is potential for significant environmental impacts) to consult directly with DWER to determine whether referral of a proposal is required. DWER will encourage proponents of relevant proposals to discuss issues directly with DMIRS throughout the environmental impact assessment process. The extent to which DMIRS engages in those discussions is a matter for DMIRS to determine on a case-bycase basis Either Party (or proponents as suggested by either Party) may seek informal comment from the other Party on draft documents on a case-by-case basis. The Party will determine the level of response based on potential environmental impacts and risks and available capacity. 9 Table 1: Protocol of interactions between DWER and DMIRS for mineral, petroleum and geothermal proposals assessed under Part IV of the EP Act. Refers to current position holder or a relevant delegate * DWER will consult with DMIRS at referral, assessment, and post assessment stages where appropriate, in cases where: • DMIRS is a DMA under mining related acts (Mining Act 1978, Offshore Minerals Act 2003, and the Mining Rehabilitation Fund Act 2012)] • DMIRS is a DMA under petroleum related acts (Petroleum and Geothermal Energy Resources Act 1967, Petroleum Pipelines Act 1969, and the Petroleum (Submerged Lands) Act 1982); • Dangerous goods or safety approval is required (Dangerous Goods Safety Act 2004, and Mines Safety and Inspection Act 1994)] or • DMIRS is considered to be a technical subject matter expert. **Where a proposal is of State significance or particularly high public interest, the Director General, DWER (or where delegated, Executive Director EPA Services, DWER) may write directly to the Director General, DMIRS (with a copy of the letter emailed to the Executive Director, Resource and Environmental Compliance) to assist DMIRS in meeting the requested response timeframe. In some cases a specific timeframe for the Director General's response may need to be agreed based on consideration of complexity and urgency. Regions Table 2 outlines the regions under the responsibility of the Mining and Industrial North Branch, Mining and Industrial South Branch and Strategic Assessments Branch, as a general guide (noting that this does not preclude any Branch from reallocating a proposal to another for assessment). Table 2: DWER EPA Services Assessment Branches and relevant regions for assessment of proposals Document Distribution Formal requests for advice and supporting documentation from DWER to DMIRS will be sent to the DMIRS Environment Part 4 email address (email@example.com). For large documents the DWER will utilise online cloud services to facilitate DMIRS access to documents. DMIRS requests for advice on pre-referral and referral, and DMIRS responses to DWER requests for advice will be sent to (firstname.lastname@example.org) with a copy provided to the relevant DWER Branch Manager. Timelines The Parties will use their best endeavours to meet the timelines for advice outlined in this protocol. Both parties recognise that this may not always be achievable. In these circumstances the Parties will endeavour to accommodate reasonable delays in the provision of advice. To meet target times for formal advice requests referred to in this document, open communication between DWER and DMIRS staff during the assessment process on the progress of assessments and upcoming advice requests will be necessary. It is expected that each Party will provide adequate information to the other where relevant, as outlined in each Party's internal guidance document/s. Contacts and Delegations The Executive Director, Resource and Environmental Compliance Division, DMIRS may nominate another DMIRS contact as the point of contact with respect to any specific proposal or request. The Executive Director, EPA Services Directorate, DWER may nominate another DWER contact as the point of contact with respect to any specific proposal or request (if relevant, where delegation allows). Problem Solving / Escalation of Issues It is desirable for officers of DWER and DMIRS to meet to clarify and resolve issues of a technical or policy nature, or matters of interpretation, that arise from time to time. The scheduled monthly meeting that takes places between DWER and DMIRS is an appropriate avenue to discuss any major projects and issues for resolution. If issues remain unresolved, Managers of the relevant branches of DMIRS and DWER will meet to discuss the matter. If necessary, these issues will be escalated to the relevant Directors to resolve. Where necessary, matters will be referred to the Director General, DWER and the Director General, DMIRS. Review Either Party may seek to review these procedures at any time; however these procedures are to be reviewed within two years of the commencement date of this schedule and as required thereafter. Schedule 4 Communication Protocol between the Department of Water and Environmental Regulation and the Department of Mines, Industry Regulation and Safety on compliance with conditions in Implementation (Ministerial) Statements Formal and Informal Consultation All requests for formal consultation will occur in writing from the Director Assessment and Compliance Division, DWER to the Executive Director, Resource and Environmental Compliance, DMIRS and vice versa. The Parties may seek informal comment on a range of compliance issues on a case by case basis between individual officers. Compliance and enforcement of implementation conditions In monitoring compliance and enforcement of implementation conditions on Ministerial Statements the key areas of collaboration identified and agreed by each Party include: 1. Compliance Management Program and Inspection Schedules The Parties may consult each other during development of their respective compliance work programs and schedules for jointly regulated projects to support alignment and joint inspections where practical. The Parties will provide a copy of the finalised compliance plan and inspection schedule to facilitate pre planned involvement where relevant. Updates of revised programs and schedules will be provided as required. 2. Information Sharing Where either of the Parties considers the findings of an audit, investigation or inspection is of interest to the other Party, it will notify the other Party. Where one Party becomes aware of a compliance issue that may be notifiable under the other Parties' legislation, the initial Party will inform the other Party as soon as practicable. 3. Complaints and Enquiries For complaints and enquiries related to a jointly regulated project, it is agreed that both Parties will undertake a collaborative approach to notify each other of the complaint and enquiry, where relevant. Where it is determined that a complaint and/or enquiry should be referred to the other Party for action the Parties will consult each other and agree on which Party will take the lead role in the investigation. The Party conducting the investigation will ensure the other Party is kept up to date during the process of managing the complaint and/or enquiry. 4. Compliance Actions and Enforcement For compliance and enforcement actions related to jointly regulated projects it is agreed that both Parties will undertake a collaborative approach to notify each other in relation to the issuing of non-compliances where relevant. Consultation will occur at the earliest practical time following an incident. The Parties may, in accordance with their statutory responsibilities, initiate separate investigations of the same compliance issue, which may be for different purposes, however where appropriate the Parties will consult and agree on which Party will take the lead role in taking enforcement actions. The Parties commit to working effectively and efficiently, to ensure that orderly enforcement and compliance actions are undertaken focussing on using the most relevant legislation. In the case where prosecution action is to be taken, the Parties will agree under which Act the enforcement action should proceed. Timelines The Parties will use their best endeavours to meet the timelines for advice outlined in this protocol. Both Parties recognise that this may not always be achievable. In these circumstances the Parties will endeavour to accommodate reasonable delays in the provision of advice. To meet target times for formal advice requests referred to in this document, open communication between DWER and DMIRS staff will be necessary. Problem Solving / Escalation of Issues It is desirable for officers of the DWER and DMIRS to meet to clarify and resolve issues of a technical or policy nature, or matters of interpretation, that arise from time to time. If issues remain unresolved, Managers of the relevant branches of DMIRS and DWER will meet to discuss the matter. If necessary, these issues will be escalated to the relevant Directors to resolve. Where necessary, matters will be referred to the Director General, DWER and the Director General, DMIRS. Review Either Party may seek to review these procedures at any time; however these procedures are to be reviewed within two years of the commencement date of this schedule and as required thereafter. Table 3: Communications protocol between DWER and DMIRS on compliance with conditions in Ministerial Statements Schedule 5 Administrative Agreement between Department of Water and Environmental Regulation and Department of Mines, Industry Regulation and Safety [relating to clearing of native vegetation] Delegation of provisions for clearing of native vegetation under the Environmental Protection Act 1986 for mineral and petroleum activities regulated under the Mining Act 1978, the Petroleum and Geothermal Energy Resources Act 1967, the Petroleum Pipelines Act 1969 or the Petroleum (Submerged Lands) Act 1982 and for clearing subject to a Government agreement administered by the Department of Jobs, Tourism, Science and Innovation as defined in section 2 of the Government Agreements Act 1979. Acronyms and abbreviations CEO Chief Executive Officer of the Department responsible for the administration of theEnvironmental Protection Act 1986 Clearing Regulations Environmental Protection (Clearing of Native Vegetation) Regulations 2004 CSLC Commissioner of Soil and Land Conservation DBCA Department of Biodiversity, Conservation and Attractions 1 DMIRS Department of Mines, Industry Regulation and Safety 1 DJTSI Department of Jobs, Tourism, Science and Innovation 1 DWER Department of Water and Environmental Regulation 1 EPA Environmental Protection Authority 1 EP Act Environmental Protection Act 1986 Note 1: where Department names change as a result of Machinery of Government changes during the term of this Agreement, reference should be made to any relevant Statutory Designations Order or similar published in the Government Gazette. Definitions Unless otherwise indicated terms are defined in Section 3 and Section 51A of the EP Act. The Interpretation Act 1984 provides further guidance. Application date The date that an application is received by the Department responsible for administering that application. Bilateral Agreement The assessment bilateral agreement entitled 'Bilateral agreement made under section 45 of the Environment Protection and Biodiversity Conservation Act 1999 (Cth) relating to environmental assessment', commenced on 1 January 2015, including subsequent revisions. Decision Decision means an application to clear has been granted, given an undertaking to grant, declined, revoked, suspended, surrendered, amended, refused or withdrawn. Externally-published information Documents produced and published by DWER that provide information about clearing native vegetation to applicants and the general public. Exempt clearing activities For the purposes of this administrative agreement, exempt clearing activities are defined as those that are prescribed under regulation 5 of the Clearing Regulations and in Schedule 6 of the EP Act. Internally-published information Documents produced and published by DWER that provide guidance and instruction to staff during the assessment and administration of clearing permit applications. Low impact mineral and petroleum activities For the purposes of this administrative agreement, low impact mineral and petroleum activities are as defined in Schedule 1 of the Environmental Protection (Clearing of Native Vegetation) Regulations 2004 or as amended by the Governor through regulations under s.51C(c) of the EP Act from time to time. Mineral and petroleum activities For the purposes of this administrative agreement, mineral and petroleum activities are those that are regulated under the Mining Act 1978, the Petroleum and Geothermal Energy Resources Act 1967, the Petroleum Pipelines Act 1969 or the Petroleum (Submerged Lands) Act 1982 and clearing subject to a Government agreement administered by the Department of Jobs, Tourism, Science and Innovation as defined in section 2 of the Government Agreements Act 1979. Stop the clock In certain circumstances, an application to clear native vegetation may be placed on hold during assessment. The period while the application is on hold (referred to as 'stop the clock') does not count towards DWER's or DMIRS' target timeframes. DWER and DMIRS will 'stop the clock' for an application when waiting for the applicant to provide additional information in support of their application, pay outstanding application fees or respond to draft decision documents. In some cases, "stop the clock" will apply where assessment processes and consultation requirements are being undertaken under the Native Title Act 1993 or where a relevant outcome of an Environmental Protection Authority (EPA) assessment and associated Ministerial decision under Part IV of the EP Act is pending. DWER and DMIRS will not 'stop the clock' when waiting for requested advice or information from any other government department or agency. DWER is progressing development of "life of application" reporting, which will illustrate the average time an application is under assessment by DWER, pending information from the proponent and pending outcome from another regulatory process as outlined above. Currently the latter two are reported together. 1. Introduction This document outlines administrative arrangements between the Department of Water and Environmental Regulation (DWER) and the Department of Mines, Industry Regulation and Safety (DMIRS) to support the delegation under s.20 of the Environmental Protection Act 1986 (EP Act) of certain provisions for clearing of native vegetation under that Act. The Agreement applies to clearing of native vegetation under s.51C of the EP Act associated with mineral and petroleum activities regulated under the Mining Act 1978, the Petroleum and Geothermal Energy Resources Act 1967, the Petroleum Pipelines Act 1969 and the Petroleum (Submerged Lands) Act 1982 and clearing subject to a Government agreement administered by the Department of Jobs, Tourism, Science and Innovation (DJTSI) as defined in section 2 of the Government Agreements Act 1979. This Agreement does not apply to clearing on Commonwealth lands or in Commonwealth waters. This Agreement applies to clearing that falls within the scope of the Bilateral Agreement. The two Departments commit to work cooperatively to ensure that clearing permit applications within the scope of the delegation are assessed efficiently and effectively, with regard to the objects and principles set out in section 4A and Schedule 5 of the Environmental Protection Act 1986, so far as they are relevant. These administrative procedures establish a process for the management of clearing permit applications and for appropriate standards and record keeping that is agreed to by both DWER and DMIRS. Operations of the clearing provisions of the EP Act in relation to mineral and petroleum activities will be structured to ensure that the native vegetation clearing assessment process is based on: • Timeliness (that is, assessment needs to be completed within a reasonable period); • Clarity and consistency of process; • Openness and transparency; • Cooperation between agencies; • Clear and scientifically based criteria (which include a local and bioregional context); • Accurate and adequate information; • Clear steps of pre-application, validation, assessment, decision review and instrument management, as well as effective sanctions for acting outside the process (unlawful clearing); • Capable of covering the broad range of issues involved in clearing; and • The shortest possible route between the statutory authority and the applicant (i.e. the overall process and its procedures must be clear and readily followed and avoid cumbersome transfers of authority between agencies). 2. Administrative Procedures 2.1 Application to mineral and petroleum activities These procedures apply to the administration of the clearing provisions of the EP Act by DMIRS under delegation. 2.2 Enquiries DMIRS will undertake the following in relation to enquiries for applications for clearing permits for mineral and petroleum activities: • Be point of contact for industry applicants; • Advise requirements for studies to be carried out by the applicant relating to native vegetation consistent with externally published information; • Provide advice to applicants based on internally and externally published information; and • Direct complex enquiries to DWER. DWER will: • Prepare externally-published information to assist applicants to understand the requirements of the clearing provisions of the EP Act and their obligations under the process, and prepare internally-published information to guide the assessment of clearing applications; • Make internally-published information available to DMIRS staff, where relevant; • Provide advice to applicants and DMIRS for complex issues or matters of legal interpretation; and • Provide a web-based GIS viewer to assist applicants to identify environmentally sensitive areas under a s.51B declaration, and non-permitted areas under Schedule 1 of the Clearing Regulations. 2.3 Permit application (s.51E and s.51Q of the EP Act) For applications to clear native vegetation under the delegation, DMIRS will: • Advise applicants to lodge applications in the form and manner prescribed by the Chief Executive Officer (CEO) of DWER under s.51E(1)(a) of EP Act. The ultimate responsibility for completing the application to the requirements of the CEO rests with the applicant; • Advise applicants of the scope of work for an application for a clearing permit required to address the clearing principles in the EP Act, based on externallypublished information; • Continue to refer to the EPA any clearing permit applications which meet the definition of significant proposals under s.38 of Part IV of the EP Act; • Determine whether an application is valid under s.51E(1) and (2) of the EP Act. If the application is not a valid application, the delegate must decline to deal with the application and advise the applicant under s.51E(3) of the EP Act; • Decline to grant a clearing permit on a pending tenement or a tenement for a purpose which is inconsistent with the purpose of the clearing, or where the applicant does not have a right of access under a written law; • Determine whether any exemption under the Clearing Regulations or Schedule 6 of the EP Act applies based on published information; • Following receipt of an application, where an exemption appears to exist, advise the applicant in writing that a clearing permit under s.51C of the EP Act may not be required; • Determine whether the application is related to a proposal for which notification has been given under s.41 by the EPA; • If the application is related for the purposes of s.51F of the EP Act, advise the applicant in writing; • Determine whether any instrument under s.51D of the EP Act affects the application; • Decline to grant a clearing permit for any application which is the subject of an agreement to reserve, unless there is written advice from the Commissioner of Soil and Land Conservation agreeing to the clearing; • Decline to grant a clearing permit for any application which is the subject of a conservation covenant issued under s.30B(2) of the Soil and Land Conservation Act 1945; • Decline to grant a clearing permit for any application which is the subject of a soil conservation notice unless there is written advice from the Commissioner of Soil and Land Conservation stating that the clearing would not be in contravention of the soil conservation notice; • If the application is a valid application under s.51E of the EP Act, advise the applicant in writing that the application has been received as required under s.51E(4)(a) of the EP Act; • Advertise the applications on a regular basis, as required by s.51Q of the EP Act and r.8(2) and r.8(3) of the Clearing Regulations, on DMIRS' website. The advertisement will be consistent with that of DWER and will contain an invitation to interested persons or organisations to make submissions on any of the clearing permit applications within a prescribed period as required under s.51E(4)(c) of the EP Act; • On behalf of the delegate, invite persons or organisations with direct interest in the clearing permit application to make a submission within a specified time period as required under s.51E(4)(b) of the EP Act; • Ensure that applications are entered and stored in a clearing permit system database to comply with public records requirements outlined in r.8(1) and r.8(2) of the Clearing Regulations; and • The date of application in the clearing permit system database shall be the date that the application is initially received and date stamped by DMIRS. Where an application is received by DMIRS that does not fit within the scope of the delegation, DMIRS shall transfer the application to DWER as soon as possible (and in any case no longer than seven days), and advise the applicant in writing of the transfer and the date this occurred. If payment of the application fee has already occurred, DMIRS will refund the application fee to the applicant with advice that DWER will contact the applicant regarding the application fee. DWER will: • Develop and maintain prescribed application forms for use by DMIRS and applicants; • Consult with DMIRS before any amendment to a prescribed application form; • Provide DMIRS with access to the clearing permit system database; • Produce and maintain internally- and externally-published information regarding exemptions to the regulations, assessment of applications, and procedures; • Publish records of applications stored in the clearing permit system database, as required under s.51Q of the EP Act and r.8(1) of the Clearing Regulations on a website maintained by DWER; • Make internally-published information available to DMIRS; and • Consult with DMIRS on proposed changes to internally- and externally-published information. 2.4 Amendments under s.51K and s.51M Section 51K of the EP Act deals with situations where the CEO may amend a clearing permit and s.51M outlines the legal process to be undertaken when making an amendment. DWER has prepared published information about amending clearing permits. DWER undertakes to consult with DMIRS when revising these documents. DMIRS shall apply the information in these documents when considering when and how to make amendments to clearing permits. 2.5 Assessment Assessment Process DMIRS will: • Refer applications to the CSLC, DBCA or DWER for advice where required. • Take into account any submissions made under the s.51E(4)(b) or (c) of the EP Act. The decision reports shall show how any received submission was addressed and to what extent the issues it raised were considered relevant; • Assess permit applications in accordance with s.51D, s.51O and s.51P of the EP Act and as outlined in internally- and externally-published documents; • Prepare reports consistent with the relevant decision report template as developed and maintained by DWER; and • Where an application will be referred by DMIRS to CSLC, DBCA or DWER for advice on the clearing principles, DMIRS will direct the applicant to liaise with those agencies to determine the requirements for documentation to support the application. Assessment Criteria DMIRS shall be consistent with internally- and externally-published documents when deciding whether to grant or refuse a clearing permit application. These documents contain information about interpretation of the clearing principles, which DMIRS must consider in making a decision, consideration of planning instrument, and other relevant considerations, such as those under s.51O and s.51P of the EP Act. DWER undertakes to develop and maintain internally- and externally-published documents in consultation with DMIRS. Offsets DMIRS shall consider relevant internally and externally published documents to determine whether an offset is appropriate to counterbalance any significant residual impacts of proposed clearing. DMIRS shall ensure that the consideration of and imposition of offset requirements is consistent the most recent version of the WA Offsets Policy, WA Offsets Guidelines and relevant externally- and internally-published documents. Duration of Permit DMIRS may vary the standard period of validity for a permit where there is good reason, noting that the standard period for an area permit is two years and five years for a purpose permit under s.51G of the EP Act. 2.6 Decision on Clearing Permit DMIRS will: • Have regard to the clearing principles, planning instruments and other relevant matters in making a decision to the extent that they are relevant to the application; -‣ not make a decision to grant a permit that: -‣ is inconsistent with an environmental protection policy that is approved under s.31(d) of the EP Act; or -‣ is seriously at variance with the principles. • Refer to the CEO any proposed decision where DMIRS recommends granting a clearing permit for an application that is seriously at variance with the clearing principles, with a statement of the good reason why the permit should be granted by the CEO in accordance with s.51O(3) of the EP Act; • Refer to the CEO any decision to amend a permit if the amendment will cause it to be seriously at variance with the clearing principles; • Give written notice to the applicant of a decision to refuse or grant a clearing permit as required under s.51E(5) and s.51E(6); • Advertise clearing permits granted or refused on a regular basis, as required by s.51Q of the EP Act and r.8 of the Clearing Regulations, on DMIRS' website; • Ensure that details of clearing permits, as required under r.8(1)(b) of the Clearing Regulations, are maintained in the clearing permit system database and are publicly available through a website nominated and maintained by DWER; and • Ensure that granted permits that contain environmental offset conditions are placed on the publicly available Government of Western Australia Environmental Offsets Register. 2.7 Clearing Conditions Subject to s.51H of the EP Act, DMIRS may grant a clearing permit subject to conditions. DWER will maintain a library of standard conditions and make this accessible to DMIRS. DWER will consult with DMIRS on proposed new or modified conditions and DMIRS may recommend to DWER additional or modified conditions for inclusion in the library. DWER will review any conditions recommended by DMIRS for inclusion in the library for legality, enforceability and consistency and will consider aspects before determining whether to add the condition to the library. In limited circumstances, DMIRS may apply a non-standard condition on a clearing permit where this is warranted to address site specific environmental risks and a standard condition contained within the library would not be sufficient for managing this risk. Where DMIRS applies a non-standard condition, this condition shall be referred to DWER for inclusion in the library. 2.8 Appeals Decisions relating to clearing permits are subject to appeal rights in accordance with the EP Act. Appeals are made to the Minister for Environment. The Office of the Appeals Convenor manages appeals lodged in respect of decisions on applications made under the delegation. The Appeals Convenor's office has prepared guidelines for dealing with appeals on clearing permits, a copy of which is available at the Appeals Convenor website. DMIRS will: • Support the Appeals Convenor by providing any relevant information it holds in respect of such an appeal; • Prepare a report to the Minister for Environment under s.107 of the EP Act in the manner and within such a period as required by the Appeals Convenor's office; • Support an appeal committee established under s.108 of the EP Act when consulted under s.109; • Cause to be implemented each and any decision to the Minister under s.107(2) or s.109(3) of the EP Act on an appeal as soon as practicable. Implementation of appeals under s.51K of the EP Act shall be undertaken following the procedure in s.51M of the EP Act; and • Ensure that the clearing permit system database is updated to reflect the outcomes of appeal decisions (including completing the "Appeals/Objections" tab). 2.9 Timeframes There are no specifications within the EP Act or regulations for timeframes within which clearing permit applications must be determined. Timeframes exist in respect of periods in which appeals may be lodged after a clearing permit application is determined, but not for the Minister's decision on any appeal. DWER has a published target timeframe of 80 per cent of applications to be decided within 60 days of receipt. The time taken to assess an application to clear will vary from case to case and will largely depend on the complexity of the environmental issues associated with the application, and whether further information has been provided or is required from the applicant. Where a preliminary assessment indicates that significant issues may arise which have not been adequately addressed by information provided with the application, the delegate will request this information in writing. Such a request from the delegate will 'Stop the clock' and the periods until this information is provided shall not be included in any calculation of the overall timeframe. It is expected that DMIRS will also comply with the 60 day target, and publicly report on its performance against this target quarterly on its website. More information on timeframes, including target timeframes for each stage of assessment, is available in DWER's externally published information. 2.10 Reporting DWER and DMIRS will review the effectiveness of the administrative arrangements of this Agreement by keeping a public record on an annual basis of: • The number of clearing permit applications received by purpose, location and extent (in hectares); • Number of applications for a clearing permit that are granted, amended, refused, withdrawn or declined; • Time taken for a decision on permit applications (excluding the period which satisfies the "stop the clock" criteria); • Number of appeals (through the Office of the Appeals Convenor); • Number of surrendered, suspended, revoked or expired permits; • Number of complaints relating to alleged illegal clearing; and • Number of incidents where enforcement action is taken. DWER and DMIRS will each publish this record independently but in a consistent manner as agreed. DWER and DMIRS will continue to investigate and implement opportunities to capture and publish data relating to exempt clearing activities, including those authorized under legislation administered by DMIRS. DWER and DMIRS will collaborate through the interagency meetings to identify options for improving data collection and implementing practicable solutions. 2.11 Audit DWER will undertake audits during the period of this agreement, of DMIRS' performance of the functions delegated to it by the CEO of DWER. The audit program will be in accordance with published information on the conduct of audits and will consider the following principles: • Compliance with the EP Act; • Compliance with the terms and conditions of the current delegation notice; • Conformance with this administrative agreement; • Performance of DMIRS in administering the delegation, including: -‣ Decision-making consistency -‣ -‣ Minimisation of liability and risk Equivalence of service to public -‣ Timeliness of service • Level of compliance of clearing decisions made under the delegation; and • Collection and maintenance of records relating to exempt clearing, once the data capture mechanism is identified and implemented. The frequency of audits will be agreed at interagency meetings. At least one audit will be undertaken during the term of the Agreement. DWER may use an external auditor or use internal resources where they exist. Depending on the outcome of the audit, DWER may recommend modifications to internally or externally-published guidance, to the administrative agreement or to the delegations. The results of the audit will be shared cooperatively with DMIRS to improve performance in the form of a report detailing issues and required actions to rectify these. 2.12 Compliance and Enforcement The CEO will appoint officers who are responsible for the enforcement of the clearing provisions delegated to DMIRS as inspectors under s.87 of the EP Act as agreed between the CEO and the delegate. DWER will ensure that before appointment, the DMIRS officers receive appropriate training to allow them to exercise power under Part VI of the EP Act. DMIRS will immediately report any incidents of alleged unlawful clearing to DWER. All incidents will be recorded by DWER in the department's database used for compliance and enforcement activities. DMIRS will develop a compliance program, at least annually, to determine compliance with the clearing provisions of the EP Act in respect of clearing authorized by DMIRS under delegation. DMIRS will undertake compliance activities as provided for in the compliance program and keep records of the outcome. DWER will provide advice to DMIRS to inform the compliance program, if required. DMIRS will ensure that investigations of alleged unlawful clearing are carried out in accordance with DWER's internally-published documents and are reported to DWER. DWER will ensure the appropriate action consistent with its Enforcement and Prosecution Policy is undertaken and the outcomes are reported to DMIRS. Where DWER intends to prosecute unlawful clearing for an activity under the delegation administered by DMIRS, it will notify the DMIRS prior to taking any action. DWER and DMIRS will work cooperatively in relation to any compliance and enforcement actions. 2.13 Policy, Guidelines and Procedures DWER may, from time to time, prepare internally- and externally-published information on matters relevant to clearing of native vegetation. In so doing, DWER will: • Consult with DMIRS and other relevant agencies in preparing such information as appropriate; • Provide DMIRS with an opportunity to comment on any relevant draft; • Take comments received into account when preparing final versions; and • Have regard to DWER's Policy Framework for legislation, policy, guidelines and procedures. DMIRS may suggest any issues where new published information is believed to be required. DWER retains discretion on whether to prepare or amend published information. In addition, DMIRS shall endeavour to: • Give comments on drafts provided by DWER; and • Act consistently with any published information prepared by DWER in dealing with native vegetation clearing matters. Reference is made throughout this administrative agreement to internally- and externallypublished information. These references are intended to include all policy, guidelines and procedures prepared by DWER consistent with the Policy Framework which are current and in-force at the time of DMIRS carrying out a delegated function. 2.14 Involvement of DBCA and CSLC and DWER Assessment DMIRS shall refer clearing applications to DBCA, CSLC and DWER in accordance with the criteria contained in internally- and externally-published information. In assessing a clearing permit application, DMIRS will request expert advice from DWER in cases where the clearing appears likely to be seriously at variance with the clearing principles, from DBCA in regard to (a), (b) (c), (d), (f) and (h), from CSLC in respect of principle (g) and from DWER in respect of principle (i). In requesting advice from DBCA, CSLC and DWER, DMIRS will request that the respondent: • Prepares a written response to applications for a clearing permit referred by DMIRS; • Responds in electronic format and within 28 days of referral by DMIRS; • Includes maps, aerial photos and satellite imagery where appropriate in the report, as well as photographs of the area and its native vegetation taken as part of any field assessment; and • Outlines the extent and limitations of analyses and surveys. Inter-agency meetings DMIRS may convene inter-agency meetings with DWER, CSLC and DBCA to discuss clearing applications and to review the process for requesting expert advice from time to time. Meetings will be held as required. Negotiations with clearing permit applicant • DWER may not negotiate an agreement with the applicant on behalf of DMIRS; • DWER may not represent DMIRS; and • DBCA, CSLC and DWER cannot suggest a decision on behalf of DMIRS. Advice may be disregarded DMIRS is not bound by advice except where DWER provides formal advice that the application is seriously at variance with any clearing principles. Sharing of data and resources DMIRS and DWER shall endeavor to act cooperatively at all times in the use of data and resources related to the protection of native vegetation. DWER agrees that DMIRS may use the data supplied to it, in house, for any legitimate governmental use and purpose related to the regulation of native vegetation clearing. Confidentiality DWER may not disclose details of clearing permit applications administered by DMIRS under delegation other than those publicly available to third parties. DMIRS may not disclose details of clearing permit applications not the subject of the delegation other than those publicly available to third parties. 3. Management of the Delegation and Administrative Agreement 3.1 Delegation The delegations under s.20 of the EP Act may be varied or discontinued by the CEO after consultation with DMIRS. The delegation shall be subject to ongoing review and may be varied, subject to such amendments as agreed by the parties from time to time. 3.2 Review of the Administrative Agreement This agreement may be reviewed from time to time with the agreement of both DWER and DMIRS. In any case, it must be reviewed no less that every three years. 3.3 Term of the Administrative Agreement This agreement will operate until it is mutually agreed between DWER and DMIRS that the agreement should be terminated, or the CEO revokes the delegation. 3.4 Training DWER shall prepare and implement a training program to address needs identified during audits or by DMIRS and DWER from time to time. DWER and DMIRS shall maintain registers recording attendance at training sessions by assessing and delegated officers. 3.5 Oversight of the delegation and administrative agreement It is recognised that in order to achieve the anticipated outcomes and objectives of the delegation and administrative arrangements, ongoing oversight by DWER and DMIRS is necessary. Mechanisms to achieve this include a regular audit (see section 2.11) and regular meetings between agencies. Interagency workshops will generally be held twice a year, follow a set agenda and with outcomes and actions captured clearly for both DWER and DMIRS. Interagency meetings will generally be held on a monthly basis. The frequency of interagency meetings may be varied by agreement. Schedule 6 Administrative Agreement between Department of Mines, Industry Regulation and Safety and Department of Water and Environmental Regulation for Onshore Petroleum and Geothermal Activities in Western Australia 1. Procedural Arrangements for Petroleum Acreage/Titles DMIRS releases petroleum acreage titles for competitive bidding on a biannual basis. Part of the release package includes information on applying for acreage, land access, basin geology and relevant available data. This Agreement will establish procedural arrangements such that information relevant to the protection of water resources is included in the package of information released by DMIRS. Relevant legislation Petroleum and Geothermal Energy Resources Act 1967 Collaboration relating to petroleum acreage/titles • The principal points of contact between DMIRS and DWER relating to petroleum acreage/titles are: -‣ Executive Director Resource and Environmental Compliance (DMIRS) -‣ Director Regions (DWER). • Prior to releasing petroleum acreage titles for competitive bidding, or issuing special prospecting authority with acreage option, DMIRS will seek advice from DWER regarding whether: -‣ DWER recommends that any specific information should be included in the release information package; and/or -‣ there are any matters that DMIRS should consider in its decisions regarding the release of acreage/titles. • DWER will provide responses to DMIRS within 20 calendar days. • DMIRS will identify on the public release, any known sensitive water resources as notified by DWER in special notices within the acreage release package (for exploration permits or drilling reservations). For 'special prospecting authority with acreage option' the known sensitive water resources will be identified in the letter of offer back to the title applicant. 2. Administrative Arrangements for Onshore Petroleum and Geothermal Activities This Agreement establishes arrangements such that DWER is notified of proposed activities within identified sensitive water areas and that DWER is able to provide expert advice related to the protection of water resources for relevant Environment Plans as part of the assessment process. These collaboration arrangements are in addition to the formal referral between the Minister for Mines and Petroleum and the Minister for Water of proposed activity on land vested with the Water Resources Ministerial Body or the Minister for Water under the Land Administration Act 1997, or the Metropolitan Water Supply Sewerage and Drainage Act 1909, as guided by Section 15A of the Petroleum and Geothermal Energy Resources Act 1967. Collaboration relating to Environment Plans within a public drinking water source area 1 or within five kilometres of a public drinking water bore Where an Environment Plan is received by DMIRS and proposes petroleum activities within a public drinking water source area or when DMIRS is informed of activities within five kilometres of a public drinking water source area water bore or aboriginal community drinking water bore: DMIRS will: • provide DWER with access to the Environment Plan; • request that DWER provide advice on the proposal that must be considered by DMIRS; and • not approve the Environment Plan until advice is received from DWER, or, if no advice is provided, more than 20 calendar days have elapsed since DWER was provided access to the Environment Plan. DWER (guided by the Australian Drinking Water Guidelines, National Health and Medical Research Council 2015) will: • provide advice to DMIRS within 20 calendar days. The principal points of contact between DMIRS and DWER relating to Environment Plans are: -‣ Executive Director Resource and Environmental Compliance (DMIRS) -‣ Director Regions (DWER). 3. Notifications Once activities are approved by DMIRS, petroleum operators are required under the regulations to notify reportable incidents to DMIRS. In addition, petroleum operators are required to notify DMIRS of a water discovery. This Administrative Agreement provides for the sharing of information relating to the above matters. Relevant legislation Petroleum and Geothermal Energy Resources Act 1967 Collaboration relating to reportable incident and water discovery notifications • DMIRS will advise DWER when it is notified of any reportable incident that occurs in a public drinking water source area. • DMIRS will advise DWER where a petroleum operator notifies DMIRS of a water discovery in accordance with section 113 of the Petroleum and Geothermal Energy Resources Act 1967. • The principal points of contact between DMIRS and DWER relating to notification of reportable incidents are: -‣ Executive Director Resource and Environmental Compliance (DMIRS) -‣ Director Regions (DWER). • The principal points of contact between DMIRS and DWER relating to water discoveries are: -‣ Executive Director Resource and Environmental Compliance (DMIRS) -‣ Director Regions (DWER). 1 Public drinking water source area (PDWSA) is the collective name given to any area proclaimed under legislation for the management and protection of a water source used for public drinking water supplies, They may be catchment areas, water reserves or under ground water pollution control areas (pollution areas) proclaimed under the Metropolitan Water Supply, Sewerage, and Drainage Act 1909 and the Country Areae Water Supply Act 1947. Attachment 1: Additional trial arrangements for onshore petroleum and geothermal activities Following the grant of petroleum titles, DMIRS receives and assesses a range of applications to undertake petroleum and geothermal activities. These applications consider the potential effects upon the environment, including water resources. These trial arrangements for proactively engaging with the DWER are in addition to the formal referral requirements between the Minister for Mines and Petroleum and the Minister for Water of proposed activity on land vested with the Water Resources Ministerial Body or the Minister for Water under the Land Administration Act 1997, or the Metropolitan Water Supply Sewerage and Drainage Act 1909, as guided by Section 15A of the Petroleum and Geothermal Energy Resources Act 1967. Relevant legislation Petroleum and Geothermal Energy Resources Act 1967 Relevant Applications • Drilling Programs (or Well Management Plans 2 ) • Resource Development Plans • Field Management Plan (or Field Development Programs 3 ) • Well Intervention Plans • Hydraulic Fracturing Plans • Field Abandonment Plans Collaboration relating to Relevant Applications within a Public Drinking Water Source Area Where a relevant application is received by DMIRS and proposes petroleum activities within a Public Drinking Water Resource Protection Area: DMIRS will: • provide DWER with access to the relevant application; • request that DWER provide any advice relating to the protection of water resources related to the proposal that should be considered in the assessment of the relevant application; and • not approve the relevant application until advice is received from DWER, or more than 20 calendar days have elapsed since DWER was provided access to the relevant application. DWER will provide advice to DMIRS within 20 calendar days. 2 Applications will be renamed through the adoption of the Petroleum and Geothermal Energy Resources (Resource Management and Administration) Regulations 2015. 3 Applications will be renamed through the adoption of the Petroleum and Geothermal Energy Resources (Resource Management and Administration) Regulations 2015. Schedule 7 Administrative Agreement between Department of Mines, Industry Regulation and Safety and Department of Water and Environmental Regulation for Mineral Exploration and Mining Operations in Water Resource Areas of Western Australia Consultation under reserved land provisions of Mining Act 1978 Any mining tenement which encroaches onto water resource management areas reserved under Part 4 of the Land Administration Act 1997 and vested with DWER, or reserved under water legislation as specified in Part III, Division 2 of the Mining Act 1978, will attract the provisions of Part III, Division 2 of the Mining Act 1978. This Division allows for mining tenement applications to be applied for over reserved land, but no mining operations can be carried out on or under such land unless the Minister responsible for the Mining Act 1978 (Minister for Mines and Petroleum) has given prior consent. Before giving consent the Minister for Mines and Petroleum must consult with the responsible Minister and other persons vested with the control and management of such land (in this case the Minister for Water/Department of Water and Environmental Regulation) and obtain their recommendation. It is acknowledged that not all mining tenements that encroach on water reserves require referral to the Minister for Water prior to consent for exploration activities or mining operations being provided by the Minister for Mines and Petroleum. As agreed and approved by the Directors General, consultation for mining referrals including tenement applications applied for over reserved land should occur in accordance with the Agreement. The administrative arrangements and protocols contained in the Agreement ensure that consultation between the two agencies will occur where water resources may be impacted, and at the appropriate time when all relevant information for assessment is available in respect to the exploration or mining activities proposed by the proponent. It is important to note that although mining consent may be provided no ground disturbance using mechanical equipment is allowed to proceed until a PoW or MP has been approved by DMIRS. In accordance with the protocols set out in Table 1 of this Agreement, DWER will have the opportunity to comment on PoW, MP and MCP which: • relate to those WRM areas specified in Table 1 where DMIRS "must seek DWER advice", or • relate to other WRM areas where DMIRS consider, based on a risk assessment as specified in section 7, that the water resource is likely to be negatively impacted. 1. Procedural arrangements and protocols This section explains the documentation related to mining activity, and sets out the administrative arrangements and protocols which are to be applied on the grant of a mining tenement, and on the assessment and approval of a PoW, MP or MCP over a WRM area. This section is to be read in association with Table 1, and sections 7 and 12. Mining related documentation The stages of mining activity, and the related documentation and processes referred to in this Agreement, are summarised below: • Where a proponent applies for a prospecting, exploration, retention or miscellaneous licence or a mining or general purpose lease, DMIRS's Mineral Titles Division (MTD) will progress the mining tenement (mining tenure) application to grant. DMIRS MTD will, at or after the time of grant, apply endorsements and impose conditions to draw the tenement holder's attention to the requirements and obligations of DWER legislation and the Mining Act 1978. • Where a tenement holder seeks an amendment or variation to existing tenement endorsements/conditions, the Minister for Mines and Petroleum has powers under the Mining Act 1978 to add, vary or delete endorsements/ conditions. • Where a tenement holder/operator wishes to undertake mineral exploration activities using mechanised equipment that involves surface disturbance, they must lodge a PoW and obtain the prior written approval of DMIRS's Environment Division (ED). • Where a tenement holder/operator wishes to undertake mining operations they must lodge a MP and obtain the prior written approval of DMIRS's ED. • Where a tenement holder/operator wishes to modify an approved MP they must lodge an amendment to the MP and obtain the prior written approval of DMIRS's ED. • Where a tenement holder/operator wishes to commence a new mining project, or undertake a significant expansion or alteration of an existing mining project, they must also submit a Mine Closure Plan (MCP) at the same time as they lodge the associated MP, and obtain the prior written approval of DMIRS's ED. Regular revisions of the MCP must also be submitted at time periods dictated by tenement conditions (generally every three years). DMIRS has produced a guideline, in conjunction with the Environmental Protection Authority on MCP requirements entitled 'Guidelines for Preparing Mine Closure Plans'. Key protocols of this Agreement When imposing endorsements/conditions upon tenements, and/or assessing a PoW, MP, amendment to MP, or MCP, DMIRS is obligated to take action in accordance with the arrangements and protocols set out in Table 1, explained in detail as follows. DMIRS will: a. Impose agreed standard endorsements/conditions upon the grant of tenements over WRM areas as listed in the Schedules in Section 12. Note: The new standard condition in Schedule 2.3 will establish a conditional consent to mine being granted in respect to: • Catchment Area that contains a Reservoir Protection Zone (RPZ), or • an Underground Water Pollution Control Area or Water Reserve that contains a Wellhead Protection Zone (WPZ), which prevents mining on the RPZ or WPZ, without first obtaining the prior written consent of the Minister for Mines and Petroleum. Such consent will not be given until DMIRS (as delegate for the Minister) has consulted directly with the DWER/Minister for Water in respect to the tenement holder's proposed activities on a RPZ or WPZ (see sections 12 and 13 for further information about this condition). b. Consult with DWER before any decision is made to vary endorsements on a tenement. c. Notify DWER (for information only) when: • tenements have been granted, and/or • PoW applications have been approved (unless DMIRS has already sought DWER advice regarding the PoW), within any 'Other Reserves' administered by DWER through vesting or management order. d. For Reserve 31165: • Notify DWER and the Chair of the Joint Management Committee (c/o Miriuwung Gajerrong Corporation) (JMC) when tenements have been granted. • Seek advice from DWER and the Chair of the JMC in all cases where a PoW, MP, MCP and/or amendment is proposed. • Notify DWER and the Chair of the JMC when PoW, MP, MCP and/or amendment applications have been approved. e. Seek advice from DWER: i. In all cases where a PoW is proposed within a 'Primary' WRM Area (Public Drinking Water Source Area (PDWSA), Clearing Control Catchment (CCC), High Value Waterway area or Waterway Management Area). ii. Where a PoW is likely to have a negative impact (refer to Section 7 and Appendix 1) on a 'Secondary' WRM area, or 'Other Reserve' administered by DWER. iii. In all cases where an MP and/or MCP is proposed within a 'Primary' WRM area or 'Other Reserve' administered by DWER. iv. Where an MP and/or MCP is likely to have a negative impact on a 'Secondary' WRM area. v. In all cases where an amendment to a MP or a revision of a MCP is proposed within a PDWSA, CCC or 'Other Reserve' administered by DWER. vi. Where an amendment to a MP or a revision of a MCP is likely to have a negative impact on a Waterway Management Area, High Value Waterway area or 'Secondary' WRM area. For ii, iv and vi above, the DMIRS ED needs to determine whether a proposed activity is likely to have a negative impact on a WRM area, and thereby make a decision on whether to seek DWER advice. Section 7 provides guidance for DMIRS ED in these circumstances. A list of common exploration and mining activities which may have a negative impact is also provided in Appendix 1. Where the DMIRS ED is still uncertain whether an activity is likely to have a negative impact on a WRM area, DMIRS ED will liaise with DWER. Where DMIRS identifies that an application (PoW, MP, MCP) is unacceptable and intends to reject the proposal, requirements to refer the application to DWER as laid out in this agreement will not apply. 2. Procedural arrangements for existing titles and operations This Agreement applies to all future grants and approvals of mining tenement applications, PoW, MP and MCP that affect a WRM area as detailed in Table 1. Any decision made prior to the signed date of this Agreement remains in effect unless amended by DMIRS. DMIRS will, when reviewing existing titles and operations, seek DWER advice or apply tenement endorsements/conditions as listed in this Agreement, where appropriate. For example, where a tenement holder requests the amendment or variation to tenement endorsements/conditions (imposed as a result of the grant of the mining tenement, or of an existing PoW, MP and MCP, approved prior to this revised Agreement being implemented), DMIRS will assess and may approve the amendment or variation (e.g. replace the existing endorsements/ conditions with the new standard endorsements/ conditions listed in this Agreement). Where the ED undertakes an inspection of an existing mining operation and as a result of that inspection, seeks to modify or add new endorsements/conditions that are relevant to a WRM then it will do so in accordance with this Agreement. The ED may also seek advice from the DWER in that process where appropriate. In summary, endorsements/conditions imposed on mining titles and operations under previous administrative agreements may be amended by the Minister for Mines and Petroleum under powers contained in sections 46A, 63AA, 70I, 84, 90 and 92 of the Mining Act 1978. However, these will only be amended on a case by case basis (after seeking advice from DWER where appropriate). 3. Interagency consultation processes and timeframes In accordance with this Agreement, DWER will aim to provide timely advice when consulted by DMIRS on how the tenement holder/ operator can ensure that their proposed activities comply with principles for ensuring conservation and protection of WRM areas. When DMIRS ED seeks advice from the relevant DWER regional office on a PoW, MP or MCP in accordance with the protocols set out in Table 1, the ED will indicate which WRM areas have triggered the request for advice, and any particular mining related activities which DMIRS consider may have a negative impact on the WRM area. The ED must provide sufficient information to enable DWER to assess and respond in the timeframes set out below: • Where DMIRS requests advice, DWER will aim to provide its advice to DMIRS within 20 working days from the date of DMIRS's request. The commencement date of the request for advice, and the date of the provision of advice, is the date of the electronic communication. • If no advice is received within 20 working days, DMIRS will issue only one reminder giving DWER a further five working days (from the date of DMIRS's reminder) to provide its advice. • If after the expiry of this reminder period no advice from DWER has been received, DMIRS will use its best judgement to decide whether or not to approve the PoW, MP or MCP. DMIRS shall then notify DWER of the PoW, MP or MCP approval. • Where DWER considers that insufficient information is available to assess an application and that additional information is required, DWER will notify DMIRS within 20 working days. DMIRS will be responsible for requesting this information from the proponent where they consider this is required to undertake the assessment of the application. The clock will be stopped from the date that DWER requests information from DMIRS until the date that the information is provided to DWER. DWER will then aim to provide its advice to DMIRS within 10 working days from the date of receipt of the required information, plus any additional time which remains on the clock (i.e. 10 additional days to the original 20 working day timeframe). Formal requests for and provision of advice, reminders and notifications listed above will be via electronic communication. DMIRS and DWER officers should liaise to clarify and resolve any issues relating to the provision and application of DWER advice, or any other matter related to this Agreement. If issues remain unresolved, managers of the relevant areas of DMIRS and DWER will discuss the matter. Where necessary, unresolved matters will be referred to relevant directors in each department. On occasion, DWER will have previously provided advice to the OEPA on a proposal being assessed under Part IV of the Environmental Protection Act 1986. When seeking advice from DWER, DMIRS will indicate whether the proposal has already been the subject of EPA assessment, and will enquire whether DWER wishes to provide additional or amended advice. Once DMIRS have completed their assessments, they will provide feedback to DWER on the final outcomes achieved as a result of the advice received from DWER. 4. Determination of effect on water resources Some of the protocols listed in Section 4 (and shown on Table 1) give DMIRS ED discretion to decide whether to seek DWER advice, based upon DMIRS's determination of the likely impact of a PoW, MP or MCP on WRM areas, if implemented. In these circumstances, to assist in making decisions about the likely negative impact of a PoW, MP or MCP, and therefore whether to seek DWER advice, DMIRS will apply a risk-based approach, and consider: • the capacity of the DMIRS regulatory process to deliver an agreed outcome where there would be no residual effects that would have negative impacts on WRM areas • the list of common exploration and mining related activities (provided in Appendix 1) which may have a negative impact on a WRM area. Appendix 1 is to be read in conjunction with the 'significance test' of factors listed below. The following are general factors for determining the potential significance/negative impact on water resources of a proposal; • character of receiving water resource • magnitude, extent and duration of anticipated impact • resilience of the water resource and its ability to cope with change • confidence of prediction of change • existence of water resource values, policies, guidelines and standards against which a proposal can be assessed. Further guidance to determine significant or negative impacts on water resources may be obtained from the Western Australian Water in Mining Guideline (www.water.wa.gov.au/ PublicationStore/105195.pdf). This sets out a whole of government approach to manage mining activities that have the potential to impact water resources. Where the DMIRS ED is still uncertain whether an activity is likely to have a negative impact on a WRM area, DMIRS ED will liaise with DWER to determine whether a formal request for advice should be sent. Liaison should ideally be initiated by telephone, and any resulting decision to not send a formal request for advice should be confirmed and recorded in writing. During this liaison process the application itself does not need to be provided however DMIRS ED will, at a minimum, provide the following information to DWER: • Company name (tenement holder and operator if relevant) • Tenement numbers • A brief description of the proposed activities and relevant site history; • Extent of proposed clearing/disturbance • Specific detail regarding aspects of the proposed activities which may have an impact on WRM areas. DMIRS may also seek to liaise with DWER in regard to proposals which are not considered likely to have a significant negative impact on water resources, but for which there may be a high level of public interest in water resource issues associated with the proposal. 5. Development of minor administrative procedures There is latitude under this agreement for minor administrative procedures to be developed and implemented between DWER and DMIRS that will deliver improvements in the operation of this Agreement. For example, the development of templates for seeking or providing advice. All such procedures shall be in writing and agreed to by both DWER and DMIRS at appropriate manager level. The procedures should be made readily available to appropriate DWER and DMIRS officers with regular monitoring undertaken to ensure that the procedures are being adhered to and continue to be relevant. Before the introduction of any new procedure or change to an existing procedure, DWER and DMIRS will consult with each other and reach agreement in writing. If the new/amended procedure is to be introduced, the consultation process should include assessing its benefits and efficiencies, and defining the process details and management requirements. 6. Information exchange DMIRS and DWER agree to: • Exchange up-to-date information, including spatial data, to assist with decision-making matters that relate to this agreement. DWER will provide and update DMIRS with complete spatial data sets in respect to all managed water resource management (WRM) areas that are to be the subject of this Agreement (see Appendix 3). • Ensure the exchange of information and documentation occurs in a timely manner as detailed in Section 6. Formal requests from DMIRS for advice from DWER on a PoW, MP or MCP, and provision of advice from DWER to DMIRS, must be provided electronically, although prior informal discussion should be undertaken where required. Notifications to DWER to advise of granted tenements or approval of PoW, MP and/or MCP applications within Other Reserves administered by DWER, will be provided electronically. • Develop templates where appropriate to provide clarity and efficiency when requesting and exchanging information in accordance with arrangements and protocols detailed in this Agreement. Ensure consultation and collaboration occurs for new and proposed changes to relevant policies, guidelines and standards that relate to this Agreement. 7. Commitment to inform Both DWER and DMIRS will, where considered appropriate, report to the other where any of their respective officers, in the course of their duties, becomes aware of any suspected unauthorised activity (not authorised under relevant legislation listed in Appendix 3), being carried out within mining tenements in WRM areas. Following such a report, both departments shall liaise with each other to determine if further investigation is required and to keep each other informed where further action is taken. Upon completion of this action each department is to report back to the other in writing on the outcome of the action taken. 8. Review of administrative agreement The principal points of contact between DMIRS and DWER relating to this Agreement are: • Executive Director – Resource and Environmental Compliance (DMIRS) • Executive Director – Regional Delivery and Regulation (DWER) DWER and DMIRS agree that a review of this Agreement should be undertaken on a regular basis, at least once every five years to ensure the currency and relevance. A review of the Agreement may be undertaken at any time where both departments agree that a review is necessary. Minor textual amendments to the Agreement (not involving changes to the protocols in Table 1) may also be implemented, with the signed approval of both Directors General, without seeking a complete review or revision of the Agreement. 9. Schedules of standard endorsements and conditions When DMIRS grant a tenement through a prospecting, exploration, retention or miscellaneous licence or a mining or general purpose lease, DMIRS will apply the standard endorsements/conditions detailed below, in accordance with the protocols set out in Table 1. Note: The condition set out in Schedule 2.3 regarding conditional consent in Reservoir Protection Zones and Wellhead Protection Zones notifies that the tenement holder cannot undertake any mining activity in a protection zone unless the consent of the Minister for Mines and Petroleum is obtained, in accordance with Section 23 (2) of the Mining Act 1978. The remainder of the schedules below are standard endorsements (not conditions) applied by DMIRS to the tenement, to draw the tenement holder's attention to the requirements and obligations of DWER legislation. Schedule 1: General endorsements to be applied on the grant of mining tenements which affect any WRM area referred to in Table 1. 1. Compliance with the: * • Waterways Conservation Act 1976 * • Rights in Water and Irrigation Act 1914 * • Metropolitan Water Supply, Sewerage and Drainage Act 1909 * • Country Areas Water Supply Act 1947 * • Water Agencies (Powers) Act 1984 2. The rights of ingress to and egress from, and to cross over and through, the mining tenement, being at all reasonable times preserved to officers of Department of Water and Environmental Regulation for inspection and investigation purposes. 3. The storage and disposal of petroleum hydrocarbons, chemicals and potentially hazardous substances being in accordance with the current published version of the Department of Water and Environmental Regulation's relevant Water Quality Protection Notes and Guidelines for mining and mineral processing. 4. Measures such as drainage controls and stormwater retention facilities are to be implemented to minimise erosion and sedimentation of adjacent areas, receiving catchments and waterways. 5. All activities to be undertaken so as to avoid or minimise damage, disturbance or contamination of waterways, including their bed and banks, and riparian and other water dependent vegetation. Schedule 2: Public Drinking Water Source Areas (PDWSA) endorsements and conditions 2.1 Prospecting, exploration, retention and miscellaneous licences/activities. 1. All activity within proclaimed public drinking water source areas shall comply with the current published version of the DWER's Water Quality Protection Note 25 Land Use Compatibility in Public Drinking Water Source Areas. Key issues that need to be considered within the Water Quality Protection Note are: • All prospecting/exploration/activity in respect to licence purpose involving the storage, transport and use of toxic and hazardous substances (including human wastes) within public drinking water source areas being prohibited unless approved in writing by the DWER. • Seek written advice from the DWER if handling, storing and/or using hydrocarbons and potentially hazardous substances. 2.2 Mining lease and general purpose lease/activities. 1. All activity within proclaimed public drinking water source areas shall comply with the current published version of the DWER's Water Quality Protection Note 25 Land Use Compatibility in Public Drinking Water Source Areas. Key issues that need to be considered within the Water Quality Protection Note are: • All mining/activity in respect to mining operations involving the handling, storage, transport and use of toxic and hazardous substances (including human wastes) within public drinking water source areas is prohibited unless approved in writing by the DWER. • Seek written advice from the DWER if handling, storing and/or using hydrocarbons and potentially hazardous substances. 2. All mining/activity in respect to mining operations to be conducted in accordance with the current published version of the DWER's Water Quality Protection Guidelines: Mining and Mineral Processing and relevant Water Quality Protection Notes including Land use compatibility in public drinking water source areas. Key issues derived from the various Water Quality Guidelines and Notes include: • All mining/activity in respect to mining operations within three metres of the maximum wet season water table are prohibited in public drinking water source areas unless approved in writing by the DWER. • Disposal of domestic and industrial waste (other than approved tailings) is incompatible within public drinking water source areas, except for class 1 landfill (inert) materials which may be disposed of within P3 areas at designated sites if approved in writing by the DWER. • Mineral processing, tailings storage, wastewater treatment plants and mechanical plant servicing are incompatible with P1 and P2 areas. • Advice shall be sought from the DWER if proposing mineral processing, tailings storage, wastewater treatment plants and mechanical plant servicing within P3 areas. • Underground petroleum hydrocarbon and other chemical storage tanks are incompatible within P1 and P2 areas. • Underground petroleum hydrocarbon and other chemical storage tanks are prohibited within P3 areas, unless approved in writing by the DWER. • Above ground petroleum hydrocarbon and other chemical storage tanks are incompatible with P1 areas. • Advice shall be sought from the DWER if proposing above ground petroleum hydrocarbon and other chemical storage tanks within P2 and P3 areas. • Advice shall be sought from the DWER if proposing mining or construction camps in public drinking water source areas. 2.3 Condition on prospecting, exploration, retention and miscellaneous licence/activities, mining lease and general purpose lease/activities on: • Reservoir Protection Zones in Catchment Areas • Wellhead Protection Zones in Underground Water Pollution Control Areas • Wellhead protection zones in Water Reserves. Condition heading: Consent to mine on [insert details of Catchment Area or Underground Water Pollution Control Area or Water Reserve, whichever is applicable] granted by Minister responsible for Mining Act 1978 on [insert date consent to mine granted] subject to: Condition: No mining on any [insert Reservoir Protection Zone ID or Wellhead Protection Zone ID, whichever is applicable] located within the subject mining tenement boundaries without first obtaining the written consent of the Minister responsible for Mining Act 1978. Schedule 3: Clearing Control Catchments (Country Areas Water Supply Act 1947) endorsements 3.1 Apply to all tenement types Clearing of any area of vegetation is prohibited within [insert name of clearing control catchment] without appropriate licensing from the DWER. Schedule 4: Waterways Management Areas (Waterways Conservation Act 1976) endorsements 4.1 Prospecting, exploration, retention and miscellaneous licences/activities. 1. Prior to undertaking any prospecting/exploration/activity in respect to licence purpose within a Waterways Management Area the licensee shall seek advice from DWER. 2. Any dredging and/or reclamation within a Waterway Management Area which affects the waterway or adjacent land within the Waterway Management Area is prohibited unless a current licence to dredge and/or reclaim has been issued by DWER. 3. Any discharge or deposit of any matter within a Waterway Management Area which affects the waterway or adjacent land within the Waterway Management Area is prohibited unless a current disposal licence has been issued by DWER. 4. 4.2 Mining lease and general purpose lease/activities. 5. Prior to undertaking any mining/activity in respect to mining operations within a Waterway Management Area the lessee shall seek advice from DWER. 6. Any dredging and/or reclamation within a Waterway Management Area which affects the waterway or adjacent land within the Waterway Management Area is prohibited unless a current licence to dredge and/or reclaim has been issued by DWER. 7. Any discharge or deposit of any matter within a Waterway Management Area which affects the waterway or adjacent land within the Waterway Management Area is prohibited unless a current disposal licence has been issued by DWER. Schedule 5: Proclaimed surface water areas, irrigation districts, and rivers (RIWI Act) endorsements 5.1 Prospecting, exploration, retention licences; and mining leases/activities. 1. The taking of surface water from a watercourse or wetland is prohibited unless a current licence has been issued by DWER. 2. No prospecting/exploration/mining/activity is to be carried out if: • it may obstruct or interfere with the waters, bed or banks of a watercourse or wetland; and • it relates to the taking or diversion of water, including diversion of the watercourse or wetland, unless in accordance with a permit issued by the DWER. 1. Advice shall be sought from DWER and the relevant water service provider if proposing prospecting/exploration/ mining/activity in an existing or designated future irrigation area, or within 50 metres of a channel, drain or watercourse from which the water is used for irrigation or any other purpose, and the proposed activity may impact water users. 5.2 Miscellaneous licence/activities. 1. The taking of surface water from a watercourse or wetland is prohibited unless a current licence has been issued by DWER. 2. Advice shall be sought from DWER to determine if a permit is required prior to undertaking any activity in respect to the licence purpose which may obstruct or interfere with the waters, bed or banks of a watercourse, wetland or other surface water body under section 17 of the Rights in Water and Irrigation Act 1914. 3. Advice shall be sought from DWER and the relevant water service provider if proposing activity in respect to the licence purpose in an existing or designated future irrigation area, or within 50 metres of a channel, drain or watercourse from which the water is used for irrigation or any other purpose, and the proposed activity may impact water users. 5.3 General purpose lease/activities. 1. The taking of surface water from a watercourse or wetland is prohibited unless a current licence has been issued by DWER. 2. No activity in respect to lease purpose is to be carried out that may obstruct or interfere with the waters, bed or banks of a watercourse, wetland or other surface water body under section 17 of the Rights in Water and Irrigation Act 1914, unless in accordance with a permit issued by DWER. 3. Advice shall be sought from DWER and the relevant water service provider if proposing activity in respect to the lease purpose in an existing or designated future irrigation area, or within 50 metres of a channel, drain or watercourse from which the water is used for irrigation or any other purpose, and the proposed activity may impact water users. Schedule 6: Proclaimed groundwater areas (RIWI Act) endorsements 6.1 Apply to all tenement types. 1. The taking of groundwater and the construction or altering of any well is prohibited without current licences for these activities issued by DWER, unless an exemption otherwise applies. Schedule 7: Artesian (confined) aquifers and wells (apply statewide) endorsements 7.1 Apply to all tenement types. 1. The taking of groundwater from an artesian well and the construction, enlargement, deepening or altering of any artesian well is prohibited unless current licences for these activities have been issued by DWER. Schedule 8: Reserve 31165 endorsements 8.1 Apply to all tenement types. Aboriginal heritage protection measures to be considered prior to undertaking any ground disturbing activity on Reserve 31165 (joint vestees Department of Water and Environmental Regulation and the Miriuwung Gajerrong Corporation) to avoid any breach of the provisions of the Aboriginal Heritage Act 1972 and Regulations there under. Supplementary information on restricting mining on reservoir and wellhead protection zones The Metropolitan Water Supply, Sewerage and Drainage Act 1909 and Country Areas Water Supply Act 1947 together provide for the establishment of Underground Water Pollution Control Areas, Catchment Areas, and Water Reserves, to protect Public Drinking Water Source Areas (PDWSA). Reservoir Protection Zones (RPZ) fall within Catchment Areas, and are defined to protect water sources from contamination in the immediate vicinity of reservoirs. Wellhead Protection Zones (WPZ) fall within Underground Water Pollution Control Areas or Water Reserves, and are defined to protect drinking water sources from contamination in the immediate vicinity of production wells. Catchment Areas, Underground Water Pollution Control Areas and Water Reserves are reserved land and attract the reserved land provisions of the Mining Act 1978. Pursuant to section 23 of the reserved land provisions, no mining can be carried out in respect of such reserved land without first obtaining the consent of the Minister responsible for the Mining Act 1978. Mining consent may be provided, but no ground disturbance using mechanised equipment is allowed to proceed until a PoW, MP and MCP is approved by DMIRS. Prior to this 2016 Agreement, when DMIRS granted consent to mine in a PDWSA area that contained a RPZ or WPZ, endorsements were applied to the grant, to inform the tenement holder that mineral exploration and operations within any RPZ or WPZ required approval by DWER, and that the following activities were prohibited within wellhead protection zones and reservoir protection zones: • Mineral processing, tailings storage, wastewater treatment plants and mechanical plant servicing • Underground petroleum hydrocarbon and other chemical storage tanks • Above ground petroleum hydrocarbon and other chemical storage tanks. To better ensure protection of wellheads and reservoirs within PDWSA, from the outset of a tenement, this 2016 Agreement includes a new standard condition which will be imposed on the tenement to prevent any mining activities taking place on RPZ or WPZ, irrespective of the holder using mechanised equipment or not. Any consent to mine that is granted in respect of Catchment Areas, Underground Water Pollution Control Areas or Water Reserves that contain a protection zone will therefore be conditional, in that no mining is allowed within the RPZ or WPZ. The new standard condition regarding conditional consent in RPZ and WPZ notifies that the tenement holder cannot undertake any mining activity in a protection zone unless the consent of the Minister for Mines and Petroleum is obtained, in accordance with Section 23 (2) of the Mining Act 1978. However, should the tenement holder subsequently wish to carryout mining on a RPZ or WPZ then he would need to get (subject to the new condition) a new consent from the Minister for Mines and Petroleum in respect to mining in a protection zone, but such consent would not be given until the Minister for Mines and Petroleum (or DMIRS as the Minister's delegate) has consulted directly with the Minister for Water (or DWER as the Minister's agent) in respect to the tenement holder's proposed activities. The new standard condition (shown in Section 12, Schedule 2.3) will be imposed on new tenement applications, replacing the use of the endorsements listed in previous administrative agreements. The new condition heading and condition will read as follows: Condition heading: Consent to mine on [insert details of Catchment Area or Underground Water Pollution Control Area or Water Reserve, whichever is applicable] granted by Minister responsible for Mining Act 1978 on [insert date consent to mine granted] subject to: Condition: No mining on any [insert Reservoir Protection Zone ID or Wellhead Protection Zone ID, whichever is applicable] located within the subject mining tenement boundaries without first obtaining the written consent of the Minister responsible for Mining Act 1978. Existing tenements will still have the old endorsements (which were applied prior to the implementation of this 2016 Agreement), and will not have the new condition applied, unless determined by DMIRS in accordance with the arrangements set out in section 5 of this Agreement ("Procedural arrangements for existing titles and operations".). Appendix 1: List of common exploration and mining related activities which may have a negative impact on a WRM area DMIRS ED is to consider this list and Section 7 when the ED is required, in accordance with Table 1, to make a determination on whether or not to seek DWER advice. This list is therefore applicable to those POW, MP, MCP or Amendment applications where the protocols set out in Table 1 state "Where the activity is likely to have negative impact on WRM area, ED seeks advice from DWER". This list is provided as guidance only and does not constitute a complete list of mining or exploration activities which may have a negative impact on WRM areas. Referral of PoWs, MPs and MCPs to DWER should be considered for mining, prospecting and exploration activities which: • Involve drilling within known artesian (confined) aquifers (these may be identified by the proponent in a PoW or through submission of a hydrogeological report). • Result in the blocking, impeding or diversion (temporary or permanent) of waterways (i.e. watercourse and adjacent floodplain). For example: -‣ -‣ -‣ Diversions of waterways around mine pits and other infrastructure Causeways, land bridges, tracks or roads which block or divert waterways Culverts raised above the natural bed of the watercourse. • Occur within a watercourse, or within a wetland contiguous with a waterway. For example mining in a channel bed, costeans, pipework, or other activities that may degrade the watercourse. • Result in the production of waste materials with hostile properties including but not limited to potentially acid forming (PAF) waste, and waste which may result in metalliferous drainage if poorly managed. • Involve dewatering (or other groundwater abstraction which is likely to result in aquifer drawDWERn) and/or reinjection which may impact upon Groundwater Dependant Ecosystems (GDEs). • Result in changes to the hydrological regime and/or water quality of a waterway which may impact upon its dependent ecosystems or other water users. • Include the development of Tailings Storage Facilities (TSF), evaporation ponds, heap or vat leaches or a significant change to the use of these facilities (e.g. TSF expansions). • Are likely to result in the formation of a temporary or permanent pit lake upon closure (including MCP's which include pit lakes in the proposed closure strategies). For further guidance to determine significant or negative impacts of mining activities on water resources refer to DWER's 'Western Australian water in mining guideline' at: www.water.wa.gov.au/PublicationStore/105195.pdf Appendix: DWER and DMIRS spatial layer references for WRM areas Appendix 6: Glossary Definitions used here are intended for informing DWER and DMIRS staff about the technical terms used by each agency. They are generally based upon legislation and technical documents. Department of Mines, Industry Regulation and Safety definitions Activity in respect to mining operations: Section 86 of the Mining Act 1978 refers, a general purpose lease maybe granted for use by the holder in connection with a mining operations. The use includes: • for erecting, placing and operating machinery thereon • depositing or treating thereon minerals or tailings • using the land for any specified purpose. Activity in respect to licence purpose: Regulation 42B of the Mining Regulations 1981 prescribe the purposes that a miscellaneous licence may be granted and may include for one or more purposes for example a road, a pipeline etc. Endorsements: Imposed at the time of grant (or after grant) to draw the tenement holder's attention to requirements and obligations of the Mining Act 1978, or other legislation relevant to activities that may be carried out. Exploration: To explore for minerals as authorised pursuant to section 66 of the Mining Act 1978. Exploration Licence: Is a tenement used to secure ground for exploring. Term of five years renewable. General Purpose Lease: Is a tenement used to secure ground for operating machinery, treating ore or storing tailings / mine water. It is held for 21 years renewable. Hazardous Substances: Are defined in Part 5 of the Occupational Safety and Health Regulations 1996 (Worksafe legislation) under the Occupational Safety and Health Act 1984. Lease: Refers to a mining lease or general purpose lease but can include both of these. Licence: Refers to a prospecting licence, exploration licence, retention licence or miscellaneous licence but can also include all or any combination of these. Mine Closure Plan: Pursuant to section 70O of the Mining Act 1978, means a document that; • is in the form required by the guidelines • contains information of the kind required by the guidelines about the decommissioning of each proposed mine, and the rehabilitation of the land, in respect of which a mining lease is sought or granted, as the case requires. Minerals: Includes all naturally occurring substances that are not a soil or a hydrocarbon. Does not include basic raw materials (eg. clay, sand, limestone, gravel, and rock) where they occur on private land. Such basic raw materials are administered under the Local Government Act 1995. Note that pre-federation land statutes gave mineral rights to the owner that do not come under the Mining Act 1978. Includes fossicking, prospecting and exploring for minerals and mining operations. Mining: Mining Lease: Is a tenement used for mining and removal of minerals in, on or under the land surface. It is held for 21 years renewable. Mining Operation: This term is defined in section 8 of the Mining Act 1978 and includes any mode or method of working whereby any earth, rock, fluid or mineral bearing substance may be disturbed, removed, washed, sifted, crushed, leached, distilled, evaporated, smelted or refined or dealt with for the purpose of obtaining any mineral. Term covers over burden removal, storage and treatment and the harvesting of salt or other evaporates. Mining Proposal: Pursuant to section 70O of the Mining Act 1978, means a document that; • is in the form required by the guidelines (approved by the Director General of Mines) • contains information of the kind required by the guidelines about proposed mining operations in, on or under the land in respect of which a mining lease is sought or granted. Mining Tenement: General term for a licence or lease (mining tenure) issued under the Mining Act 1978. Miscellaneous Licence: Is a tenement used to secure ground for purposes such as roads, pipelines or bore-fields. It is held for 21 years renewable. Negative Effect: Refer to Section 7. Programme of Works: Is the document that is required before ground disturbance (exploration) using mechanical equipment is allowed to proceed. It describes the activity, environment, and methods for minimising disturbance and rehabilitation initiatives for the proposal. Assessed by the Environment Division of DMIRS. Prospecting: To prospect for minerals as authorised pursuant to section 48 of the Mining Act 1978. Prospecting Licence: Is a tenement (maximum of 200 ha in area) used to secure ground for prospecting / exploring. Term of 4 years and is renewable for one period of 4 years. Retention Licence: Is a licence used by a primary tenement holder to retain the land where there is an identified mineral resource but which is uneconomic or is being used to sustain future mining operations, it is a retaining title where the expenditure obligations are relaxed and rent is cheaper. State Agreement Act: Major resource projects are administered by Department of Jobs, Tourism, Science and Innovation under acts ratified by State Parliament. Note some mining tenements granted under the Mining Act 1978 will also be subject to State Agreements (where the Act provisions differ then the State Agreement provisions prevail). Department of Water and Environmental Regulation definitions Artesian aquifer: A confined aquifer in which the hydraulic pressure is sufficient to cause water to rise above the land surface in a well/bore or spring. If the pressure is insufficient to cause the well to flow at the surface, it is called a sub- artesian aquifer. Artesian Well: Refers to a well, including all associated works from which water flows, or has flowed, naturally to the surface. Bank: is the part of the waterway that confines the water in the bed and may also include as much of the land adjoining the watercourse to contribute to the function of containing the water, and may include an artificially improved or created bank. Bed: with reference to a waterway, means the land over which water normally flows or which is normally covered by water, whether permanently or intermittently; but does not include land from time to time temporarily covered by flood waters abutting on or adjacent to the bed. Catchment: The area of land which intercepts rainfall and contributes the collected water to surface water (streams, rivers, wetlands) or groundwater. Catchment Area: An area proclaimed under the Metropolitan Water Supply Sewerage and Drainage Act 1909 or Country Areas Water Supply Act 1947 to allow the protection and use of surface water for public drinking water supplies. Clearing Control Catchments: Catchments proclaimed under the Country Areas Water Supply Act 1947 in which the clearing of native vegetation requires a licence from the Department of Water and Environmental Regulation, as specified in the Country Areas Water Supply (Clearing Licence) Regulations 1981. Dam: A structure constructed across a drainage system which may create a reservoir to store surface water flow for water supply use or release in a controlled manner for DWERnstream use. A dam can be constructed across a river valley or at the side of a valley to store water pumped into it from "run of river" flow. Dams and associated storage reservoirs also store water for farm use. Floodplain: An area of land adjacent to a river, stream, lake or watercourse, or a coastal flat that is subject to inundation from time to time. Management of these areas is important to maintain the ecological health of a riverine system. Floodway: The river channel and a portion of the floodplain, which forms the main flow path for floodwaters once the main channel has overflowed. Groundwater: Water that occupies the pores and crevices of rock or soil. Groundwater Area: An area proclaimed under the Rights in Water and Irrigation Act 1914 in which a licence to construct/ alter a well and a licence to take groundwater is required. Groundwater Dependent Ecosystems (GDE): Ecosystems that require access to groundwater to meet all or some of their water requirements so as to maintain the communities of plants and animals, ecological processes they support, and ecosystem services they provide. In-stream areas of rivers, riparian vegetation, springs, wetlands, subterranean aquatic karst, rock aquifer ecosystems and phreatophytic vegetation may be GDEs. High value waterways: Those areas for which DWER has some management responsibility, and which are a subset of the high conservation significance areas defined in the EPA Guidance statement No. 33 Section B5.2.2. The term high value waterways has been created only for the purpose of this Administrative Agreement. There is currently no single spatial dataset which comprehensively describes these areas. Given these limitations, high value waterways are currently to be defined as: • Within Wild River catchments • Areas in and around significant wetlands, which are connected to (intersected by) waterways. Where: • Wild river catchments are as shown in DWER's Wild Rivers dataset. • The area "in and around" a significant wetland is spatially defined as: • the area inside the marked boundary of the wetland; and • the area around the wetland which is within 200m of the outermost marked boundary of the wetland. • Significant wetlands are Wetlands of international importance (Ramsar), and Wetlands of national importance (Directory of Important Wetlands in Australia), as defined by the Australian Government Department of Environment and Energy. • Waterways are as shown on the Hydrographic part of Geodata topo 250K series 3, known within DWER as "Hydrography linear medium scale 250K". DWER may, at a future date, request that DMIRS consider additional or alternative spatial datasets to identify high value waterways, if/when relevant datasets become available. Intermittent waterway: a waterway that flows at irregular intervals and that may be dry for extended periods. Other waterways: all waterways in WA, except waterways defined as "High value waterways", and waterways within "Waterways Management Areas" declared under the Waterways Conservation Act 1976. Perennial Waterway: A waterway that has a continual flow of water. Public Drinking Water Source Areas: Public drinking water source area (PDWSA) is the collective name given to any area proclaimed under legislation for the management and protection of a water source used for public drinking water supplies. They may be Catchment Areas, Water Reserves or Underground Water Pollution Control Areas. In a PDWSA, the State Government has defined three types of protection area to manage land use as follows: P1: P1 source protection areas are defined to ensure that there is no degradation of the water source. P1 areas are declared over land where the provision of the highest quality public drinking water is the prime beneficial land use. P1 areas are managed in accordance with the principle of risk avoidance. P2: P2 source protection areas are defined to ensure that there is no increased risk of pollution to the water source. P2 areas are declared over land where the provision of public water supply is a high priority. P2 areas are managed in accordance with the principle of risk minimisation. P3: P3 source protection areas are defined to minimise the risk of pollution to the water source. P3 areas are declared over land where water supply needs coexist with other land uses such as residential, commercial and light industrial developments. Protection of P3 areas is achieved through management guidelines rather than restriction on land use. Proclaimed Surface Water Areas and Irrigation Districts: Areas of land proclaimed under the Rights in Water and Irrigation Act 1914. Within these areas the right to the use and flow and the control of water within all surface water features including wetlands and waterways is managed by the Department of Water and Environmental Regulation. Receiving water: Waters into which treated or untreated wastewater, process water or de-water are discharged, or where the water resource, including water quality, may be adversely impacted by land uses in the catchment. Reservoir Protection Zones: Defined to protect water sources from contamination in the immediate vicinity of reservoirs. Reservoir protection zones consist of a zone with up to a two kilometre buffer area around the top water level of a reservoir and includes the reservoir itself. Riparian vegetation: the vegetation associated with waterways, that adjoins or is influenced by waterways. This vegetation generally has distinctly different structure and/or floristics than adjacent terrestrial areas. This vegetation plays important roles in waterway function by stabilising the waterway channel and banks, by influencing movement of sediments and nutrients and in ecological processes. When riparian vegetation is removed, the ability of riparian land to act as a buffer is diminished and the rate of transfer of sediments from land to water may increase, leading to eutrophication and sedimentation of waterways or wetlands. Seasonal Waterway: A waterway that will only have a seasonal flow of water. Stormwater: Water flowing over ground surfaces and in natural streams and drains, as a direct result of rainfall over a catchment. Stormwater consists of rainfall runoff and any material (soluble or insoluble) mobilised in its path of flow. Surface Water: Water flowing or held in watercourses, wetlands or other surface water bodies in the landscape. Taking: in relation to water, means to remove water from, or reduce the flow of water in, a watercourse, wetland or underground water source, including by: • pumping or siphoning water; or • stopping, impeding or diverting the flow of water; or • releasing water from a wetland; or • permitting water to flow under natural pressure from a well; or • permitting stock to drink from a watercourse or wetland, • and includes storing water during, or ancillary to, any of those processes or activities. Underground Water Pollution Control Areas: Areas in which restrictions are put on activities that may pollute the groundwater. These areas are proclaimed under the Metropolitan Water Supply Sewerage and Drainage Act 1909. They are referred to as "pollution areas", and depicted in the schedule of, the Metropolitan Water Supply, Sewerage and Drainage Bylaws. Watercourse: Any river, creek, stream or brook, including its bed and banks, and estuary. This includes systems that flow permanently, for part of the year or occasionally, and including parts of the watercourse that have been artificially modified, altered or diverted from the natural course. Water dependent ecosystems: Water dependent ecosystems are parts of the environment in which the composition of species and natural ecological processes are determined by the permanent or temporary presence of flowing or standing surface water or groundwater. The in-stream areas of rivers, riparian vegetation, springs, wetlands, floodplains, estuaries, karst systems and groundwater-dependent terrestrial vegetation are all water dependent ecosystems. Water Quality: Physical, chemical and biological measures of water attributes. Water Reserve: An area proclaimed under the Metropolitan Water Supply Sewerage and Drainage Act 1909 or Country Areas Water Supply Act 1947 to allow the protection and use of groundwater and future surface water sources for public drinking water supplies. Water Resource Management (WRM) Areas: Areas subject of this agreement as listed in Table 1 and spatially defined in Appendix 3. Water Table: Surface of the unconfined groundwater in a given vicinity. Waterway: The watercourse plus the floodplain. Waterways Management Areas: an area declared by the Governor under the Waterways Conservation Act 1976 of which DWER is the custodian and has the duty of conserving the rivers, inlets and estuaries in accordance with the powers under the Act. Under the Waterways Conservation Act 1976, five waterways management areas have been established for the conservation of waterways and associated land. The management areas apply to: • Wilson Inlet and associated rivers • Albany Harbour and associated rivers • Avon River • Peel-Harvey estuaries *• Leschenault inlet, estuary and associated rivers. Well: A hole dug or drilled into the ground to monitor or withdraw groundwater. The term includes drilled bores as a specific type of well. Household wells are commonly called bores. Wellhead Protection Zones: Defined to protect drinking water sources from contamination in the immediate vicinity of production wells. They are usually circular, with a radius of 500 metres in P1 areas and 300 metres in P2 and P3 areas. Different dimensions may apply to wells sited in fractured rock aquifers. Wetland: as defined in the Rights in Water and Irrigation Act 1914, means a natural collection of water, whether permanent or temporary, on the surface of any land and includes — a) any lake, lagoon, swamp or marsh; and b) a natural collection of water that has been artificially altered, but does not include a watercourse. Wild Rivers: Wild rivers are nationally significant, unique and rare examples of waterways where biological and hydrological processes continue without significant disturbance. These waterways and catchments generally remain undisturbed due to their isolation, topography or land tenure. The important values of wild rivers include rarity, habitat, water quality and scientific value. For more information refer to Water note 37: Wild Rivers in Western Australia. Administrative Agreement Government of Western Australia Department of Mines, Industry Regulation and Safety 8.30am – 4.30pm Mineral House, 100 Plain Street East Perth, Western Australia 6004 Tel: +61 8 9222 3333 Fax: +61 8 9222 3862 Online Website: www.dmirs.wa.gov.au Email: email@example.com Mailing address Locked Bag 100 East Perth WA 6892 National Relay Service: 13 36 77 Translating and Interpreting Service (TIS) 13 14 50 This publication is available in other formats on request to assist people with special needs. 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MONDAY – STRENGTH AND RESILIENCE 'Tough times don't last. Tough people do.' We have all faced many challenges over the last few weeks and we have found ways to overcome them. We would like you to celebrate your strength today and make some plans for the future. #croesywellbeingweek Strength/ Resilience Activity 1 * Create your own VISION BOARD. Where do you want to be in one year's time? What are you goals and aspirations? What do you need to get there? Use a range of materials, inspirational quotes and images to help you stay on target. #croesywellbeingweek * Make a wish list- What crazy and exciting things would you like to accomplish before you are thirty? o Find a creative place and do a crazy brainstorm. Consider all of the following: o Involve your friends and family. -Places you would like to visit -Foods you would like to taste -Movie scenes you would like to experience in real life -People you would like to meet -Skills you would like to learn -Activities you would like to try * Create a Banksy work of art! Study how cartoonists in papers and magazines and artists such as Banksy are communicating messages about Covid19. Can you make a Banksy inspired piece of art to communicate the strength and resilience shown by us all during lockdown? #croesywellbeingweek Take a break bingo! How many of these strategies have you tried today? #croesywellbeingweek Create an obstacle course around your house and garden, blindfold someone and direct them around the course. If it's too easy, give them a time limit! The blindfolded people are forced to rely on the advice and support of others to complete the course. You will get it wrong; you might even fall over but you are resilient, so you get back up and start again! #croesywellbeingweek Make a mindfulness jar When the glitter jar is unshaken, the glitter is settled peacefully at the bottom of the jar. You can see clearly through it. The glitter can represent thoughts. When we're feeling angry or upset (shake the bottle.) Our thoughts swirl around so we aren't able to think clearly. Watch the glitter though, it always settles. And as you watch the glitter settle, notice the mind settling too. When the glitter returns to the bottom of the jar, you will feel calmer and can think more clearly. You will need: Clear glue A jar or bottle with a lid Glitter and a funnel Warm water from the tap 2 drops food colouring 1. Fill your bottle about 1/8 to 1/3 full with glue. The more glue you add, the longer it will take for the glitter to settle after shaking. Method 2. Add glitter, start with a tablespoon or so. Take a deep breath as you watch your child pour glitter everywhere but insid e the bottle. PS: a slightly damp paper towel wipes up fine glitter pretty well. A vacuum works even better. 3. Fill the bottle the rest of the way with warm water. At this step, before filling the bottle all the way, you can leave a little less than an inch of space at the top of the bottle, cap it, and shake it to see if you want to add more glitter, more glue, or just more water. 4. When the bottle is full up to the neck with water, glitter, and glue, cap it. I recommend using a hot glue gun to seal the cap closed. I did this by applying a single ring of glue all around the top threading and then screwing the cap on.	<urn:uuid:49dde7f8-d8e2-4f2b-ba44-4fd19a32bd82>	CC-MAIN-2021-43	https://sealcommunity.org/sites/default/files/resources/WWMonday.pdf	2021-10-19T18:37:23+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00532.warc.gz	674,562,343	761	eng_Latn	eng_Latn	0.995995	eng_Latn	0.998365	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 284, 570, 1009, 1298, 1392, 1775, 3322 ]	[ 2.65625 ]	1	0
Soil Testing How To Collect A Good Soil Sample: * Insert a soil auger or panga 20cm deep into the soil. * Put the soil in a bag. * Turn it several times to dig out a sample. * Repeat the same with 20 other different points in your farm using zigzag method. * Label the bag with your name, phone number, address, location and the crops you want to grow. * Put the soil in a sample bag. * Send the soil sample to SoilCares - 0728 970136 * Follow the instructions on the soil test report. Use can also use Physiolith from Mea Fertilizers during planting to reduce soil acidity. Series 5, Episode 5 Onesmas & Christine, Machakos, KENYA This leaflet contains information on: tomatoes, soil testing, beef cows, using the right chemicals For more information, SMS 'SOIL' to 30606 The Soil Test Report Will Tell You: The pH of your soil - If your soil is acidic: add 1015 bags of agricultural lime per acre, or use a fertiliser with calcium to reduce acidity. The fertility of your soil - Nitrogen, Potassium and Phosphorous and other micro-elements are important for your crop. Use the fertiliser that the report tells you. Don't forget to use agricultural lime one month before planting! Planting Tomatoes Correctly Tomato gets you a lot of money. Use good seeds to get a good crop. Tylka F1 has a high yield, can be harvested for a long time and resists most pests and diseases. Transplant when seedlings are 15-25cm high with 3 to 5 leaves, at 21-28 days. Grow tomatoes in a greenhouse with drip irrigation for a bigger crop. Remember to rotate your greenhouse crops. Transplanting Tomato Seedlings: * Water the plot * Dig planting holes 15cm deep and 60cm apart on each row * Make rows 45cm apart * Add a bottle cap of planting fertiliser to each hole * Mix well with the soil * Put a handful of manure in each hole * Plant one seedling in each hole * Water the seedlings every evening * After planting, drench with 8g of Actara in 20 litres of water for every ½ acre to stop sucking pests, early pests and soil borne pests * Spray 2 weeks after transplanting with Ridomil from Syngenta to stop blight * Topdress with CAN after 21 days to get a big harvest. Tomatoes need a lot of nitrogen * Weed every week * Harvest 75 days after transplanting * You can harvest Tylka F1 for up to 16 pickings. Dig holes 15cm deep and 60cm apart on each row For more information, SMS 'TOMATOES' to 30606 Keeping Cows For Meat To make more money with beef cows: 1. Keep the cowshed clean. 3. Give 5-8 kg of fodder everyday like napier grass. Make silage or hay to feed in the dry season. 2. Give clean water every day. 4. Give 200g/2 glasses of Maclik Beef mineral supplements every day for fast growth. 6. Serve your cow when on heat to get a good beef breed using a good bull or A.I. (Artificial Insemination 5. Give Kupakula Nutrition from Coopers. This is a protein supplement for fast growth of beef cattle. Mix 200g/2 glasses. Mix 200g/2 glasses of Kupakula Nutrition per cow with feeds every day. 7. Dip/spray with Triatix/Grenade from Coopers every 7 days to stop ticks. 8. Deworm your cow using Nefluk, Nilverm or Nilzan every 3 months. Advice for De-Worming: * Measure the cow's weight. For Nilverm, use ½ ml for every 1 kg of cow. * Release the liquid into the cow's mouth. * Insert the drenching gun into the cow's mouth. * Hold the cow's mouth until it swallows all the liquid. Maclik Beef supplement helps good growth Where To Spray Against Ticks: * Under the tail and the tail * Between the hooves * The belly and between the legs * The back legs * The front legs * The back and sides * The chest and neck * The face * The ears * Under the chin Get a weight band from an agro-dealer to measure your cows weight Be careful when drinking or using milk from a cow that has just been wormed - always read the instructions. Buying Real Chemicals Always buy good chemicals. Fake chemicals are not registered and might not work at all. They can poison you, hurt your crops/animals and the environment. Only accredited agro-dealers sell real products. Quality Products Have Labels That: * Are written in both English and Kiswahili. * Have a Pest Control Product (P.C.P.) number like P.C.P.B (CR) 1254. * Are coloured and like other bottles of the same product To Get Real Products: * Buy from well-known agro-dealers, who sell good quality products. * Always get a receipt. If you have a problem with the chemical, it is easy to follow it back. * The container must be sealed and not broken * Ask for a Pest Control Products License before buying chemicals at an agro-dealer. Real products have a P.C.P. number Produced by Mediae firstname.lastname@example.org + 254 020 2073912 email@example.com +254 20 210 6793 firstname.lastname@example.org +254 20 6978 000 For another leaflet or more information, SMS 30606 Watch us on Citizen TV on: Sunday 1.30pm (Kiswahili) Saturday 1.30pm (English) email@example.com +254 739 333 340/+254 702 392 601 +254 020 393 3000 21606 firstname.lastname@example.org +254 734 447 777 email@example.com firstname.lastname@example.org +254 20 4206000 email@example.com +254 20 322 8000 firstname.lastname@example.org email@example.com	<urn:uuid:8a6e191b-2143-4589-85f5-99cad594c8a3>	CC-MAIN-2021-43	https://shambashapeup.com/documents/58/SSU_S05E05.pdf	2021-10-19T19:13:03+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00533.warc.gz	692,394,621	1,392	eng_Latn	eng_Latn	0.944942	eng_Latn	0.987229	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1192, 3843, 5180 ]	[ 3 ]	1	1
Your mother was right! Health tips from mom Do you ever wonder if some of the health advice your mom gave you growing up was actually correct? On this Mother's Day, we credit those moms who really do know a thing or two about child health. 1- Give your child chicken soup when she is sick. There is merit to chicken soup. Children need to drink extra fluids when they are sick. Fevers, coughs, diarrhea, vomiting, and infections all can contribute to dehydration. Chicken soup is a great tasting fluid, has electrolytes (salt), and the vegetables that you cook in it leak all of their vitamins into the soup. Basically this is homemade "smart water" heated up. An added bonus: the chicken gives kids protein they need to fight infection. If your child does not like chicken soup, you can hydrate them with water, apple juice, or milk (yes, kids can drink milk even if they have a cough or a fever). 2-Wear your gloves. Moms do know how to dress kids for cold weather. Gloves are important because fingertips are at risk for frostbite. So are noses, but you can't put gloves on that appendage. 3- Give honey for a cough. We have written about this before- honey beats out placebo and even cough medicine in a few studies of parents' perception of children's sleep when sick with a cough. You can put it into tea, warm or cold milk, or give it straight off a spoon. Just be sure to brush their teeth afterward. And we remind you to NOT give honey to babies younger than one year of age because of concern for infant botulism. 4- Get some Vitamin D. While we advise sunscreen for when your kids play outside, she is right that vitamin D , which comes from sun exposure and certain foods, is important. It not only contributes to bone health, but also modulates the immune system. Just focus on providing vitamin D-containing foods rather than tanning sessions. 5- Turn that music down. High frequency hearing loss is related to exposure to loud noises over time. 6- Take that out of your mouth! "That" might refer to toys or a kids' own fingers. Babies and toddlers, of course, developmentally need to mouth objects as part of exploration, and some soothe their gums while teething as they chomp on their fingers or on large, non-chokable toys. Your job is constant supervision to prevent them from placing small chokable or toxic objects (button batteries) into their mouths. Unfortunately, older kids have been known to put necklace beads, coins, game pieces, and their own fingers in their mouths. Some bite their nails or suck their thumbs. Your mom was right when she told you to "take that out of your mouth" in effort to avoid germ spread and to avoid choking. 7- Your nose is runny because it's cold outside. While kids can't catch a cold virus from cold temperatures, cold temperatures can cause a nose to run. This phenomenon, dubbed vasomotor rhinitis, occurs when the vessels in the nose dilate and cause congestion. 8-Take a nap. Just like a little exercise goes a long way to improving health, a little nap can go a long way to restoring your energy level. Young kids tend to give up naps anywhere from 2 to 5 years old. If they are sleeping well overnight and are not sleepy during the day, they don't need naps anymore. However, sometimes even after they give up nap time, kids fall behind on sleep: from illness, from a later bedtime due to a social event, or homework. A short nap can help them catch up on sleep and thus improve their mood and help their brains retain new knowledge. Just be aware that if you let your child nap for too long or too close to bedtime, they might have difficulty falling asleep that night which can put them in a vicious sleepy cycle. Happy Mother's Day – may you moms get a nice little nap today! Julie Kardos, MD and Naline Lai, MD ©2019 Two Peds in a Pod®	<urn:uuid:a9dbd9c0-327c-469c-8580-83784af4337e>	CC-MAIN-2019-26	https://twopedsinapod.org/tag/mom-health-tips/?print=pdf-search	2019-06-17T22:38:53Z	crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00549.warc.gz	628,670,774	885	eng_Latn	eng_Latn	0.998013	eng_Latn	0.998701	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 741, 2697, 3870 ]	[ 2.859375 ]	2	1
Testing truth John 20.19-31 Where we find Jesus appearing to the disciples after his resurrection. They are all there except Thomas, who arrives after this miraculous event. However, when he is told what happened he refuses to believe until he has seen it himself. A week later, Jesus appears again and invites Thomas to touch his hands and side. Jesus says that Thomas believed once he could physically see, but that those who believe without seeing will be equally blessed. Now read John 20.19-31 see p.2 for text. You will need: paper, pens or paint. Either make a handprint on a piece of A4 paper with paint or draw round one of your hands, and write Thomas' words 'My Lord and my God' next to the print or outline. Put your artwork somewhere you will see it, as a reminder of the truth Thomas discovered – that Jesus is alive. Find a picture of Caravaggio's 'The Incredulity of St Thomas'. Look at the painting and then either discuss with someone or reflect and think about what you can see: the different emotions conveyed by the artist and how you feel about the picture. Spend some time wondering how Thomas felt when Jesus asked him to feel his wounds. https://en.wikipedia.org/wiki/ The_Incredulity_of_Saint_ Thomas_(Caravaggio) A note on the passage Thomas needs to see the evidence for himself. What makes the story really interesting is that Jesus gives Thomas exactly what he needs. He allows him to touch the scars, to feel where the nails pierced his hands. Jesus knew what Thomas needed and he met him in that need. He showed him the truth. Do you empathise with Thomas? We can't see Jesus in the way Thomas did, but does he still meet us where we are? Have you experienced the presence of Jesus in a way which helped you believe? Sometimes it's hard to explain something to someone else. It can take several attempts before they understand the truth of what you're saying. Find a picture of an animal and let one person look at it without showing it to the other person. Then ask them to sit back to back. The player who looked at the image will now carefully describe it without saying what the image is; the other player will draw what is being described. The idea is to see if the person drawing can identify the animal and draw it from the quality of the description. You could also do this over a video call or on the 'phone. What does trusting and believing look like? Both are familiar themes in films. Look through your collection of films or find some on a streaming platform. See if you can find a good example of trusting or believing, in one of the films (Disney™ is often a good place to start, something like Aladdin [PG], or Beauty and the Beast [PG] will work well). Thomas is famous for doubting, but sometimes we also have doubts. Share some of your doubts with someone else and spend time praying about them. As you share, eat some ring doughnuts – if you'd like to – to remind you of the holes in Jesus' hands and the truth of his resurrection. If someone asked, what is your 'evidence' for your faith? Faith 24/7 – Helping you to go with God this week. © ROOTS for Churches Ltd 2021 * www.rootsontheweb.com 1 Testing truth John 20.19-31 Choose a version of the passage to read. The first is the ROOTS version for children, the second is the NRSV text which may be suitable for older children, young people and adults. The return of Jesus from the dead was all the disciples could talk about. Every one of them was so excited about it. Well, not exactly every one of them. Thomas wasn't excited, because Thomas had missed it. 'Unless I see the marks the nails made in his hands, I won't believe he's alive,' Thomas said. Thomas was with the others in the house now. 'I'll only believe if I put my finger in the marks and my hand in his side,' he said. The doors were closed, just as they had been before, but again, Jesus appeared. He said, 'Peace be with you.' Then he spoke to Thomas: 'Look at my A week earlier, Jesus had appeared to ten of the disciples. They were gathered together, hiding because they were afraid they would be killed next. Although they were in a locked room, Jesus appeared and said, 'Peace be with you.' As the disciples rejoiced, Jesus said, 'As God the Father sent me, now I send you.' Then he breathed on them, saying, 'Receive the Holy Spirit. When you forgive people their sins, they are forgiven. When you find people guilty, they are guilty.' Did you know? * Sin is the bad things that people do, that go against what God wants. John 20.19-31 (NRSV) When it was evening on that day, the first day of the week, and the doors of the house where the disciples had met were locked for fear of the Jews, Jesus came and stood among them and said, "Peace be with you." After he said this, he showed them his hands and his side. Then the disciples rejoiced when they saw the Lord. Jesus said to them again, "Peace be with you. As the Father has sent me, so I send you." When he had said this, he breathed on them and said to them, "Receive the Holy Spirit. If you forgive the sins of any, they are forgiven them; if you retain the sins of any, they are retained." But Thomas (who was called the Twin), one of the twelve, was not with them when Jesus came. So the other disciples told him, "We have seen the Lord." But he said to them, "Unless I see the mark of the nails in his hands, and put my finger in the mark of the nails and my hand in his side, I will not believe." Faith 24/7 – Helping you to go with God this week. hands and put your finger in the holes. Put your hand in the wound on my side. Do not doubt, but believe.' Thomas was suddenly as excited as the rest of the disciples. 'My Lord and my God!' he cried. Jesus asked Thomas, 'Have you only believed because you have seen me? God blesses all those who believe even though they haven't seen me.' This is why the story of Jesus was written down; so that people may believe that he is the Messiah, the Son of God. All who believe in Jesus will have life through him. John 20.19-31 * The word Messiah means the 'anointed one', someone chosen by God to save the Jewish people. It's also a title used for Jesus. A week later his disciples were again in the house, and Thomas was with them. Although the doors were shut, Jesus came and stood among them and said, "Peace be with you." Then he said to Thomas, "Put your finger here and see my hands. Reach out your hand and put it in my side. Do not doubt but believe." Thomas answered him, "My Lord and my God!" Jesus said to him, "Have you believed because you have seen me? Blessed are those who have not seen and yet have come to believe." Now Jesus did many other signs in the presence of his disciples, which are not written in this book. But these are written so that you may come to believe that Jesus is the Messiah, the Son of God, and that through believing you may have life in his name. © ROOTS for Churches Ltd 2021 * www.rootsontheweb.com 2	<urn:uuid:bb5f0472-8374-4ecf-a770-2fd4a87f841e>	CC-MAIN-2021-43	https://turtonmoorlandteam.co.uk/wp-content/uploads/2021/04/roots-at-home-11-april.pdf	2021-10-19T19:15:31+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00535.warc.gz	719,024,400	1,609	eng_Latn	eng_Latn	0.999374	eng_Latn	0.99962	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3168, 6969 ]	[ 2.890625 ]	2	4
No. 11 • September 2009 Constructed-Response Test Questions: Why We Use Them; How We Score Them By Samuel A. Livingston Examples Constructed-response questions are a way of measuring complex skills. These are examples of tasks test takers might encounter: * Literature — Writing an essay comparing and contrasting two poems, stories, or plays * Mathematics — Writing a mathematical equation to solve a problem presented in words and diagrams * Biology — Describing how a biological process occurs in a plant and explaining how it enhances the plant's ability to survive or to reproduce * Music — Listening to a melody or a chord progression and writing it correctly in musical notation * History — Writing an essay comparing two instances of a social or political process that occurred at different times in different regions of the world To many people, standardized testing means multiple‑choice testing. However, some tests contain questions that require the test taker to produce the answer, rather than simply choosing it from a list. The required response can be as simple as the writing of a single word or as complex as the design of a laboratory experiment to test a scientific hypothesis. These types of test questions, taken together, are referred to as constructedresponse questions. What kind of information can we get from constructed-response questions that we cannot get from multiple-choice questions? How do we translate the test takers' responses into numerical scores? What are the limitations of constructed-response questions, and how are recent technological developments helping to overcome some of those limitations? Beyond Multiple-Choice The multiple-choice question format has come to dominate large-scale testing, and there are good reasons for its dominance. A test taker can answer a large number of multiple-choice questions in a limited amount of testing time. The large number of questions makes it possible to test a broad range of content and provides a good sample of the test taker's knowledge, reducing the effect of "the luck of the draw" (in the selection of questions) on the test taker's score. The responses can be scored by machine, making the scoring process fast and inexpensive, with no room for differences of opinion. No wonder that large-scale testing organizations have come to depend heavily on multiple-choice questions. Why would anyone ever want to use anything else? One reason is that many skills that schools teach are too complex to be measured effectively with multiple-choice questions. Editor's note: Samuel A. Livingston is a senior psychometrician in the Statistical Analysis and Psychometric Research area of ETS's Research & Development division. "The tasks that constructed-response questions require of the test taker are as varied as the skills to be measured." A multiple-choice test for history students can test their factual knowledge. It can also determine whether they can discriminate between correct and incorrect statements of the relationships between facts — but it cannot determine whether the students can write a well-reasoned essay on a historical question. A multiple-choice test for mathematics students can determine whether they can solve many kinds of problems — but it cannot determine whether they can construct a mathematical proof. A multiple-choice test of writing ability can determine whether the test takers can discriminate between well written and badly written versions of a sentence — but it cannot determine whether they can organize their own thoughts into a logically structured communication in clear and appropriate language. Another reason for using constructed-response questions is that a test taker who can choose the correct answer from a list may not be able to provide the answer without seeing it presented. Is the difference educationally important? Sometimes it is. Students who cannot remember the correct procedure for conducting a science laboratory experiment may recognize the correct next step, or the correct sequence of steps, when they see it. Students who cannot explain the logical flaw in a persuasive message may find it easy to identify the flaw when it is presented as one of four or five possibilities. Students who cannot state the general scientific principle illustrated by a specific process in nature may have no trouble recognizing that principle when they see it stated along with three or four others. Making the multiple-choice questions more difficult by making the wrong answers more like the correct answer does not overcome this limitation. Instead, it can cause some test takers who know the correct answer (without seeing it presented) to miss the question by choosing one of the nearly-correct answers instead. Measuring Complex Skills The tasks that constructed-response questions require of the test taker are as varied as the skills to be measured — a wide variety, even if the skills are limited to academic skills that can be demonstrated with a pencil and paper. (Tasks that require responses that cannot be made in pencil-and-paper format are typically described as "performance assessments" rather than "constructed-response questions.") In literature, the test taker may be asked to write an essay comparing and contrasting two poems, stories, or plays. In mathematics, the test taker may be asked to write a mathematical equation to solve a problem presented in words and diagrams. In biology, the test taker may be asked to describe the way a particular biological process occurs in a type of plant and explain how it enhances the plant's ability to survive or to reproduce. "The additional capabilities of constructed-response test questions come at a price." In music, the test taker may be asked to listen to a melody or a chord progression and write it correctly in musical notation. In history, the test taker may be asked to write an essay comparing two instances of a social or political process that occurred at different times in different regions of the world. The additional capabilities of constructed-response test questions for measuring complex skills come at a price. These kinds of constructed-response questions take longer to answer than multiplechoice questions, so that a test taker cannot answer as many of them in a given amount of time. Consequently, an individual test taker's performance will tend to vary more from one set of questions to another. The responses tend to be time-consuming to score, increasing the cost of testing and the time required to compute and report the scores. The scoring process often requires judgment, so that different scorers can possibly award different scores to the same response. Multiple-Choice as a Substitute for Constructed-Response Some people in the field of educational testing have claimed that multiple-choice and constructed-response questions provide essentially the same information. Therefore, they argue, multiple-choice questions can be used as a substitute for constructedresponse questions (Lukhele, Thissen, & Wainer, 1994). These claims are based on research studies showing a high level of agreement between scores on multiple-choice and constructed-response questions (e.g., Godschalk, Swineford, & Coffman, 1966). However, those research studies generally have compared the multiple-choice and constructed-response scores of a single group of test takers who were tested once with both types of questions. The high level of overall agreement can mask important differences between groups of test takers. For example, research studies have shown that male/female differences on constructed-response questions often do not parallel the male/female differences on multiple-choice questions in the same subject (Mazzeo, Schmitt, & Bleistein, 1992; Breland, Danos, Kahn, Kubota, & Bonner, 1994; Livingston & Rupp, 2004). Typically, when women and men perform equally well on the multiple-choice questions, the women outperform the men on the constructed-response questions. When women and men perform equally well on the constructed-response questions, the men outperform the women on the multiple-choice questions. These differences occur even though the multiple-choice scores and the constructed-response scores tend to agree strongly within each group. A high level of agreement between two measures does not mean that the two measures will change in the same way over time. In a group of school children, Scoring Guides Both main approaches to scoring constructedresponse items — analytic scoring and holistic scoring — use sets of guidelines called rubrics. Analytic scoring rubrics: * List specific features of the response * Tell the scorer how many points to award (or subtract) for each specific feature * Tend to produce scoring that is highly consistent from one scorer to another Holistic scoring rubrics: * Contain statements describing the characteristics of a typical response at each score level * Require the scorer to assign a single numerical score to the whole response * Are used in conjunction with exemplars — actual responses selected as examples for each possible score * Can be used when it is not possible to describe the quality of a response in terms of specific features that are either present or absent height and physical strength tend to agree strongly; the tallest students tend to be the strongest. However, a three-month intensive physical training program will increase the students' strength without causing any change in their height. Measuring the students' height before and after the training program will not show the increase in their strength. Similarly, in academic subjects, there is usually a strong tendency for the students who are stronger in the skills measured by multiple-choice questions to be stronger in the skills measured by constructed-response questions. But if all the students improve in the skills tested by the constructed-response questions, their performance on the multiple-choice questions may not reflect that improvement. This limitation of multiple-choice test questions has educational consequences. When multiple-choice tests are used as the basis for important decisions about the effectiveness of schools, teachers have a strong incentive to emphasize the skills and knowledge tested by the questions on those tests. With a limited amount of class time available, they have to give a lower priority to the kinds of skills that would be tested by constructed-response questions. Scoring the Responses There are two basic approaches to the scoring of constructed-response test questions. These approaches are called analytic scoring and holistic scoring. In both cases, the scoring is based on a set of guidelines called a rubric. The rubric tells the scorer what features of the response to focus on and how to decide how many points to award to the response. An analytic scoring rubric lists specific features of the response and specifies the number of points to award for each feature. On a question in applied mathematics, the scorer may award one point for identifying the relevant variables, one point for writing an equation that will solve the problem, and one point for solving the equation correctly. On a science question, the scorer may award two points for providing a correct explanation of a phenomenon, one point for correctly stating the general principle that it illustrates, and one point for providing another valid example of that principle in action. The process of holistic scoring is very different. The scorer reads the response and makes a single judgment of the quality of the response by assigning a numerical score. A holistic scoring rubric usually contains statements describing the characteristics of a typical response at each score level. However, to define the score levels in practical terms that the scorers can apply requires exemplars — actual responses written by test takers, selected as examples of a 5-point response, a 4-point response, etc. The exemplars also include borderline cases — for example, a response that just barely qualifies for a score of 5 or a response that narrowly misses earning a score of 5. "One of the greatest problems in constructedresponse testing is the time and expense involved in scoring. The process often includes elaborate systems for monitoring the consistency and accuracy of the scores." Analytic scoring tends to be more consistent from one scorer to another than holistic scoring; the same response, scored by two different scorers, is more likely to receive the same score from both scorers. Analytic scoring works well when: * the question designer can explicitly specify the features of the response for which test takers should receive points (or, in some cases, lose points), and * the important features of the response can be evaluated separately; the quality of the response does not depend on interactions among those features. In a purely analytic scoring system, the scoring criteria can be expressed as a set of yes-or-no questions. (Did the student correctly identify the scientific principle? Did the student provide another valid example?) Some analytic scoring systems bend slightly in a holistic direction, allowing the scorer to award partial credit for some features of the response — for example, 2 points for a fully correct explanation; 1 point for a partly correct explanation. On some kinds of constructed-response questions (e.g., questions intended to test writing ability), it is not possible to describe the quality of a response in terms of specific features that are either present or absent. Responses to these questions are scored holistically. Automated Scoring One of the greatest problems in constructed-response testing is the time and expense involved in scoring. The scoring process requires substantial amounts of time from highly trained scorers and often includes elaborate systems for monitoring the consistency and accuracy of the scores. In recent years, researchers have made a great deal of progress in using computers to score the responses. Automated scoring offers the possibility of greatly decreasing the time and cost of the scoring process, making it practical to use constructedresponse questions in testing situations where human scoring would be impractical or prohibitively expensive. Four scoring engines — computer programs for automated scoring — have been developed at ETS in the past few years. They are called: * e-rater ® (for "essay rater"), * c-rater™ (for "content rater"), * m‑rater (for "math rater"), and * SpeechRater SM . Automated Scoring Engines Automated scoring offers the possibility of decreasing the time and cost of scoring constructed-response questions. ETS has developed four scoring engines: * The e-rater ® engine, which scores the quality of writing in essays by predicting the score that a human scorer would assign * The c-rater™ engine, which scores the content of written responses by scanning for statements that have been specified as correct answers or for other statements having the same meaning * The m-rater engine, which scores the correctness of algebraic expressions, lines or curves on a graph, or geometric figures created by the test taker * The SpeechRater SM engine, which scores the responses to a variety of speaking tasks that indicate the test taker's ability to communicate effectively in English The first of these to be developed was the e-rater scoring engine (Attali & Burstein, 2005). Its task is to assign to each test taker's essay a score that indicates the quality of the writing — the same score that an expert human scorer would assign. The e-rater engine cannot actually read and understand the essay. What it can do is to record the linguistic features of the writing in the essay and use them to predict the score that an expert human scorer would assign. To prepare the e-rater engine for this task, the operators feed it a sample of essays representing a wide range of quality, along with the scores assigned to those essays by expert human scorers. The e-rater engine succeeds remarkably well at its task, producing scores that agree with the scores assigned by human scorers as closely as the scores assigned by different human scorers agree with each other. The c-rater engine takes a very different approach (Leacock & Chodorow, 2003). Its task is to evaluate the content of the response, not the quality of the writing. The c-rater engine is designed for use with analytically scored short-answer questions. To score the responses to a particular question with the c-rater engine, it is necessary to enter into the computer the statements for which points will be awarded (or subtracted). The c-rater engine then scans the response for those statements — or for alternative statements having the same meaning. When it finds them, it awards the appropriate number of points. The m-rater engine is a scoring engine for responses that consist of an algebraic expression (e.g., a formula), a plotted line or curve on a graph, or a geometric figure. To score an algebraic expression, the m‑rater engine determines whether the formula written by the test taker is algebraically equivalent to the correct answer. The m-rater engine scores a straight-line graph by transforming the line into an algebraic expression; it scores a curved-line graph by testing the curve for correctness at several points. SpeechRater, the newest of ETS's scoring engines, is still under development. The SpeechRater engine is intended for scoring the responses to a variety of speaking tasks that indicate the test taker's ability to communicate effectively in English (Zechner & Xi, 2008). Like the e-rater engine, it records linguistic features of the test taker's response and uses them to predict the scores that would be assigned by expert human scorers. And like the e-rater engine, it produces scores that tend to agree with the scores assigned by expert human scorers (though not as closely as the scores produced by the e-rater engine). Summary Multiple-choice test questions have many practical advantages, but they cannot measure certain educationally important skills and types of knowledge. Some skills are too complex to be measured effectively with multiple-choice questions. Other skills and types of knowledge cannot be measured if the test taker is shown a list that includes the correct answer. Constructed-response test questions can measure many of these skills. However, constructed-response questions generally take longer to administer than multiplechoice questions. They are also much more expensive to score, and the scoring process often leaves room for differences of opinion. When scores on multiple-choice and constructed-response questions agree closely, the multiple-choice questions may be an adequate substitute for the constructedresponse questions. However, the relationship between the multiple-choice and constructed-response scores can be different in two groups of test takers, such as men and women. Also, an improvement in the skills measured by the constructed-response questions may not be reflected in the scores on the multiple-choice questions. The responses to constructed-response questions can be scored either analytically or holistically. Analytic scoring tends to produce scores that are more consistent from one scorer to another, but some kinds of constructed-response questions require holistic scoring. A recent development in constructed-response testing is automated scoring — the scoring of the responses by computer. Automated scoring has the potential to make constructed-response test questions practical for use in situations where scoring by human scorers is not a practical possibility. References Attali, Y., & Burstein, J. (2006). Automated essay scoring with e-rater ® V.2. Journal of Technology, Learning, and Assessment, 4(3). Available from http://escholarship. bc.edu/jtla/ Breland, H. M., Danos, D. O., Kahn, H. D., Kubota, M. Y., & Bonner, M. W. (1994). Performance versus objective testing and gender: An exploratory study of an Advanced Placement history examination. Journal of Educational Measurement, 31, 275–293. Godschalk, F. I., Swineford, F., & Coffman, W. E. (1966). The measurement of writing ability. New York: College Entrance Examination Board. Leacock, C., & Chodorow, M. (2003). C-rater: Scoring of short-answer questions. Computers and the Humanities, 37, 389–405. Livingston, S. A., & Rupp, S. L. (2004). Performance of men and women on multiplechoice and constructed-response tests for beginning teachers (ETS Research Report No. RR-04-48). Princeton, NJ: Educational Testing Service. R&D Connections is published by ETS Research & Development Educational Testing Service Rosedale Road, 19-T Princeton, NJ 08541-0001 e-mail: firstname.lastname@example.org Editor: Jeff Johnson Visit ETS Research & Development on the Web at www.ets.org/research Copyright © 2010 by Educational Testing Service. All rights reserved. ETS, the ETS logo, LISTENING. LEARNING. LEADING. and E-RATER are registered trademarks of Educational Testing Service (ETS) in the United States and other countries. C-RATER and SPEECHRATER are trademarks of ETS. 13760 Lukhele, R., Thissen, D., & Wainer, H. (1994). On the relative value of multiple-choice, constructed-response, and examinee-selected items on two achievement tests. Journal of Educational Measurement, 31, 234–250. Mazzeo, J., Schmitt, A., & Bleistein, C. A. (1992). Sex-related performance differences on constructed-response and multiple-choice sections of Advanced Placement examinations (College Board Research Rep. No. 92-7; ETS Research Report No. RR93-05). New York: College Entrance Examination Board. Zechner, K., & Xi, X. (2008). Towards automatic scoring of a test of spoken language with heterogeneous task types. In Proceedings of the Third Workshop on Innovative Use of NLP for Building Educational Applications (pp. 98 –106). 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What to do about Flu? Dr. Dave Fairbanks What is flu? Is it an infection? Is it a bacteria or a virus? Does it cause pneumonia or is it a stomach and diarrheal illness? It can be all of these things, that's why it's confusing. Here's why: Hemophilus Influenza B – nicknamed h.flu, is a bacteria responsible for many childhood illnesses like ear infections, respiratory infections and meningitis, which can be fatal. Because of these fatal illnesses we now immunize all children against h.flu with the HIB vaccination. Gastroenteritis – nicknamed stomach flu, is an intestinal virus which causes low grade fever, nausea, vomiting, and diarrhea for 12 to 96 hours. Influenza – nicknamed flu, is a respiratory virus responsible for causing a high fever, cough, muscle aches, headache and fatigue. Influenza has historically been responsible for epidemic illness and fatalities each year. Is it a cold or the flu? I'm healthy, why should I worry? Influenza and its most common complication, pneumonia, rank in the top 6 causes of death in the United States. Influenza causes 20,000 to 40,000 deaths and 4 times as many hospitalizations each year. If you are over 65 your risk of serious illness resulting from the flu increases to over 60%. Over 50 million workdays are missed each year because of pneumonia and influenza at a cost of over $1 billion dollars. Last year in Wyoming nearly 100 people died from influenza and one has already died in October. In 1919 influenza caused a death in almost every family in the US and literally wiped out whole towns. Once exposed to the virus your body should develop a resistance to the illness. However, over time mutations (or genetic variations) in the virus can disguise the virus from the body's immune system and the new virus can then attack those previous infected. Large changes, called antigenic shift, account for major epidemics Asian Flu in 1957, Hong Kong Flu in 1968, Russian Flu in 1977. How Is Influenza Treated? Vaccination is the best way of preventing illness, complications and death due to influenza -- but it is not 100%. Flu shots work best when the vaccine and the current strain are closely matched. But it can be hard to predict what the next flu will look like. Fortunately, Australia and Brazil have their flu season in our summer and we can see if the new strain is significantly different from the current vaccine. That is why new flu vaccines come out every year. Australia's World Health Organization's Director states this year's vaccine has been very effective. Why should I my flu shot now? Since the immunization requires 4-6 weeks to stimulate your immune system to peak resistance, it is best to get it now, before the peak of the flu season in January. Who should get the Flu Shot? Anyone can get the flu shot. But, if you are in any of the following groups or live in a household with someone who is, CDC recommends that you get the flu vaccine. You are 50 years of age or older You have chronic diseases of your heart, lungs, or kidneys You have diabetes Your immune system does not function properly You have a severe form of anemia You will be more than 3 months pregnant during the flu season You live in a nursing home or other chronic-care housing facility You are in close contact with children 0 to 23 months of age Why won't my doctor treat me with antibiotics? Since a virus causes the flu, antibiotics, which are used to fight bacteria, don't work. An anti-viral such as Tamiflu, can help reduce symptoms, but it has to be treated early. What can I do? In addition to medical treatments for the flu, there are some measures you can take to stop the spread and recover more quickly: - Stay home – don't infect your co-workers - Drink plenty of liquids - Stay in bed – rest helps the body to regenerate more quickly - Ibuprofen to control fevers and muscle aches Preventing the Flu Even though you feel the flu over your entire body, the virus that causes the flu lives primarily in the lungs. Influenza spreads easily from person to person. When an infected person sneezes and coughs, someone else may breathe in the airborne droplets of fluids containing the flu virus. Flu viruses also can enter the body through the membranes of the eyes, nose, and mouth. Here are some tips for reducing your chance of getting the Flu: * Wash your hands frequently * Carefully clean dishes, utensils, and glasses immediately after use * Avoid contact with individuals who have flu-like symptoms Because the flu can lead to complications, it is very important that you talk to your healthcare professional if you believe you have symptoms of the flu. Additional tips may be found on the web at CDC https://www.cdc.gov/flu/keyfacts.htm NIH https://www.niaid.nih.gov/search/niaidsite/flu David W. Fairbanks, M.D. is the County Health Officer for Big Horn County. He is a physician at the Sheridan VA Medical Center. He is Board Certified in Family Medicine, and a fellow of the American Academy of Family Physicians. He serves as the Governor's appointee – Medical Commissioner to the State Emergency Response Commission, Wyoming Department of Homeland Security.	<urn:uuid:d1b13ab5-d799-4add-9484-022adfc6f319>	CC-MAIN-2019-26	https://www.bighorncountywy.gov/images/downloads/public-health/WhattodoaboutfluBigHorn.pdf	2019-06-17T23:10:45Z	crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00552.warc.gz	702,300,522	1,173	eng_Latn	eng_Latn	0.997797	eng_Latn	0.998804	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 919, 2559, 4293, 5187 ]	[ 2.953125 ]	1	2
A typical day at middle school ② Punctuality is expected at schools in Japan. Check with your child's school and write in the usual time for ※ each activity. Students arrive punctually at school wearing their school's uniform Travel to and from school is on foot. (see p. 20). If your child must be absent or late, or must leave school ※ early, please inform the school. (see p. 30) Depending on the school, students who live far from school ※ may be allowed to use a bicycle. Students who commute by bicycle are expected to wear a helmet and ride safely. Morning Meeting: daily announcements and messages from supervising teachers. Students take turns chairing the meeting. Several times a month morning assemblies 1 period is 50 minutes, and and meetings of various student bodies are held. 1 day consists of 5-6 periods, with 4 periods in the morning. Morning Greetings： Lunch There is a ten-minute break between classes.This is to get ready for the next class and to move to special classrooms (such as those for science, cooking, and computers). Students may also use the toilet at this time. Schools in Aoi and Suruga Wards and part of Shimizu Ward serve lunch to all students, and those in most of Shimizu Ward serve lunch only to those who need it. ※ （） Lunch fee: around 4500 yen month： Schools that serve lunch have a lunch The lunch system varies by duty rotation in which students wear school and area. Please check a mask and white robe to carry and with your child's school. distribute lunch trays.On Fridays, students bring their lunch duty clothes home to be washed and brought back on Monday. Cleaning Varies from school to school. ※ White smock and mask Box lunches from home are occasionally required.See p. 32. ： Afternoon classes begin. Afternoon Meeting： ※ Only on days with 5 class periods. The day's studies, materials, and homework are confirmed and noted in students' daily journals. Supervising teachers make announcements. ： ※On days with 6 periods, club activities begin at: After school students participate in club activities. Students may also choose not to join a club. After-school assemblies, student body meetings and committee activities are held several times a month. Club activities end at different times depending on the time of year. Check with your child's school for details. Examples of Clubs These vary from school to school. 【】※ 〔〕 Sports Clubs (boys) Soccer (boys) Baseball Basketball (boys and girls separate Tennis ）） (boys and girls separate Track and Field Swimming Softball (girls) 〔〕 Examples of cultural clubs Band Art Computers Natural Science ） Volleyball (boys and girls separate ） Table Tennis (boys and girls separate Judo Kendo (Japanese fencing) The purpose of club activities is not only to win at competitions, but also for club members to extend their skills and learn how to work with people of different ages. No club activities are held on Monday and, for some schools, Thursday.	<urn:uuid:bdac14a9-2891-411c-96ae-c883369dbebf>	CC-MAIN-2019-26	https://gakkyo.shizuoka.ednet.jp/siryo/english/english11.pdf	2019-06-17T23:07:57Z	crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00553.warc.gz	443,640,211	664	eng_Latn	eng_Latn	0.998071	eng_Latn	0.998926	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1778, 3010 ]	[ 2.390625 ]	2	0
PPAT ® Assessment Library of Examples – English Language Arts Task 2, Step 1, Textbox 2.1.1: Selecting a Single Assessment Below are two examples of written responses to Textbox 2.1.1 as excerpted from the portfolios of two different candidates. The candidate responses were not corrected or changed from what was submitted. One response was scored at the Met/Exceeded Standards Level and the other response was scored at the Does Not Meet/Partially Met Standards Level. This information is being provided for illustrative purposes only. These excerpts are not templates for you to use to guarantee a successful score. Rather, they are examples that you can use for comparison purposes to see the kinds of evidence that you may need to add to your own work. The work you submit as part of your response to each task must be yours and yours alone. Your written commentaries, the student work and other artifacts you submit, and your video recordings must all feature teaching that you did and work that you supervised. Guiding Prompt for Task 2, Textbox 2.1.1 a. Provide an in-depth description of the assessment. Provide a rationale for choosing or designing the assessment based on its alignment with the standards and learning goal(s) that meet the students' needs. b. What data did you use to establish a baseline for student growth related to this lesson's learning goal(s)? c. Describe the rubric or scoring guide you have selected or designed. How does it align to your learning goal(s)? How will you communicate its use to your students? d. What evidence of student learning do you plan to collect from the assessment? How will you collect the data? Provide a rationale for your data-collection process. Example 1: Met/Exceeded Standards Level a. The assessment consists of 4 short-answer questions, one that addresses each objective about a piece of public art: Who is the intended audience?; What is the purpose of this piece?; What message is it trying to send?; and What connections do you see to the 2016 presidential election? Two of the questions are free answer and two of them have a menu of options from which the students must select at least one answer; each one requires that the student identify at least one answer from the menu of options for each and then asks that the student explain or justify each answer. At the top of the assessment reads the essential question for the mini unit--In what ways does art illuminate and respond to our societal concerns?--which is a part of an Elections Seminar. The learning goals for this assessment are aligned with two sets of standards: the National Council of Teachers of English and International Reading Association Standards for the English Language Arts. They read "Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities" (Standard 11), and "Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information) (Standard 12). The learning goals read: Students will be able to identify and analyze the purpose(s), sociallyconcerned art works; identify and analyze the audience(s) of socially-concerned art works; identify and analyze the message(s) of socially-concerned art works; and connect the purpose and/or message of the murals to a contemporary issue of the 2016 presidential election. I designed this assessment as short answer because it requires students to interpret visual language (murals) and use written or oral language to reflectively and creatively express the ways in which art illuminates and responds to societal concerns. Additionally, because we do standards- and skill-based grading (with the grading levels of novice, certified, and artisan), I disaggregated each skill to align with one question, which then aligns with one learning goal. I distributed a pre-assessment to establish a baseline for student growth related to the learning goals. Before distributing it, I explained to the class the purpose of the pre-assessment: that it isn't a quiz or a test for which they will receive a grade but that it will determine where the class and each individual student is in relation to our learning goals so that I can measure growth over the lessons and inform or adjust my teaching practice as we go into the lessons. Each short answer question on the pre-assessment aligns with a skill identified in the learning goals--identify and analyze (1) audience, (2) purpose, (3) and message of sociallyconcerned art, and (4) connect the purpose and/or message to an aspect of the 2016 presidential election. b. To establish a baseline for student growth, the pre-assessment allows me to see where each student initially stood in relation to each individual learning goal and gives me a point with which to compare the post-assessment and determine mastery of each student as well as the class overall. From the pre-assessment, I determined that for Objective One, 1 student was artisan/exceeding, 11 students were certified/meeting, and 17 were novice/approaching; for Objective Two, 2 students were artisan/exceeding, 7 were certified/meeting, and 20 were novice/approaching; for Objective Three, 0 students were artisan/exceeding, 8 were certified/meeting, and 21 were novice/approaching; and for Objective Four, 1 student was artisan/exceeding, 6 were certified/meeting, and 22 were novice/approaching. c. The rubric aligns with the learning goals directly, as it assesses students on their ability to "Identify and analyze the purpose(s), audience(s), and message(s) of different local murals" and "connect the purpose and/or message of the murals to a contemporary issue of the 2016 presidential election." The rubric uses the rating terms Novice, Certified, and Artisan to denote whether they are approaching, meeting, or exceeding the objectives, respectively, and each skill is disaggregated. That way, I can assess each student on whether or not they have mastered each of the four criteria, the learning goals. Each box contains criteria to achieve a certain rating for a skill as either novice, certified, or artisan. Our school uses mastery grading and standards-based assessment to assess students, using the terms Novice, Certified, and Artisan. My students are already familiar with this skill-based grading and we use the terms Novice, Certified, and Artisan to assess other skills using similarly skill-disaggregated rubrics. To communicate this rubric to the students, they will each receive a copy of it on Google Classroom® and be given time to read it and use the comments section of the document to post clarifying questions. d. I will collect evidence of student learning by scoring each response separately as either artisan, certified, or novice and comparing it to the baseline data provided by the preassessment. I will do an item-analysis and compare the data on the basis of each individual learning goal. I will collect data using a table similar to the rubric that records the number of students assessed as artisan, certified, or novice under each learning goal. I will also create a table comparing students who have met the learning goal to students who did not meet the learning goal for each of the four objectives (Note: According to my rubric and the standards-based scoring system of novice, certified, and artisan, both the scores of artisan and certified signify the student has met the objective while novice signifies that the student has not yet met the objective). This allows me to more simply analyze the number of students who met the objective versus those who didn't without artisan--exceeded expectations--being a separate category. I am using this datacollection process because it is easiest for me to compare the two sets of data (preassessment and post-assessment) overall and on an item-by-item basis. I felt that doing an item-analysis was more useful for me to see which individual objectives the students were meeting/not meeting than having an aggregated score of novice, certified, and artisan that would muddle which objectives were actually met. Refer to the Task 2 Rubric for Textbox 2.1.1 and ask yourself: In the candidate's description of selecting the assessment, where is there evidence of the following? * The standards, learning goals, and student needs * The baseline date used * The rubric or scoring guide and its alignment to the standards and learning goals * Communication of the rubric to the students * How the student learning will be collected * The rationale for the data collection process Why is the candidate's response detailed and tightly connected? Example 2: Did Not Meet/Partially Met Standards Level a. My assessment is an eight question multiple choice quiz over literary devices and plot. Since this is the start of the year knowing their previous knowledge is essential for this. That is why some of the question on this assessment is material they should have learned in the previous years. Also this is one of the best ways to test is students actually understand literary devices and plot. These are all questions that come straight from the standards. The learning goal is by the end of the unit students should be able to score five out of eight on this assessment. b. I used a pretest to see how the students scored. Surprisingly most of my students did very well on the pretest which showed me we can go a lot deeper, especially with plot. It also showed me, that my post test may not tell everything and that seeing their actual work throughout this unit would be more important than this diagnostic test. c. My scoring guide was just the answer key to the assessment. It aligns to my learning goals because they are to have the students answer five out of eight correctly. We will not only go over the answer in class but we will discuss why the answer is correct and that is a very effective way to communicate this with my students. d. Since this is a multiple choice test I wanted to see if students knew the terms. This data will translate into me seeing what we need to go over in class and what they already know. The follow up assessment will really help me out because I will see if the students actually learned the terms. We will also go over the test the first time so I will see if students understand the content or not. This is the reason for collecting data this way to help me out and the students. Refer to the Task 2 Rubric for Textbox 2.1.1 and ask yourself: In the candidate's description of selecting the assessment, where is there evidence of the following? * The standards, learning goals, and student needs * The baseline date used * The rubric or scoring guide and its alignment to the standards and learning goals * Communication of the rubric to the students * How the student learning will be collected * The rationale for the data collection process Why is the candidate's response partial? Suggestions for Using These Examples After writing your own rough draft response to the guiding prompts, ask the question, "Which parts of these examples are closest to what I have written?" Then read the 4 levels of the matching rubric (labeled with the textbox number) and decide which best matches your response. Use this information as you revise your own written commentary. Lastly, using your work and/or these examples as reference, consider what you believe would be appropriate artifacts for this textbox. Copyright © 2018 by Educational Testing Service. All rights reserved. ETS, the ETS logo and PPAT are registered trademarks of Educational Testing Service (ETS) in the United States and other countries.	<urn:uuid:60fad62d-6971-48b3-81e6-f0422f4621e7>	CC-MAIN-2019-26	https://www.ets.org/s/ppa/pdf/ppat-loe-211-eng-lang-arts.pdf	2019-06-17T23:13:14Z	crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00551.warc.gz	752,377,445	2,387	eng_Latn	eng_Latn	0.997353	eng_Latn	0.998004	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2905, 6885, 9999, 11711 ]	[ 3.03125 ]	1	2
Reading Practice Test 5 READING PASSAGE 1 You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below. The Pearl A The pearl has always had a special status in the rich and powerful all through the history. For instance, women from ancient Rome went to bed with pearls on them, so that they could remind themselves how wealthy they were after waking up. Pearls used to have more commercial value than diamonds until jewellers learnt to cut gems. In the eastern countries like Persia, ground pearl powders could be used as a medicine to cure anything including heart diseases and epilepsy. B Pearls can generally be divided into three categories: natural, cultured and imitation. When an irritant (such as a grain of sand) gets. inside a certain type of oyster, mussel, or clam, the mollusc will secrete a fluid as a means of defence to coat the irritant. Gradually, layers are accumulated around the irritant until a lustrous natural pearl is formed. C A cultured pearl undergoes the same process. There is only one difference between cultured pearls and natural ones: in cultured pearls, the irritant is a head called 'mother of pearl' and is placed in the oyster through surgical implantation. This results in much larger cores in cultivated pearls than those in natural pearls. As long as there are enough layers of nacre (the secreted fluid covering the irritant) to create a gorgeous, gem-quality pearl; the size of the nucleus wouldn't make a difference to beauty or durability. D Pearls can come from both salt and freshwater sources. Typically, pearls from salt water usually have high quality, although several freshwater pearls are considered high in quality, too. In addition, freshwater pearls often have irregular shapes, with a puffed rice appearance. Nevertheless, it is the individual merits that determine the pearl's value more than the sources of pearls. Saltwater pearl oysters are usually cultivated in protected lagoons or volcanic atolls, while most freshwater cultured pearls sold today come from China. There are a number of options for producing cultured pearls: use fresh water or sea water shells, transplant the graft into the mantle or into the gonad, add a spherical bead or do it nonbeaded. E No matter which method is used to get pearls, the process usually takes several years. Mussels must reach a mature age, which may take up almost three years, and then be transplanted an irritant. When the irritant is put in place, it takes approximately another three years for a pearl to reach its full size. Sometimes, the irritant may be rejected. As a result, the pearl may be seriously deformed, or the oyster may directly die from such numerous complications as diseases. At the end of a 5- to 10-year circle, only half of the oysters may have made it through. Among the pearls that are actually produced in the end, only about 5% of them will be high-quality enough for the jewellery makers. F Imitation pearls are of another different story. The Island of Mallorca in Spain is renowned for its imitation pearl industry. In most cases, a bead is dipped into a solution made from fish scales. But this coating is quite thin and often wears off. One way to distinguish the imitation pearls is to have a bite on it. Fake pearls glide through your teeth, while the layers of nacre on the real pearls feel gritty. G Several factors are taken into account to evaluate a pearl: size, shape, Colour, the quality of surface and lustre. Generally, the three types of pearls come in such order (with the value decreasing): natural pearls, cultured pearls and imitation pearls (which basically arc worthless). For jewellers, one way to tell whether a pearl is natural or cultured is to send it to a gem lab and perform an X-ray on it. High-quality natural pearls are extremely rare. Japan's Akoya pearls are one of the glossiest pearls out there, while the' south sea water of Australia is a cradle to bigger pearls. H Historically, the pearls with the highest quality around the globe are found in the Persian Gulf, particularly around Bahrain. These pearls have to be hand-harvested by divers with no advanced equipment. Unfortunately, when the large reserve of oil was discovered in the early 1930s, Persian Gulf's natural pearl industry came to a sudden end because the contaminated water destroyed the once pristine pearls. In the present days, India probably has the largest stock of natural pearls. However, it is quite an irony that a large part of India's slock of natural pearls are originally from Bahrain. Questions 1-4 Reading Passage 1 has eight paragraphs, A-H. Which paragraph contains the following information? Write the correct letter, A-H, in boxes 1-4 on your answer sheet. 1 ancient stories around pearls and its customers 2 difficulties in cultivating process 3 factors which decide the value of natural pearls 4 a growth mechanism that distinguishes cultured pearls from natural ones Questions 5-10 Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 5-10 on your answer sheet. In history, pearls have had great importance within the men of wealth and power, which were treated as gems for women in 5 . Also, pearls were even used as a medicine for people in 6 . There are essentially three types of pearls: natural, cultured and imitation. Most freshwater cultured pearls sold today come from China while 7 Island is famous for its imitation pearl industry. Goodquality natural pearls are exceedingly unusual. 8 often manufactures some of the glitteriest pearls while 9 produces larger size ones due to the favourable environment along the coastline. In the past, 10 in Persian Gulf produced the world's best pearls. Nowadays, the major remaining suppliers of natural pearls belong to India. Questions 11-13 Do the following statements agree with the information given in Reading Passage 1? In boxes 11-13 on your answer sheet, write than those in Australia. READING PASSAGE 2 You should spend about 20 minutes on Questions 14-27, which are based on Reading Passage 2 below. The start of the automobile's history went all the way back to 1769 when automobiles running on the steam engine were invented as carriers for human transport. In 1806, the first batch of cars powered by an internal combustion engine came into being, which pioneered the introduction of the widespread modem petrol-fueled internal combustion engine in 1885. It is generally acknowledged that the first practical automobiles equipped with petrol/gasoline-powered internal combustion engines were invented almost at the same time by different German inventors who were Working on their own. Karl Benz first built the automobile in 1885 in Mannheim. Benz attained a patent for his invention on 29 January 1886, and in 1888, he started to produce automobiles in a company that later became the renowned Mercedes-Benz. As this century began, the automobile industry marched into the transportation market for the wealth. Drivers at that time were an adventurous bunch; they would go out regardless of the weather condition even if they weren't even protected by an enclosed page 4 Access https://ieltsonlinetests.com for more practices body or a convertible top. Everybody in the community knew who owned what car, and cars immediately became a symbol of identity and status. Later, cars became more popular among the public since it allowed people to travel whenever and wherever they wanted. Thus, the price of automobiles in Europe and North America kept dropping, and more people from the middle class could afford them. This was especially attributed to Henry Ford who did two crucial things. First, he set the price as reasonable as possible for his cars; second, he paid his employees enough salaries so that they could afford the cars made by their very own hands. The trend of interchangeable parts and mass production in an assembly line style had been led by America, and from 1914, this concept was significantly reinforced by Henry Ford. This large-scale, production-line manufacture of affordable automobiles was debuted. A Ford car would come off all assembled from the line every 15 minutes, an interval shorter than any of the former methods. Not only did it raise productivity, but also cut down on the requirement for manpower. Ford significantly lowered the chance of injury by carrying out complicated safety procedures in production—particularly assigning workers to specific locations rather than giving them the freedom to wander around. This mixture of high wages and high efficiency was known as Fordism, which provided a valuable lesson for most major industries. The first Jeep automobile that came out as the prototype Bantam BRC was the primary light 4-wheel-drive automobile of the U.S. Army and Allies, and during World War II and the postwar period, its sale skyrocketed. Since then, plenty of Jeep derivatives with similar military and civilian functions have been created and kept upgraded in terms of overall performance in other nations. Through all the 1950s, engine power and automobile rates grew higher, designs evolved into a more integrated and artful form, and cars were spreading globally. In the 1960s, the landscape changed as Detroit was confronted with foreign competition. The European manufacturers, used the latest technology, and Japan came into the picture as a dedicated car-making country. General Motors, Chrysler, and Ford dabbled with radical tiny cars such as the GM A-bodies with little success. As joint ventures such as the British Motor Corporation unified the market, captive imports and badge imports swept all over the US and the UK. BMC first launched a revolutionary space-friendly Mini in 1959, which turned out to harvest large global sales. Previously remaining under the Austin and Morris names, Mini later became an individual marque in 1969. The trend of corporate consolidation landed in Italy when niche makers such as Maserati, Ferrari, and Lancia were bought by larger enterprises. By the end of the 20th century, there had been a sharp fall in the number of automobile marques. In the US, car performance dominated marketing, justified by the typical cases of pony cars and muscle cars. However, in the 1970s, everything changed as the American automobile industry suffered from the 1973 oil crisis, competition with Japanese and European imports, automobile emission-control regulations* and moribund innovation. The irony in all this was that full-size sedans such as Cadillac and Lincoln scored a huge comeback between the years of economic crisis. In terms of technology, the most mentionable developments that postwar era had seen were the widespread use of independent suspensions, broader application of fuel injection, and a growing emphasis on safety in automobile design. Mazda achieved many triumphs with its engine firstly installed in the fore-wheel, though it gained itself a reputation as a gas-guzzler. The modem era also has witnessed a sharp elevation of fuel power in the modem engine management system with the. help of the computer. Nowadays, most automobiles in use are powered by an internal combustion engine, fueled by gasoline or diesel. Toxic gas from both fuels is known to pollute the air and is responsible for climate change as well as global warming. Questions 14-19 Look at the following descriptions ( Questions 14-19) and the list of automobile brands below. Match each description with the correct automobile brand, A-G. Write the correct letter, A-G, in boxes 14-19 on your answer sheet. List of Automobile Brands A Ford B the BMC Mini C Cadillac and Lincoln D Mercedes Benz E Mazda F Jeep G Maserati, Ferrari, and Lancia 14 began producing the first automobiles 15 produced the industrialised cars that common consumers could afford List of Automobile Brands A Ford B the BMC Mini C Cadillac and Lincoln D Mercedes Benz E Mazda F Jeep G Maserati, Ferrari, and Lancia 14 began producing the first automobiles 15 produced the industrialised cars that common consumers could afford 16 improved the utilisation rate of automobile space 17 upgraded the overall performance of the car continuously 18 maintained leading growth even during an economic recession 19 installed its engine on the front wheel for the first time Questions 20-26 Answer the questions below. Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer. Write your answers in boxes 20-26 on your answer sheet. What is the important feature owned by the modem engine since the 19th century? 20 What did a car symbolise to the rich at the very beginning of this century? 21 How long did Ford assembly line take to produce a car? 22 What is the major historical event that led American cars to suffer when competing with Japanese imported cars? 23 What do people call the Mazda car which was designed under the frontwheel engine? 24 What has greatly increased with the computerised engine management systems in modem society? 25 What factor is blamed for contributing to pollution, climate change and global warming? 26 Question 27 Choose the correct letter, A, B, C or D. Write the correct letter in box 27 on your answer sheet. 27 What is the main idea of the passage? The influence of the cars on the environment B The historical development and innovation in car designs The beginning of the modem designed gasoline engines D The history of human and the Auto industry READING PASSAGE 3 You should spend about 20 minutes on Questions 28-40, which are based, on Reading Passage 3 below. Elephant Communication O' Connell-Rodwell, a postdoctoral fellow at Stanford University, has travelled to Namibia's first-ever wildlife reserve to explore the mystical and complicated realm of elephant communication. She, along with her colleagues, is part of a scientific revolution that started almost 20 years ago. This revolution has made a stunning revelation: elephants are capable of communicating with each other over long distances with low-frequency sounds, also known as infrasounds, which are too deep for humans to hear. As might be expected, African elephants able to detect seismic sound may have Access https://ieltsonlinetests.com for more practices something to do with their ears. The hammer bone in an elephant's inner ear is proportionally huge for a mammal, but it is rather normal for animals that use vibrational signals. Thus, it may be a sign that suggests elephants can use seismic sounds to communicate. Other aspects of elephant anatomy also support that ability. First, the which enable them to give out low-frequency sounds almost as powerful makes during takeoff, serve as ideal frames for receiving ground vibrations them to the inner ear. Second, the elephant's toe bones are set on a fatty be of help when focusing vibrations from the ground into the bone. Final an enormous brain that sits in the cranial cavity behind the eyes in line with the auditory canal. The front of the skull is riddled with sinus cavities, which might function as resonating chambers for mound vibrations. It remains unclear how the elephants detect such vibrations, but O' Connell-Rodwell raises a point that the pachyderms are 'listening' with their trunks and feet instead of their ears. The elephant trunk may just be the most versatile appendage in nature. Its utilization encompasses drinking, bathing, smelling, feeding and scratching. Both trunk and feet contain two types of nerve endings that are sensitive to pressure – one detects infrasonic vibration, and another responds to vibrations higher in frequencies. As O' Connell-Rodwell sees, this research has a boundless and unpredictable future. 'Our work is really interfaced of geophysics, neurophysiology and ecology,' she says. 'We're raising questions that have never even been considered before.' It has been well-known to scientists that seismic communication is widely observed among small animals, such as spiders, scorpions, insects and quite a lot of vertebrate species like white-lipped frogs, blind mole rats, kangaroo rats and golden moles. Nevertheless, O'Connell-Rodwell first argued that a giant land animal is also sending and receiving seismic signals. 'I used to lay a male planthopper on a stem and replay the calling sound of a female, and then the male one would exhibit the same kind of behaviour that happens in elephants—he would freeze, then press down on his legs, move forward a little, then stay still again. I find it so fascinating, and it got me thinking that perhaps auditory communication is not the only thing that is going on.' Scientists have confirmed that an elephant's capacity to communicate over long distance is essential for survival, especially in places like Etosha, where more than 2,400 savanna elephants range over a land bigger than New Jersey. It is already difficult for an elephant to find a mate in such a vast wild land, and the elephant reproductive biology only complicates it. Breeding herds also adopt low-frequency sounds to send alerts regarding predators. Even though grown-up elephants have no enemies else than human beings, baby elephants are vulnerable and are susceptible to lions and hyenas attack. At the sight of a predator, older ones in the herd will clump together to form protection before running away. We now know that elephants can respond to warning calls in the air, but can they detect signals transmitted solely through the ground? To look into that matter, the research team designed an experiment in 2002, which used electronic devices that enabled them to give out signals through the ground at Mushara. 'The outcomes of our 2002 study revealed that elephants could indeed sense warning signals through the ground,' O'Connell-Rodwell observes. Last year, an experiment was set up in the hope of solving that problem. It used three different recordings—the 1994 warning call from Mushara, an anti-predator call recorded by scientist Joyce Poole in Kenya and a made-up warble tone. 'The data I've observed to this point implies that the elephants were responding the way I always expected. However, the fascinating finding is that the anti-predator call from Kenya, which is unfamiliar to them, caused them to gather around, tense up and rumble aggressively as well—but they didn't always flee. I didn't expect the results to be that clear-cut.' Questions 28-31 Label the diagram below. Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 28-31 on your answer sheet. 29 30 31 Questions 32-38 Complete the summary below. Choose NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 32-38 on your answer sheet. How the elephants sense these sound vibrations is still unknown, but O'ConnellRodwell, a postdoctoral researcher at Stanford University, proposes that elephants are 'listening' with their 32 by two kinds of nerve endings that respond to vibrations with both 33 frequency and slightly higher frequencies. O'Connell-Rodwell's work is at the combination of geophysics, neurophysiology and 34 . It was known that seismic communication existed extensively within small animals, but O'Connell-Rodwell was the first person to indicate that a large land animal would send and receive 35 too. Also, he noticed the freezing behaviour by putting a male planthopper on a stem and play back a female call, which might prove the existence of other communicative approaches besides 36 . Scientists have determined that an elephant's ability to communicate over long distances is essential, especially, when elephant herds are finding a 37 , or are warning of predators. Finally, the results of our 2002 study showed us that elephants could detect warning calls through the 38 Questions 39-40 Choose the correct letter, A, B, C or D Write the correct letter in boxes 39-40 on your answer sheet. 39 According to the passage, it is determined that an elephant needs to communicate over long distances for its survival A when a threatening predator appears. B when young elephants meet humans. C when older members of the herd want to flee from the group. D when a male elephant is in estrus. 40 What is the author's attitude toward the experiment by using three different recordings in the last paragraph? A The outcome is definitely out of the original expectation. B The data cannot be very clearly obtained. C The result can be somewhat undecided or inaccurate. D The result can be unfamiliar to the public. Solution: 1 A 3 G 5 ancient Rome 7 Mallorca 9 Australia 11 TRUE 13 TRUE 15 A 17 F 19 E 21 identity and status 23 the 1973 oil crisis 25 fuel power 27 B 29 body 31 sinus cavities 33 infrasonic/low 35 seismic signals 37 mate 39 A 2 E 4 C 6 Persia 8 Japan 10 Bahrain 12 NOT GIVEN 14 D 16 B 18 C 20 petrol-fueled internal combustion 22 15 minutes 24 (a) gas-guzzler 26 toxic gas 28 hammer 30 pad(s) 32 trunks and feet 34 ecology 36 auditory communication 38 ground 40 C	<urn:uuid:e7f14716-c59e-4a5a-91d5-b33ecdda8782>	CC-MAIN-2019-26	https://ieltsonlinetests.com/sites/default/files/readingpracticetest5-v9-2561279.pdf	2019-06-17T23:24:38Z	crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00555.warc.gz	482,384,355	4,478	eng_Latn	eng_Latn	0.949794	eng_Latn	0.998118	[ "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	[ 1450, 4585, 6021, 7936, 10392, 12187, 13240, 14392, 17483, 18729, 20374, 20698, 21172 ]	[ 4.3125, 3.71875 ]	1	0
LANDFILLS What is a Landfill? New Zealand's Rubbish Heap…….. OBJECTIVES: Students will understand what a landfill is. BACKGROUND INFORMATION: New Zealanders produce an estimated 2.5kg of waste per day. Landfilling is the primary method of handling this waste. As little as 20 years ago, landfills were dug wherever cheap unwanted land was available, in old quarries, abandoned mines, gravel pits and marshlands. Modern waste disposal facilities are known as sanitary landfills. A sanitary landfill is a designated piece of land where rubbish is tipped, compacted, and covered daily. Clay, soil or sawdust is often used to cover rubbish. This cover reduces smell, vermin and litter and controls incoming water. As rain water falls onto the tip face, it breaks up waste products. The resulting residue material, known as leachate, trickles down to the bottom of the landfill where it is collected and pumped out for treatment. As waste slowly decomposes under layers of dirt and clay, it emits methane gases. These gases are carefully monitored and extracted from the landfill. At some landfill sites in the major cities, methane gas is extracted and converted into electricity. The household waste collected at the gate in Gisborne goes to the Resource Recovery Centre and is then transported to a landfill out of the Gisborne District. From 1975 – 2002 Gisborne's waste went to Paokahu landfill. The landfill site covered an area of 20 hectares. In the early years 70,000 tonnes of waste are landfilled here annually, Towards the end of its life, following the introduction of both charging and recycling, this figure dropped to 18,000 tonnes. There is a smaller landfill at Ruatoria. Townships such as Te Karaka, Matawai, Whatatutu, Te Araroa, Te Puia, Tikitiki, Tokomaru Bay and Tolaga Bay operate Transfer Stations. Transfer Stations are not a disposal method in themselves, but rather a facility to assist in the disposal of refuse. Refuse is brought to the station and transferred to bulk haulage vehicles which take it to the Resource Recovery Centre or Landfill. Landfills in New Zealand are filling up quickly. The process of siting a new landfill is long and difficult. Public opinion of landfills affects this process. Few people want to have a landfill in their community. This feeling is commonly referred to as the NIMBY or "Not in my Backyard" syndrome. Incineration is another waste disposal method. A number of incinerators are located in Europe, Asia and the USA. Currently, a handful of incinerators are used in New Zealand for quarantine and hospital wastes. In an incinerator, rubbish is burned in a furnace and reduced to ash. Incinerators reduce waste volumes, but the residual ash still needs to be disposed of. Burning waste can also cause air pollution. Modern pollution control devices can help to minimise this. Class Plan (Levels 1 and 2) 1. Show photo of a Landfill site. 2. Class discussion: ! Who has been to a "tip" / "dump / landfill". ! What does a trip to the "tip" / "dump / landfill" suggest to you? ! How does it affect your senses? (Sight, sound, smell, touch.) ! What sort of wildlife might you expect to find living there (seagulls, rats, mice, flies). ! Would you like to have one next to you? 3. Write a story or poem "A Day in the Life of a Landfill Creature". 4. Write an acrostic using the word "Landfill" (vertically). Materials: ! Photos of a Landfill. Class Plan (Levels 3 and 4) 1. Show photo of a Landfill site. 2. Class discussion: ! What does a trip to the "tip" / "dump / landfill" suggest to you? ! How would it affect your senses? (Sight, sound, smell, touch.) 3. Review the background information on landfills - explain how it works. 4. Discuss how the class could make their own "mini-landfill". Suggested "Mini-Landfill" 1. Use a 10 litre plastic paint bucket and 2 lids. 2. Cut a hole in the centre bottom of the bucket (10mm). 3. Cut a hole in the centre of one lid (10mm) and a straight cut from the centre of the edge (this lid will sit in the bottom of the bucket and help the leachate drain.) 4. Overlap cut edges and push this lid into the bottom of the bucket. 5. Place a plastic bag out through the hole in the bottom of the bucket. This will act as a reservoir for the collection of leachate. Place the bucket on three bricks so there is space for the leachate to collect. 6. Put some soil (not potting mix as this is sterilised) in the base of your landfill. Fill the bucket daily with layers of scraps from your lunches, leaves from the school yard, paper and other rubbish such as glass, aluminium, metal, plastic and maybe some oil. this is a mini landfill so use only SMALL PIECES. Record what you add. After every 20mm of waste, cover with 5mm of soil and pack it down. Sprinkle each layer with a small amount of water. 7. When it is about three quarters full, cover with the second lid and let site for 1 – 2 months. 8. Water every now and again to simulate rain, look for sinking (subsidence). 9. At the end of the study, collect the leachate that ended up in the corner Materials: ! ! Photos of Landfill site. ! Bag of "bad smells" for class discussion. ! 10 litre plastic bucket and three lids. ! Large plastic bag. ! Sharp knife. ! Three bricks. ! Rubbish. ! Soil. of the plastic bag. What do you think of it? What would happen to this in a large landfill? Empty the content of the mini landfill to see which items decomposed and which didn't. LANDFILLS What are Their Problems? What Happens when they Fill Up? What can we do? OBJECTIVES: Students will understand some of the problems associated with landfills. They will conclude that by producing less waste and recycling, we conserve landfill space. The average New Zealander produces 2.5kg of waste per day. LANDFILLING is the primary method of disposal for solid waste in New Zealand. While this country does not have a high population, landfill sites are increasingly difficult to secure. Public opposition to landfills and constraints on suitable land are among the factors that contribute to this difficulty. The Resource Management Act (1991) set up strict regulations on the evaluation of landfill monitoring and aftercare, making landfilling an expensive and non-sustainable option for managing our waste. BACKGROUND INFORMATION: Landfills have existed since the early 1930's. Early landfills were only open pit dumps covered with dirt regularly to hide rubbish and cut down on pests and smells. Modern landfills are lined on the bottom with dense clay, limestone, or soil. Landfills have been sited in old quarries, mines, canyons and even former wetlands. Each day rubbish is taken to landfills and dumped. Once in the landfill, rubbish is compacted into cells and covered with a layer of clay. Topsoil is then added as a final covering so plants can grow and prevent erosion. As some waste slowly decomposes, it creates methane and sulphurous gases. These gases can pose a serious fire or explosive danger. They also contribute to global warming. New Zealand landfills give off around 300,000 tonnes of methane every year. This is one fifth of New Zealand's total methane emissions and the country's second largest source of methane. Many other gases have also been found to escape from landfills. In modern systems the environmental impact of these gases is carefully managed by way of underground extraction systems. Gases are pumped out and either burned off safely or used to generate power. Another result of the breakdown process is a liquid substance called leachate. Leachate is formed when water (either from rain or underground waterways) combines with decomposing rubbish. Leachate can be drained off into nearby water treatment systems. Otherwise, it can drain into groundwater, streams, rivers and the sea. When leachate gets into the sea, it can be absorbed by fish and shellfish that we eat. When it gets into groundwater, it can find its way into our water supplies. Toxic chemicals can combine in landfills to form new toxins which can be even more dangerous than the original chemicals. Food scraps, vegetation, paper and other organic wastes break down very slowly in landfills. They all need oxygen and moisture to break down and they do not get enough of either when they are buried in a landfill. Scientists studying landfills in the United States once dug up a piece of steak that had been buried for 15 years. They could still see that it was a steak and even see the fat on it. They also found newspapers that could still be read after 12 years in a landfill. Incineration is another method of waste disposal. Incinerators are basically large furnaces that burn rubbish to reduce its volume and / or to produce energy. Incineration only reduces waste by about 70%. The remaining 30% ends up in landfills as toxic ash. Currently, there are no incinerators operating in New Zealand which burn household waste. OLD STYLE LANDFILL MODERN LANDFILL Class Plan (Levels 1 and 2) 1. Class Discussion What are the problems associated with landfills? ! Smells, rats, pests, diseases. ! Windblown litter. ! Usage of land. ! Contamination of land and water from leachates. ! Gas emission (some of which are "greenhouse" gases). ! Minimal decomposition due to poor aeration. 2. Bring a 2.5kg bag of pre-sorted rubbish to class. Based on the figure of 2.5kg per person per day, calculate how much rubbish the class produce as individuals and as a class each day, each week, each year. Compare this to something they can relate to (classroom, playground etc). 3. Landfill Experiment Bury some food scraps side by side with other materials such as plastic, paper and aluminium (a mixed sample could also be interesting). Mark the sites with labels from a yoghurt cup or piece of plastic. Dig them up a month later. Which materials are beginning to decompose and rot? Which are not? Explore and describe changes. Materials: ! 2.5kg bag rubbish. ! Tape measure. ! Spade. ! Yoghurt pots for labels. ! Various categories of waste (plastic, paper, glass, organic). Class Plan (Levels 3 and 4) 1. Show photos of a Landfill, Gisborne or visit your local landfill or transfer station. 2. Draw a picture (or complete photocopy) of a modern sanitary landfill. Refer worksheet. Discuss how old style landfills, such as Paokahu Landfill (Gisborne) differed from this and possible problems associated with this. 3. Class Discussion What are the problems associated with landfills? ! Smells, rats, pests, diseases. ! Windblown litter. ! Usage of land. ! Contamination of land and water from leachates. ! Gas emission (some of which are "greenhouse" gases). ! Minimal decomposition due to poor aeration. 4. Bring a 2.5kg bag of pre-sorted rubbish to class. Based on the figure of 2.5kg per person per day, calculate how much rubbish the class produce as individuals and as a class each day, each week, each year. 5. Brainstorm alternatives to landfilling or incinerating waste. Discuss waste reduction, recycling, reuse and composting as safer, more efficient methods of handling our waste. Emphasise that waste reduction is the best method for handling waste as it reduces it before it is actually a disposal problem. Materials: ! Photos! Worksheet : Landfill. ! 2.5kg of pre-sorted rubbish.	<urn:uuid:35ba3601-e018-4497-800b-5c9bf17b7ed6>	CC-MAIN-2019-26	http://gdc.govt.nz/assets/Files/EnvHealth/Education/Landfills.pdf	2019-06-17T23:35:24Z	crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00556.warc.gz	67,939,928	2,608	eng_Latn	eng_Latn	0.996181	eng_Latn	0.998729	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 647, 2873, 3799, 5100, 5483, 6339, 8622, 8995, 9113, 10130, 11362 ]	[ 4.9375 ]	1	0
Wild Things in Your Woodlands Common Snapping Turtle (Chelydra serpentina) The common snapping turtle is our largest and most widely distributed freshwater turtle. It has a long stegosauruslike tail with a jagged upper surface, a stout head with a sharp hooked beak, an olivegreen to black carapace that is jagged toward the tail end, and prominent claws on all four feet. These turtles can be fairly large, exceeding 14 inches straight-line carapace (upper shell) length and weighing up to 45 pounds. On the underside, the plastron is yellow or grayish, and quite narrow relative to other turtles, frequently giving the appearance that the turtle has outgrown its shell. Although adult males tend to be slightly larger than females, they can be difficult to distinguish. Male snapping turtles can reach sexual maturity at the age of 4 or 5 years, while females may take several years longer. Average adult life spans of 20 to30 years have been recorded in several studies, with some females living as long as 40 years. During the summer months, common snapping turtles often can be seen moving from their freshwater habitats to upland areas in search of nesting sites. When egg-laying is complete, these turtles move back into water at which time they can be difficult to spot. Snapping turtles often remain partially submerged in the mud with only their eyes and nostrils protruding above the surface. In this position, their head resembles the head of a basking frog, except darker and more pointed. Unlike other aquatic turtles, snappers are seldom seen basking out of the water Instead, they usually are only seen with their head and sometimes upper carapace visible at the surface. Common snapping turtles can be found in any body of freshwater, small to large, from sea level to altitudes up to 1600 ft in the Northeast. They occur throughout New Similar to most turtles, snappers usually do not bite if stepped on underwater, nor do they bother swimmers. In fact, if you do not actually see a snapper, the chances are good that you will never know it's there. The reason for their name is obvious, however, when they are encountered on land. Unlike all other turtles in our region, they can be very aggressive, lunging their heads forward and biting with the slightest provocation (or sometimes just as a warning). With their sharp claws and fierce jaws, large individuals can do much damage, and are best left alone. York State, even in Central Park. Although some individuals enter coastal brackish waters, snapping turtles prefer slow-moving freshwater areas, with muddy bottoms and emergent vegetation that provide good foraging and escape cover. The common snapping turtle is omnivorous, and will eat just about anything, live or dead. Its most frequent food items are aquatic plants and non-game fish, but it also eats insects, small mammals, young waterfowl, amphibians, and other reptiles. Snappers feed throughout the warmer months, but fast during the winter, remaining dormant and burrowed in the pond bottom or in the banks. Like many other reptiles, the sex of the hatchlings is determined by temperature of the eggs while they are in the nest. Under warmer conditions (above 85 o F) only female turtles are produced; at intermediate temperatures (from 75 o to 85 o F) males are produced; and in nests colder than that, females are produced. Interestingly, in some nests, the heat of the sun from above causes eggs in the upper nest to be warmer than eggs down deeper. This differential heating creates females near the top of the nest and males near the bottom. So, for sex determination, there is an element of luck involved in whether an egg way dropped into the nest early or late, or in some cases the way in which the egg bounced as it fell. This environmentally controlled mechanism is called temperature-dependent sex determination. Breeding begins soon after snapping turtles emerge from dormancy in the spring, and mating may take place from April to November. The nesting period for females lasts around 3 weeks, from May through June, with a peak at the beginning of June. Females prefer to lay their eggs on rainy afternoons and evenings (heavy rains may help wash away scents that lead predators to the nests). They generally choose open sites near wetlands, with well-drained sandy or loamy soils. They also are seen nesting in forest clearings or agricultural fields, and on bare soil banks or road embankments. The nesting female first digs a nest chamber with her rear feet and claws, then fills the underground chamber with eggs. Eggs are spherical and pliable, like soft ping-pong balls that bounce around in the nest chamber. A single nest may contain from 20 to 40 eggs, exceptionally as many as 83. Successful eggs hatch from September through October. As with many other turtles, the length of incubation can vary by several weeks, depending on location and temperature. Common snapping turtles generally are abundant throughout their range, but in some areas are very sparse due to several pressures. As in many other reptile species, snappers are highly vulnerable to predation at early life stages. Predation of nests in many areas is high, ranging from 30% to 100% of the nests in some studies. Main predators of the eggs such as raccoons, crows, and dogs, are frequently associated with high human populations. Also, with increased development often comes loss of wetland and nesting habitat, which are both essential for snapping turtles. Some local populations have been severely depleted by over-harvesting for their meat, and this decline is a major concern. Because of the diet and the habits of snapping turtles, they may accumulate high concentrations of contaminants, such as PCB and mercury, in their tissues. This could pose a health hazard to people who eat snapping turtle meat. Landowners can enhance habitat for snapping turtles by maintaining the natural hydrology of wetlands and preventing unnatural drainage. Because snapping turtles frequent emergent vegetation for feeding and resting cover, maintaining native vegetation in and throughout shallow wetlands and around the margins of large, deep ponds will benefit this species (and other turtles as well). Provide a buffer zone of natural vegetation of 100 feet or more surrounding ponds and wetlands. Turtles, as well as other animals such as frogs and salamanders, require both wetland habitats and surrounding upland habitat to remain healthy. By maintaining open areas with loose soil near aquatic habitats, landowners can also ensure that these turtles have adequate nesting sites. Old log landings, maintained as open habitat, can make suitable nesting sites. By focusing on both upland and wetland habitat, landowners can attract and provide for snapping turtles and a wide diversity of other wildlife. Adapted from "Hands-On Herpetology: Exploring Ecology and Conservation" by R. L. Schneider, M. E. Krasny, and S. J. Morreale. Kristi Sullivan coordinates the Conservation Education Program at Cornell's Arnot Forest. More information on managing habitat for wildlife, as well as upcoming educational programs at the Arnot Forest can be found by visiting the Arnot Conservation Education Program web site at ArnotConservation.info	<urn:uuid:f508a1f4-34a7-4254-9dc4-76e4ebf828c7>	CC-MAIN-2019-26	https://cpb-us-e1.wpmucdn.com/blogs.cornell.edu/dist/a/4227/files/2014/05/Snapping-Turtle-19madwt.pdf	2019-06-17T22:50:31Z	crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00558.warc.gz	385,893,726	1,481	eng_Latn	eng_Latn	0.978906	eng_Latn	0.997735	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2430, 6839, 7270 ]	[ 3.1875 ]	1	0
BIBLE TEACHING AND WORSHIP GUIDE FOR THE HOME-BASED CHURCH Produced Weekly God's Judgment and His Mercy Micah 1:1-2:3; 7:1-7 Copy this sheet for the Gathering Time, Bible Study, and Worship Experience leaders for the next meeting of the church. Leaders' Responsibilities: Important: Each person who will be leading one of the three parts of a session during a series of sessions needs to have access to the "Introduction" article found at the beginning of each series (Bible Teaching #....). The weekly session "Background" located in the Teacher Preparation is much more specific to that day's study. 1. The Gathering Time Leader will gather all of the people together and help them prepare their minds and hearts for a wonderful worship experience before God. His/her responsibility is to introduce the congregation to the theme (content) and the Scripture that will be central to their worship experience for the day. 2. The Bible Study Leader will then help the people understand what the Scriptures have to say and teach us about the content of the study for the day. He/she will guide the people to make a general application of the study (ie: How does this Bible study apply to people today?) 3. The Worship Time Leader has the responsibility to use the theme and Scriptures to guide the congregation to make personal commitments to God's will for each one in regard to the study for the day. He/she will use others to lead in the music, taking the offering, ministry moment comments, and other activities and parts of the Worship Time that can aid in participatory worship. Prior to this Coming Session: Gathering Time Leader: Make enough copies of the Call to Worship which is given at the end of the Worship Time materials so that everyone can have a copy. The group will all be participating in the Call to Worship. Bible Study Leader: The grace of a warning (l:1-7) Write the following on a white board or large piece of paper: The grace of an intercessor (1:8-16; 7:1-7) The grace of hope (2:12-13) The grace of justice (2:1-11) Worship Time Leader: Place the white board or large piece of paper used in the Bible study time in a prominent place so that is visible as you lead the worship time. Music Sources: Speak, O Lord, The Worship Hymnal # 432; CCLI # 4615235 Shine, Jesus, Shine,The Worship Hymnal#491; CCLI # 30426 Step by Step, The Worship Hymnal#480; CCLI # 696994 Grace Alone, The Worship Hymnal #112; CCLI # 2335524 1 Copy this section for the Gathering Time leader. Gathering Time: (Suggested time: 15 minutes) God's Judgment and His Mercy Focal Text Micah 1:1-2:3; 7:1-7 Background Text Micah 1-2, 7:1-7 Main Idea God's announcement of judgment on sin is an act of his mercy, calling people to repentance. Question to Explore How can the announcement of God's judgment also be an act of his love? Teaching Aim 1. That those who are walking in sin would hear God's call to repentance. 2. That members would step forward as intercessors for sinners to repent and find God's mercy. 3. That learners would gain a vision of hope, that God's purpose and plan would go on even beyond today's heartache and pain. Gathering together: Sing: Speak, O Lord, The Worship Hymnal # 432; CCLI # 4615235 First thoughts: Today's Bible study and worship experience will focus on God's mercy and judgment which are always in evidence in the relationship of God and His people. In the book of Micah, there is emphasis on God's judgment, because the people had chosen to do as they wished for so many years. Throughout the reign of three kings, Micah had reminded the people of God's demands for holy living. Destruction was to come, but God's mercy was always available to those who chose to live as God instructed. 4 Our Scripture reading which we will read as a group emphasizes the mercy we have received through Christ's death and resurrection: Worship Leader: For while we were still helpless, at the appointed moment, Christ died for the ungodly. For rarely will someone die for a just person – though for a good person perhaps someone might even dare to die. Worshippers: But God proves His own love for us in that while we were still sinners Christ died for us! Worship Leader: Much more then, since we have now been declared righteous by His blood, we will be saved through Him from wrath. Worshippers: For if, while we were enemies, we were reconciled to God through the death of His Son, then how much more, having been reconciled, will we be saved by His life! Worship Leader: And not only that, but we also rejoice in God through our Lord Jesus Christ, through whom we have now received reconciliation. Everyone: The Lord is not slow in keeping his promise, as some understand slowness. He is patient with you, not wanting anyone to perish, but everyone to come to repentance. (Romans 5: 6-11 2 Peter: 3:9 Closing the Gathering Time: Take time at this point to mention items of prayer concern for the church, announcements of ministry or activities, and anything else that needs to be shared with or by the congregation. Pray for these needs. Remember to praise God in prayer. Break time! Take five minutes between sessions. Encourage children to use the washroom so that they won't need to leave during the Bible Study time. Distribute youth/adult Bible study outlines or paper for note-taking, if available. Also hand out the activity sheets for preschool and younger children to use during Bible Study and/or worship. Focal Text Micah 1:1-2:3; 7:1-7 Background Text Micah 1-2, 7:1-7 Main Idea God's announcement of judgment on sin is an act of his mercy, calling people to repentance. Question to Explore How can the announcement of God's judgment also be an act of his love? Teaching Aim 1. That those who are walking in sin would hear God's call to repentance. 2. That members would step forward as intercessors for sinners to repent and find God's mercy. 3. That learners would gain a vision of hope, that God's purpose and plan would go on even beyond today's heartache and pain. Introduction to your personal study: There are two ways I could order a "two-topping" pizza, for instance, sausage and mushrooms. A two-topping can come in halves – one side has the mushrooms and the other has the sausage. If I wanted "mushroom pizza," I would get a slice from one half or "sausage pizza" from the other. The other way of getting a two-topping pizza is to have both toppings scattered over the entire pizza. With each bite I would get mushrooms and sausage. Copy this section for the Bible Study leader. Note to the Bible Study Leader: Suggested teaching time for the Bible study should be about 35 minutes. Use the "Teacher Preparation" for your personal study during the week before the session. Use the "Bible Study Plan" for the actual session. Teacher Preparation God's Judgment and His Mercy When we think about God, his "attributes" (personal characteristics) are usually grouped in two categories, his holiness (e.g. justice, righteousness) and his love (e.g. mercy, benevolence). Some think of God as "bi-polar," that sometimes he acts out of his holiness and at other times he acts out of his love. The problem with that view is that it is not biblical. God can never be any less than who he is. The God of the Bible is kind of like a two-topping pizza with both toppings scattered over the whole. Whenever you experience the God of scripture you get "holy love" (or "loving holiness"). Whenever God acts in holiness he also acts in love. God's mercy always accompanies his judgment. God's "law" is always couched in his "grace." God clearly describes this part of his nature in Ezekiel 18:23, "Do I take any pleasure in the death of the wicked (holiness)? declares the Sovereign Lord. Rather, am I not pleased when they turn from their wicked ways and live (love)?" God's mercy accompanies his judgment. This view of God is extremely important to remember when studying the prophets, especially when the prophets are preaching God's judgment. God's announcement of judgment on sinners is at the same time a call to repent so that they would not face his judgment. As much as God chooses to honour the choices people make (even those that will destroy them), God is far more pleased instead when sinners choose to change their ways, repent and find his mercy (2 Peter 3:9). Background: Please ask for and read the information contained in the "Introduction" article found at the beginning of this series (Bible Teaching #....) of Bible Study and Worship sessions. Whoever downloaded this session for you should have that material for you, as well. The prophet Micah served in the southern kingdom of Judah in the 8 th century BC. He was from the town of Moresheth, in the country about 25 miles southwest of Jerusalem, serving roughly about the same time that Isaiah was prophesying in Jerusalem. In his day a wealthy merchant class was growing and many poorer farmers found themselves at the mercy of government-supported businessmen. Business dealings and legal transactions became more and more corrupt, and the foundations of the nation began to crumble. Religious leaders were concerned more about making money than teaching God's word. God's chosen people, people redeemed by his mercy, drawn into covenant with their Savior, and given God's holy direction in his law, looked and acted like the pagan nations, even though the activities at the temple in Jerusalem were busy and well-attended. Into this setting God called this country preacher, filled with God's spirit and armed with God's word to call God's people to repentance. Focusing on the Meaning: The grace of a warning. "The Sovereign Lord will be a witness against you" (1:1-7) Micah pictured "the Sovereign Lord" on his throne in his holy temple/palace in heaven (Psalm 11:4) coming down to earth to bring his legal case and judge his people. The creator of the whole earth would "tread on the high places/mountains" of the earth (v. 3), which in the ancient world were seen as the supporting structure for the earth, holding up the firmament of the heavens (Job 9:5-6; Psalm 18:7) and anchoring the flat earth to the waters beneath (Deuteronomy 32:22; Psalm 18:15; 46:2-3; Jonah 2:6; Habakkuk 3:10). But when the Sovereign Lord comes down to judge, the very mountains would "melt beneath him" (v. 4), and even the universe would be affected by his presence. The coming of the Sovereign Lord would change the world. Verse 5 explains why the Lord would leave his throne and "come down" – "because of Jacob's transgression, because of the sins of the house of Israel." The term "transgression" literally means "rebellion," a willful criminal breaking of a covenant (1 Kings 12:19; Jeremiah 2:29), and the deliberate rejection of God's authority. The term "sins" means missing a target (Judges 20:16; Proverbs 19:2), in this case God's holy requirements. Samaria and Jerusalem were the capital cities of the northern and southern kingdoms respectively. Micah compared the worship in the temple in Jerusalem to the pagan worship of the "high places" in the north. God would therefore destroy Samaria, an event that happened within 30 years in 722 BC (2 Kings 17:3-6). The pagan practice of Baal worship involved temple prostitutes employed to increase fertility and wealth, but the Assyrian invaders steal their money and employ their own prostitutes. Israel's sins were so bad that pagan enemies could do little worse. This is an announcement of God's judgment. Where is his mercy and grace? He sent a prophet to call his people to repentance so that the judgment may not happen if the people would only listen. Micah described his ministry with, "But as for me, I am filled with power, and with the Spirit of the Lord, and with justice and might, to declare to Jacob his transgression, to Israel his sin" (3:8). The grace of an intercessor. "Because of this I will weep and wail" (1:8-16; 7:1-7) 1:8-16 Micah declared that the southern kingdom of Judah faced God's judgment even as the northern kingdom would. He grieved over the towns of Judah that would be destroyed, even his hometown of Moresheth (v. 14). Micah used a series of wordplays and puns to grab the people's attention. In Hebrew, most either rhyme or in some way sound like the word he used for judgment to help the message stick in his hearers' minds. Even as David announced God's enemies in Gath to rejoice over Israel's destruction (2 Samuel 1:1:20), Micah did not want the conquering Assyrians to gloat in their upcoming victory (v. 10). The "house of dust" (Beth Ophrah) would "roll in the dust;" and the town of "Pleasant" (Shaphir) was about to have a very unpleasant experience. Zaanan (sounds like "go out") would not go out to help its neighbors, and "the house of taking away" (Beth Ezel) would take away any defense it might give. The town of "Bitterness" © 2001-2010, Eternal Interactive, LLC, All Rights Reserved. God's Judgment and His Mercy – 19-46-01-en www.homechurchonline.com (Maroth) was about to go through a very bitter experience as God's judgment passed through on the way to Jerusalem. Lachish (sounds like "team of horses") would need to hitch their team for a fast getaway, and like a father giving bridal gifts to his daughter as she goes away, Lachish would say goodbye to Moresheth (sounds like "betrothed"). "Deceptive" (Achzib) will be of no help, and "Conqueror" (Mareshah) will be conquered. Like David fled from his enemies to Adullam (1 Samuel 22:1; 2 Samuel 23:13), so would Israel's leaders flee. The frightening aspect of Micah's prophecy for his listeners is that the God of Israel would be the one bringing judgment upon Israel. Yahweh said "I will bring" this disaster upon them. Yahweh was ready to come in judgment upon his people if they did not repent. 7:1-7 As Micah saw his society, his beloved people, disintegrate before his eyes, he was heartbroken. Like someone walking through a fruit orchard after everything had been picked, Micah found no good fruit in the community. He found no "godly" or "upright" people left. In the land was bloodshed, corruption, and wickedness, what he described as "briars" and "thorns" (vv. 1-4). The day the "watchmen" (i.e. the prophets; Ezekiel 3:17; Hosea 9:8) announced of God's coming judgment was soon to arrive. Total "confusion" or panic among the people would be the result (v. 4; cf. Isaiah 22:5), in fact, it had already begun. The very fabric of society was falling apart, demonstrated by the fact that homes and family relationships had disintegrated (vv. 5-6). Micah cried out to God as he asked for his nation to be transformed. Despite all of the evil and wickedness surrounding him, Yahweh was still on his throne, "I will watch in hope for the Lord" (v. 7). Salvation will only come from God, and Micah would pray and "wait" till God would hear and answer his prayers. He prayed with the calm assurance to "my God," the source of his strength and the answer to his every need. With his focus upon his God, Micah could see the situation of his people from God's perspective, that is, true reality (cf. Numbers 14:6-9; 1 Samuel 17:45-47). It has been stated that the only thing worse than being lost is being lost and no one is looking for you. In that same vein, the only thing worse than facing God's judgment is facing God's judgment and no one is praying for you. In God's grace he sent an intercessor for Israel, a watchman to warn, and a prayer warrior to beg for God's mercy. Might God's people be spared because someone cared enough to pray for them (Genesis 19:29)? The grace of justice. "Woe to those who plan iniquity and plot evil" (2:1-11) This passage describes the sad state of the Israelite community, clearly displaying the social evils of Micah's day. Rich and powerful landlords were destroying the community through their greed and violence, believing that right and wrong was determined by the one with the most power. Their covetousness and greed caused them to "seize," "take," 9 and "defraud" people of the property God had given them (vv. 1-2). No matter if their actions were legal or illegal, God's holy law would not allow someone to deprive people of the "inheritance" God had given to them (Genesis 31:14; Leviticus 19:13; 25:23-34; 1 Kings 21:4). In light of this ("therefore") God would exact his judgment on the evildoers (vv. 3-5), when enemies would invade the land and divide it among themselves. The false prophets of his day spoke otherwise. They preached only God's love and not his holy wrath on sin, only half of the truth (Exodus 34:6-7), saying, "Has God lost his patience? Would God indeed judge his people?" (v. 7). They picked and chose the parts of the scripture that made them feel better, wanting "their ears tickled" with only uplifting and comforting messages that would make them feel better (cf. 2 Timothy 4:34). The false prophets of his day spoke lies of an easy life, of "plenty of wine and beer," a religion of that catered to their self-indulgence, not of a life that demands God's righteousness and holiness (v. 11). Instead, God responded that his true word would be a blessing to the one who is "upright" (v. 7), but to those who are wicked his word would bring "disaster" (v. 3), the judgment that they deserved. The grace of hope. "I will surely bring together the remnant of Israel" (2:12-13) The false prophets preached that God's judgment would not fall, but Micah promised that salvation would come after God's judgment. A righteous "remnant" would survive. God would gather them like a good shepherd (Isaiah 40:11), and he would lead them once more as their "king" and "Lord." In the midst of the false promises of the day of a utopia with no judgment, Micah brought a note of realism and truth. God's holiness must judge sin, but God's love must offer mercy. Your Goal as the Leader of this Bible Study: The key to understanding and relating this passage to your church is to embrace the idea that God sent the prophet Micah with his message in order to bring his sinful people to repentance (3:8). The preaching of Micah was an act of God's grace towards his people with the intent that the people would listen to him and bring about the necessary changes in their lives. The message of God's judgment on sin is also an act of his mercy – he does not want to bring judgment but would much rather extend his grace (Ezekiel 18:23). God sent a warning, sent an intercessor, would bring justice, and extended hope to a people who had gone astray from their covenant God and partner. Some members of the Bible study group may need to hear God's call to repentance from their sinful ways. They need to come face-to-face with God's righteous judgment that must come on their sin. Some are not ready to hear yet, and they need an intercessor, one of God's people who would weep and pray on their behalf for their repentance and God's mercy. Some need a vision of hope, that God's purpose and plan would go on even beyond today's heartache and pain. © 2001-2010, Eternal Interactive, LLC, All Rights Reserved. God's Judgment and His Mercy – 19-46-01-en www.homechurchonline.com For Personal Reflection: What have I learned from this study? What personal experience does this lesson bring to mind? What is one action I will take this week to apply this Scripture passage to my life? © 2001-2010, Eternal Interactive, LLC, All Rights Reserved. www.homechurchonline.com Bible Study Plan (Suggested time: 35 minutes) God's Judgment and His Mercy Regroup the church after the Gathering Time and break by singing a chorus that young children can relate to—or another praise chorus if your congregation does not have children. Children who go to their own Bible teaching session should stay with the group until after this song. Have the preschoolers and children accompany the hymn with rhythm sticks, maracas, bells, etc. Begin by helping the group locate the Focal Text in their Bibles. Also, share with them the Main Idea to be learned from the Scriptures, and the Questions to be Explored by the group. Focal Text Micah 1:1-2:3; 7:1-7 Background Text Micah 1-2, 7:1-7 Main Idea God's announcement of judgment on sin is an act of his mercy, calling people to repentance. Question to Explore How can the announcement of God's judgment also be an act of his love? Teaching Aim 1. That those who are walking in sin would hear God's call to repentance. 2. That members would step forward as intercessors for sinners to repent and find God's mercy. 3. That learners would gain a vision of hope, that God's purpose and plan would go on even beyond today's heartache and pain. Connect with Life: As the group gathers, ask them this riddle: "How many different ways can a person get a two-topping pizza?" Explain the illustration in the introduction to the Teacher Preparation. Then ask the question: "If God's two main characteristics are his holiness and his love, then which way would God present himself, in halves or fully integrated throughout?" Explain that God can never be any less than he is – he is always holy and he is always loving. With him we receive "holy love" or "loving holiness." Using the material in the Teacher Preparation introduction, explain how this view is necessary to understand the message of the Old Testament prophets. Use the Teacher Preparation to give a brief background for the prophet Micah and his message to the people of his day. Explain that the same God who called people to repentance in Micah's day still does the same today. State: "God's announcement of judgment on sin is actually an act of his mercy, calling people to repentance." That begs a question: "How can the announcement of God's judgment also be an act of his love?" Guide the Study: On a white board or large piece of paper write the following: The grace of a warning (l:1-7) The grace of justice (2:1-11) The grace of an intercessor (1:8-16; 7:1-7) The grace of hope (2:12-13) The grace of a warning (1:1-7) Have someone read 1:1-7 Then ask these questions to open the text for study and discussion: "Was God 'coming down' to his people supposed to be a source of comfort or fear (vv. 1-3)?" [fear, he would come down to judge his people (v. 2)] "What would happen to the created world when God came down to judge (v. 4)?" "Why was God coming down to judge his people (v. 5)?" From the teacher's notes, explain the significance of Samaria and Jerusalem and the sins that were taking place there. Explain also the timeframe when God's judgment fell on Samaria after Micah's prophecy and how God judged them for their sin. Have someone read 3:8 and explain that Micah describes how and why God sent him to prophesy. Ask: "What was God's purpose to send Micah to announce his judgment of the people's sin? Add: Did he want to send the judgment, or was he seeking some sort of response?" Have someone read Ezekiel 18:23. Open a brief discussion: "What is God's greatest desire, his judgment or his mercy?" The grace of an intercessor (1:8-16; 7:1-7) Have someone read 1:8-16. Explain how Micah used a series of wordplays and puns to grab the people's attention. In Hebrew, most either rhyme or in some way sound like the word he used for judgment to help the message stick in his hearers' minds. Use the teacher's notes to help the class understand how the town names symbolized God's judgment. V. 10 – Gath sounds like the Hebrew for tell. Beth Ophrarh means house of dust. V. 12 – Maroth sounds like the Hebrew for bitter. V. 11 – Shaphir means pleasant. Zaanan sounds like the Hebrew for come out. V. 13 – Lachish sounds like the Hebrew for team. V. 15 – Mareshah sounds like the Hebrew for conquerer. V. 14 – Aczib means deception. Have the class look specifically at verses 8-9 and ask: "What was Micah's attitude as he delivered God's message of upcoming destruction?" Look specifically at verse 12 and question the group: "Even though a foreign enemy would come to attack God's people, who was actually the power behind the destruction?" Have someone read 7:1-7. Pose these questions: "What is Micah's attitude here as he observes the state of his community (v. 1)?" "How bad had his society become (vv. 2-6)?" "Where would he turn with his pain (v. 7)?" "Knowing that God had announced his judgment on Judah (v. 4), what was the cry of his heart to God (v. 8)?" State: "It has been stated that the only thing worse than being lost is being lost and no one is looking for you. In that same vein, the only thing worse than facing God's judgment is facing God's judgment and no one is praying for you." Seek a response to this: "How was the ministry of Micah a demonstration of God's grace?" Encourage answers: "Might God's people be spared because someone cared enough to pray for them (Genesis 19:29)?" (Refers to Abraham's prayer for Sodom in Genesis 18: 16-33). The grace of justice (2:1-11) Have someone read 2:1-5. State: "Imagine that you were a poor landowner in Micah's day. Now ask: How were you being treated by the rich and powerful people?" Explain that a person's "inheritance" was a portion of the land granted by God to the family (Genesis 31:14; Leviticus 19:13; 25:23-34; 1 Kings 21:4). Ask: "If God is a just God, then would he turn a blind eye to such injustice?" Have someone read 2:6-11. Offer these questions: "What was the message of the false prophets (vv. 6-7)? Were they convinced that God's judgment was coming? How did these false prophets describe the 'easy life' that God supposedly had for his people (v. 11)?" Encourage the group to examine the end of verse 7 carefully. Ask: "How would God's true word make a difference in people's lives?" Continue: "In the face of injustice, how would a just and holy God respond (v. 3)?" The grace of hope (2:12-13) Have someone read 2:12-13. State: "The false prophets preached that God's judgment would not fall, but what was Micah's message instead (v. 12)?" Present these "thought" questions: "Does Micah's teaching of a 'remnant' of the people mean that God's people would be spared the judgment? When would God's salvation come, before his judgment fell or afterward?" "What word picture of God use in verse 12 for how God would treat the remnant of his people?" State, "In the midst of the false promises of the day of a utopia with no judgment, Micah brought a note of realism and truth. God's holiness must judge sin, but God's love must offer mercy." Encourage Application: If you have two or more youth, this is the time to give them the Youth!!! Take Ten page and allow them to move away from the adults and apply the lesson by and for themselves. In light of what we have studied in God's word today: 1. What does God want me to believe? 2. What does God want me to do? 3. Is there a promise here I need to claim? 4. Is there an example I need to follow?, or to avoid? Take a five minute break to separate the Bible Study and Worship Time. Children may need to use the washroom again before worship. Bible Study Application for Youth You may wish to move away from the adults for the final five to ten minutes of the Bible study and help each other as youth to apply the lesson to your own needs. God's Judgment and His Mercy Micah 1:1-2:3; 7:1-7 A youth will lead the following activity and comments. No adults need to be present. If possible, teens should take turns in leading the application time. Judgment? Mercy? Make a list of some things in today's world which indicate that present-day culture is much like ancient Israel. What happens to the truly poor people in the town where you live? Why is the sex-trade industry flourishing? How do rich people make more money? Add to the list. How can Christians sound a warning to our culture without seeming overly pious and judgmental? Copy this section for the Worship Time leader. Worship Time (Suggested time: 30 minutes) God's Judgment and His Mercy Micah 1:1-2:3; 7:1-7 Beginning the Service: Sing one or both: Shine, Jesus, Shine, The Worship Hymnal #491; CCLI # 30426 Step by Step, The Worship Hymnal #480; CCLI # 696994 Offering: Praying for the World: On the Saturday before Easter in 2014, there was a joint gathering in the Roma (gypsy) churches. What a spectacle it was - with the bright costumes, lively singing and dancing and a powerful evangelistic service with great response. There is mighty movement of God taking place among those living in the Transylvania region of Romania. Thank God for this and pray for these people as they follow in a life of discipleship. Sharing Guide: This sharing guide is written to assist the person who directs the worship time to reemphasize the teaching for the day and help guide the congregation to respond to God's call and will for their lives in regard to the scripture studied. The leader may choose to follow the guide closely. Or, he or she may wish to only use it to give direction and a concept for preparing an original message. The leader is free to choose other ways to communicate and share the concepts presented here. Wanting everyone to come to repentance. The Lord is not slow in keeping his promise, as some understand slowness. He is patient with you, not wanting anyone to perish, but everyone to come to repentance. 2 Peter: 3:9 In his writing, Peter is speaking to those believers who are questioning the second coming of Christ. Some had said "Where is this 'coming' he promised? Ever since our fathers died, everything goes on as it has since the beginning of creation." 2 Peter 3: 4. He writes words that are very true of our own generation First of all you must understand that in the last days scoffers will come, scoffing and following their own evil desires. 2 Peter 3:3. He goes on to emphasize that God's judgement will come. God's timing is not our time. But do not forget this one thing, dear friends: With the Lord a day is like a thousand years, and a thousand years like a day. V. 8. He then repeats the beautiful truth of our focus today: The Lord is not slow in keeping his promise, as some understand slowness. He is patient with you, not wanting anyone to perish, but everyone to come to repentance. 2 Peter: 3:9 The Bible study emphasized the following: The grace of a warning The grace of an intercessor The grace of justice The grace of hope We can see these concepts reflected in the verse in 2 Peter. There will be those who perish. The New Testament writers speak of the climatic end of the world and the return of Christ. Peter uses dramatic language But the day of the Lord will come like a thief. The heavens will disappear with a roar; the elements will be destroyed by fire, and the earth and everything in it will be laid bare. (V. 10) Perhaps the most serious task before the Christian believer today is that of sounding the warning with grace and love. The Old Testament prophets spoke clearly and forcefully. But they spoke to Covenant people. These were people who knew the teachings of the Law; they were even involved in regular worship. Micah compared the worship in the temple in Jerusalem to the pagan worship of the "high places" in the north. These were a people who had forsaken the teachings of their noble heritage. Many of the people with whom we associate today have no such heritage. They have a Unless otherwise noted, scripture taken from the Holy Bible, NEW INTERNATIONAL VERSION®. Copyright © 1973, 1978, 1984 International Bible Society. All rights reserved throughout the world. Used by permission of International Bible Society. ©2001-2010, Eternal Interactive, LLC, All Rights Reserved. www.homechurchonline.com God's Judgment and His Mercy – 19-46-01-en 20 different faith background or no faith background at all. The values which seem so important to us as Christians have no meaning to them. The concept of the grace of an intercessor is so very important here. If we care for our neighbour, our city, our country and perceive it in need of a warning about God's justice and grace, then our first task is that of intercessor. With our faithful prayer on behalf of others, opportunities for a positive witness can and will occur. That faithful prayer may need to last for years before we see a changed heart and life. The false prophets of Micah's day asked "Has God lost his patience? Would God indeed judge his people?" (v. 7). They picked and chose the parts of the scripture that made them feel better, wanting "their ears tickled" with only uplifting and comforting messages that would make them feel better (cf. 2 Timothy 4:3-4). The false prophets of his day spoke lies of an easy life, of "plenty of wine and beer," a religion of that catered to their self-indulgence, not of a life that demands God's righteousness and holiness (v. 11). This is true of our day as well. It is a temptation to us to emphasize only God's mercy and not speak of His righteousness and holiness. But the "grace of justice" is aware that some will perish because they choose to continue in sin and ignore the call to salvation. However, many will never hear the call to salvation. They will never know that it really is true that God is not wanting anyone to perish, but everyone to come to repentance. The hope of the Israelites was that after God's justice was administered, there would be a "remnant" or a remaining few who would return from exile and begin to rebuild Israel. The hope for today's people is more immediate. God does want all to come to repentance and his offer of salvation is available to all people For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. For God did not send his Son into the world to condemn the world, but to save the world through him. Whoever believes in him is not condemned, but whoever does not believe stands condemned already because he has not believed in the name of God's one and only Son. (John 3: 1618). The author of the Bible study emphasized that "God's holiness must judge sin, but God's love must offer mercy." May we carefully share these truths with our neighbours, friends, co-workers this week. May we be wise and prayerful as we do so. Call to Commitment: Sing: Grace Alone, The Worship Hymnal #112; CCLI # 2335524 Concluding the Service: You may choose to repeat the Call to Worship used in the Gathering Time. Lead the following reading with the congregation. Make enough copies for each participant to have one to use during the Gathering Time. © 2001-2010, Eternal Interactive, LLC, All Rights Reserved. God's Judgment and His Mercy – 19-46-01-en www.homechurchonline.com Worship Leader: For while we were still helpless, at the appointed moment, Christ died for the ungodly. For rarely will someone die for a just person – though for a good person perhaps someone might even dare to die. Worshippers: But God proves His own love for us in that while we were still sinners Christ died for us! Worship Leader: Much more then, since we have now been declared righteous by His blood, we will be saved through Him from wrath. Worshippers: For if, while we were enemies, we were reconciled to God through the death of His Son, then how much more, having been reconciled, will we be saved by His life! Worship Leader: And not only that, but we also rejoice in God through our Lord Jesus Christ, through whom we have now received reconciliation. Everyone: The Lord is not slow in keeping his promise, as some understand slowness. He is patient with you, not wanting anyone to perish, but everyone to come to repentance. (Romans 5: 6-11 2 Peter: 3:9) -------------------------------------------(Cut here)-------------------------------------------------------- Worship Leader: For while we were still helpless, at the appointed moment, Christ died for the ungodly. For rarely will someone die for a just person – though for a good person perhaps someone might even dare to die. Worshippers: But God proves His own love for us in that while we were still sinners Christ died for us! Worship Leader: Much more then, since we have now been declared righteous by His blood, we will be saved through Him from wrath. Worshippers: For if, while we were enemies, we were reconciled to God through the death of His Son, then how much more, having been reconciled, will we be saved by His life! Worship Leader: And not only that, but we also rejoice in God through our Lord Jesus Christ, through whom we have now received reconciliation. Everyone: The Lord is not slow in keeping his promise, as some understand slowness. He is patient with you, not wanting anyone to perish, but everyone to come to repentance. 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Exceptionality Education International Volume 27 \| Issue 2 2-28-2018 Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities Dr. Hala Elhoweris College of Education - UAE University, email@example.com Negmeldin Alsheikh Abdurrahman Al Mekhlafi Najwa Alhosani Mohammed Alzyoudi Abstract Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE's struggling first-grade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases Recommended Citation Elhoweris, D., Alsheikh, N., Al Mekhlafi, A., Alhosani, N., & Alzyoudi, M. (2018) Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities. Exceptionality Education International, 27, 110-124. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss2/6 This Article - Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact firstname.lastname@example.org. Article 6 phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers' phonological awareness abilities. ISSN 1918-5227 Pages 110- 124 Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities Hala Elhoweris, Negmeldin Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani, and Mohammed Alzyoudi United Arab Emirates University Abstract Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE's struggling first-grade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers' phonological awareness abilities. Reading and writing are complex cognitive skills that are predictors of school success. Children who struggle to read and write are at risk of academic failure, behaviour problems, and dropping out of school. Phonological awareness seems to be a panacea for readers who experience reading difficulties, and its efficacy on reading in young learners with reading difficulties is statistically confirmed (Bus & Van IJzendoorn, 1999; Catts & Kamhi, 1999; Goswami, 2010; Stanovich & Siegel, 1994; Swan & Goswami, 1997; Wagner & Torgesen, 1987). In a very important sense, the ability of the brain to develop "phonological representations in response to spoken language exposure and learning to speak, and the quality of these phonological representations, determines literacy acquisition" (Goswami, 2010, p. 103). Reading is a complex cognitive skill that requires the reader to recognize words and comprehend the text. Beginner readers often struggle to learn how to read because of their inability to recognize and manipulate the sounds of their native language (Stuart, 2005). The lack of phonological awareness skills hinders beginning readers from learning how to decode and spell words effectively (Ryder, Tunmer, & Greaney, 2008). Leafstedt, Richards, and Gerber (2004) indicated that students with phonological deficits have difficulties understanding words that can be broken into individual phonemes and therefore cannot capitalize on that knowledge. Phonological Awareness Research The significant impact of phonological awareness on the reading ability of young children has been investigated since the 1990s in several countries around the world (e.g., Adams, 1990; Fuchs & Fuchs, 2006; Torgesen, 1999). Previous studies have documented that there is a strong association between phonological awareness skills and reading and spelling achievement (Center, 2005). Research in the last 20 years strongly supports phonological awareness skills as the predictor of reading success among beginning readers as well as those in later grades (Bernstein & Ellis, 2000; Goswami, 2002; Goswami, 2010). Indeed, research has demonstrated that phonological awareness is a predictor of reading and spelling success in the early school years (Hogan, Catts, & Little, 2005). Recently, Abou Elsaad and Abd Elhamed's (2016) study revealed a strong relationship between phonological awareness skills and the proficiency in word reading abilities among Arabic school-aged children. Students identified with reading and/or writing difficulties have a lifetime struggle, and more likely, their academic achievements will be impeded. Therefore, it is imperative to recognize their special needs (Salend, 2008). Phonological awareness, defined as the awareness of the sound structure of the language, is a critical skill for reading development. It involves identifying and manipulating parts of spoken language such as whole words, syllables, words chunks referred to as onsets and rimes; and phonemic awareness (Virginia Department of Education, 1998). Phonics is the knowledge of the relationship between letters and sounds (Morrow, 2012), so phonemic awareness and phonological awareness are considered precursor to phonics. The Virginia Department of Education (1998, pp. 3–4) suggested five major components for phonological awareness including listening (alertness, sequencing, discrimination, figure-ground, memory, and sound-symbol), rhyme (exposure, judgment, and production), word awareness (pointing and counting), syllable awareness (counting, segmenting, blending, and deletion), and phonemic awareness (initial sound identification and comparison, sound–symbol correspondence, final sound identification, phoneme counting, phoneme segmentation, phoneme blending, phoneme deletion, and phoneme substitution). In a study that compared phonological awareness abilities between typical Arabspeaking children and Arab children with learning disabilities, Barakah et al. (2015) found that children with learning disabilities scored significantly poorer than typical children in most phonological awareness skills. Indeed, several researchers (e.g., Ammar & Ridha, 2013) reported that poor readers lack phonemic awareness abilities. According to these researchers, phonemic awareness does not develop spontaneously, but only in the specific context of learning to read an alphabetic script at school. Gillon (2000) found that the children with spoken language impairment who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than children receiving other types of interventions. Recently, many researchers reported that integrated phonological awareness intervention programs significantly improved the phonological awareness abilities of students with varying degrees of disabilities (e.g., Gillon & Macfarlane, 2017; van Bysterveldt, Gillon, & Foster-Cohen, 2010; van Bysterveldt, Gillon, & Foster-Cohen, 2014). According to Rupley, Blair, and Nichols (2009), for students who lack phonological awareness, teachers should use explicit instruction in phonological awareness abilities. Explicit instruction in phonological awareness should be an integral part of learning phonemic awareness, phonics, fluency, vocabulary, and comprehension. Letter–sound relations assist children to read and spell words correctly, whether the words are within or outside of the text (Smith, 2003). Previous researchers indicated that phonological awareness instruction is most effective when provided in small groups of three to five students (e.g., Foorman & Torgensen, 2001) and whole-class instruction (Center, Freeman, & Robertson, 2001). Earlier, Griffith (1992) found that children who were taught phonological awareness using whole-language and basal reading approaches outperformed children who were not taught phonological awareness in their reading programs. Torgesen (1999) found reading programs that emphasized even a minimal amount of explicit instruction in phonological awareness succeeded in increasing the proficiency rate of poor readers by 37%. Research in special education emphasizes the use of small group interventions and one-to-one tutoring in remediating reading difficulties (see Fuchs & Fuchs, 2006; Salend, 2008). Ryder et al. (2008) found that children in a reading intervention program that emphasized phonological awareness improved their ability to recognize words accurately and to comprehend the reading text. Children who developed phonological awareness skills also learned how to read fluently and accurately at a faster rate (Ehri, 2003). The inclusion of phonological awareness training in discriminating rhyme, alliteration, and phonemic sounds increases reading rate for children with reading difficulties (Smith, 2003). Other studies of phonological awareness programs have shown that they are effective in improving beginning readers' phonological awareness skills (see Aisa, 2007; Al Otaiba et al., 2008; Cardoso-Martins, Mesquita, & Ehri, 2011). In a review of effective programs for struggling readers, Slavin, Lake, Davis, and Madder (2009) concluded that one-to-one tutoring that focuses on phonics is very effective in improving reading performance. To summarize, phonological awareness ability is a critical predictor of early reading ability and crucial for subsequent academic success in later stages. Evidence from research overwhelmingly supports phonological awareness training as a precursor for beginning readers to be skillful and fluent readers. Studies that have examined the use of phonological awareness programs with struggling readers in the Arab world are rare, most having been carried out in Western countries. However, the findings of these studies provide additional evidence of the need for phonological awareness instruction in overcoming reading difficulties among struggling readers. For example, in a study that investigated the role of phonological awareness in diagnosing developmental dyslexia among Arabic children, Ashor (2010) concluded that phonics training is essential to remediate children with dyslexia. Another study was conducted by Abedlah (2006) to assess the impact of using an intervention program in improving phonological awareness among Arabic beginning readers. The results of this study indicated that the program was effective in facilitating significant improvement in speech production, early reading, and achievement in Arabic language. Layes, Lalonde, and Rebai (2015) examined the effects of a phonological awareness training program on word reading and pseudo-word decoding in children with dyslexia reading Arabic. They found that in comparison to typical readers in Grades 4 and 5, the students with dyslexia performed significantly better in all post-training measurements in reading, phonological processing, and metalinguistic-related skills UAE Context Literacy has been and remains a cornerstone for UAE citizens. In 2015, on the directive of the UAE President, His Highness Sheikh Khalifa bin Zayed Al Nahyan, the UAE cabinet approved the declaration designating 2016 as the UAE Year of Reading. ("UAE Declares," 2015). Although every student in the UAE needs a solid foundation in literacy to be able to enter college, a number of parents and educators have questioned students' reading and writing achievements in English and Arabic languages. There was a virtual national panic about reading and writing achievements in the UAE elementary, secondary, and post-secondary education. Indeed, the consensus is that literacy levels are unsatisfactory at the national level in the UAE. Most children who start off their time in school struggling to learn to read are more likely to be at risk of serious difficulties throughout their time in school. Reading and writing problems can be overcome by early diagnosis and effective instructional strategies that motivates children (Salend, 2008). Therefore, it is imperative to address the literacy problems in the early school years, to avoid negative consequences in subsequent years. Arabic orthography includes 28 letters, all consonants except for three long vowels: أﺃ [/a:/وﻭ,] [/u:/], and يﻱ [/i:/]; short vowels are represented by diacritical dots, making a total of 6 vowels in Arabic. Most Arabic consonants have more than one written form (e.g., /f/ =،٬فﻑ) depending on whether they occur in the beginning, middle, or end of a word (Ammar & Ridha, 2013). The Arabic orthographic system is considered phonologically transparent with a high consistent set of phoneme-grapheme correspondences (Abu Rabia, 1999). Currently, there is scant data on children's phonological awareness skills and the teachers' use of phonological awareness for reading instruction in the UAE. A study by Tibi (2005) indicated that both special and general education teachers in the UAE have limited knowledge of phonological awareness and its application in teaching reading. Additionally, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience reading difficulty when approaching school academic materials. Research Questions At the elementary level, success in school is virtually synonymous with success in reading. Because Grade 1 is a critical period for establishing a solid foundation in reading abilities, this study focused on first-grade students with reading difficulties. The intention of this study was to implement a highly effective phonological awareness program based on best practices that could be incorporated into the emergent reading program in lower primary schools in the UAE. Specifically, the research questions of this study are as follows: 1. What phonological awareness skills do UAE's struggling first-grade readers lack? 2. Does an Arabic-language program using direct instruction for phonological awareness significantly improve the phonological awareness abilities of UAE's struggling first-grade readers? 3. Is there any significant gender-based difference in phonological awareness skills among UAE's struggling first-grade readers? Method Participants The participants all attended UAE government schools and consisted of 50 struggling first-grade readers: 25 girls and 25 boys ranging in age from five to seven years. For all the participants, Arabic was the mother tongue and the first language. In these schools, Arabic language is assigned for five periods per week. Participants were included in the study using stratified sampling technique and did not differ significantly with respect to pre-test measure in their phonological awareness abilities. They were randomly assigned to either the control or experimental group in their first semester. These students had been nominated by their teachers as having reading difficulties in Arabic language and as experiencing difficulties in phonological awareness. To verify the source of the participants' difficulty in reading, the participating teachers were asked to use an error analysis sheet (prepared by the researchers) to identify the participants' errors in the reading diagnostic test. Error analysis revealed that all participants had difficulties related to phonological awareness skills. The two teachers were chosen from two UAE elementary government schools. Both teachers were general education teachers who teach first-grade students. The two Arabic teachers had bachelor's degrees in Arabic teaching and learning, and they were native Arabic speakers. Instrument A quasi-experimental design (pre and post test) was used to answer the research questions of this study. The instrument was developed based on a comprehensive review of relevant literature pertaining to phonological awareness assessment and instruction (e.g., Bernstein & Ellis, 2000; Goswami, 2002; Virginia Department of Education, 1998). The Phonological Abilities Measure (PAM) was used to determine the effects of this study's instruction program (intervention) in improving struggling readers' phonological awareness skills. The PAM consists of 12 phonological awareness skills including the following: sentence segmentation, rhyme recognition, rhyme production, syllable blending, syllable segmentation, syllable deletion, phoneme isolation of initial sounds, phoneme isolation of final sounds, phoneme deletion of initial sounds, phoneme deletion of final sounds, phoneme deletion of first sound in consonant blend, and phoneme substitution. Each skill is assessed by six items, making 72 items in total. The pre-test and post-test measures were not identical, but they both assess the same phonological awareness skills and have the same length. Validity. To establish content validity of the PAM, four university professors from the field of reading education and special education reviewed each item in the instruments (pre-test and post-test measures). All reviewers indicated that the items of the instruments are appropriate, suitable, and related to phonological awareness skills. Reliability. Internal consistency was used to measure the reliability of the parallel version of the PAM. More specifically, two versions of the test were developed, a pre-test measure and a post-test measure. The instrument was found to have an alpha coefficient reliability index of .88 for the pre-test measure and of .79 for the post-test measure, which were found to be appropriate for this study. Intervention. The phonological awareness intervention (direct instruction) program used in this study was supplementary to existing Arabic language and reading instruction, which used indirect or implicit phonological awareness program. The two schools used the Ministry of Education curriculum, which does not include activities that directly or explicitly teach phonological awareness skills. In contrast, our intervention program used best practices for directly or explicitly teaching phonological awareness skills, including teaching strategies such as a multi-sensory approach, flexible grouping, and differentiated instruction (Tomlinson, 2001). The two teachers had received several workshops by the Ministry of Education in using multi-sensory approach and differentiated instruction strategies. As noted above (see Introduction) Arabic orthography has a consistent letter–sound alphabetical system. Short vowel patterns are rule-governed depending on the meaning of the word, inflections, and the word function in a sentence. In this study all the words used are in voweled form to make it easier for beginner readers to read words or texts. Intervention Framework In this study, a general five-step framework for intervention developed by Gillon (2004) and Gillon and McNeill (2007) was adopted. However, some changes were made to the assessment framework to fit the purpose of the current study. The current study used four-steps including assessment, planning, implementation (intervention), and evaluation. The following paragraphs give a general overview of this four-step framework and the function for each step pertinent to our study. 1. Assessment: (a) Data on all participants' phonological skills was collected using the pre-intervention measure (PAM), and (b) areas of phonological awareness deficit were identified for the participants. 2. Planning: (a) Participating teachers were trained by the researchers on how to use direct instruction to teach phonological awareness by using flexible grouping, a multisensory approach, and differentiated instruction; and (b) participating teachers were asked to prepare lesson plans (see Appendix) to ensure that they would use similar activities and strategies. 3. Implementation (intervention): (a) Participating teachers were asked to implement the lesson plan as it is, using its activities and strategies within the specified time (similar in length to a typical single class period in the UAE government schools, i.e., 45 minutes); and (b) the two instructions were ensured to be comparable in terms of learning time, teaching strategies, vocabulary, and the targeted phonological awareness skills by reviewing the two teachers' lesson plans, student work samples, and the checklists that the two teachers completed on their own performance. 4. Evaluation: (a) The post-intervention measure (PAM) was administered individually to all participants; and (b) the research team re-evaluated the students' phonological awareness skills. Procedures In spring 2016 the researchers contacted school principals and teachers and requested their participation in this study. Parents of the experimental group of students were contacted, and their agreement was obtained before conducting this study. Planning. We trained the UAE elementary school teachers who agreed to participate in this study in the special methods of direct instruction for phonological awareness. Upon successful training, the UAE participating teachers carried out the phonological awareness intervention program in autumn 2016. To control for threats to internal validity, the two groups (experimental and control) of both genders were exposed to the same pre-test measures. Additionally, to avoid design contamination, the two groups (experimental and control) of male and female students were equivalent in terms of age range, phonological awareness ability (both groups scored below average on the pre test), and gender. To minimize crosscontamination of conditions, the participating teachers received instruction related to design contamination and were asked to note anything significant in this regard. Assessment. To identify phonological awareness deficits, all student participants were individually administered pre-tests of the 12 phonological awareness skills. Each assessment was conducted in a one-on-one (teacher–student) assessment. The teacher communicated directions orally.. Implementation. After identifying the phonological awareness deficits that needed to be taught directly for UAE's struggling beginning readers, we assigned the participants randomly to two groups (A and B) for each gender type, since all government schools in the UAE are same-gender schools. Group A boys (experimental group, n = 12) and Group A girls (experimental group, n = 13) were taught using a program of direct instruction for phonological awareness. Group B boys (control group, n = 13) and Group B girls (control group, n = 12) were taught using a program of indirect instruction for phonological awareness. During the 16-week intervention period, the experimental groups were taught by their teachers in a series of special 40-minute classes after school using intensive smallgroup and individualized instruction that included differentiated instruction and a multisensory approach. The class comprised 10 minutes of whole-group instruction, 20 minutes of small-group instruction, and 10 minutes of individualized instruction. It is noteworthy that the phonological awareness training program was designed based on students' needs, providing explicit instruction on the skills that the students were lacking or on their difficulties including segmenting, rhyming, sound blending, and phonemic awareness. Instruction addressed sentence segmenting, rhyming production, syllable segmenting, and phoneme manipulation (e.g., phoneme deletion of initial sounds, phoneme deletion of final sounds, and phoneme substitution). Each lesson introduced, demonstrated, and provided practice sessions in a single phonological awareness skill using drill and practice with multi-sensory and differentiated instruction strategies (see a lesson plan example in the Appendix). The control groups were taught phonological awareness abilities using implicit or indirect instruction—typical teaching methods in the UAE schools including wholegroup and small-group instruction and a multi-sensory approach. Evaluation. Following the intervention, all children were given the post-test of phonological awareness. The total score for each skill is six points: Each skill was assessed by six items and each item was worth one point. To determine the mastery level of phonological awareness skills for the whole class, a mean score of 5.4 (90%) was taken to indicate that the participants mastered the phonological awareness skill. A mean score of 4.8 (80%) or higher meant that participants had partially mastered the skill. A mean score of less than 4.8 meant that participants had not mastered the skill. Thus, the skill was considered as an area of deficit or difficulty if the mean scores fell below 4.8 or ≤ 79%. Data Analysis Descriptive statistics such as frequencies and percentages were used to analyze quantitative data such as students' scores in phonological awareness skills. To measure the impact of the instruction program on the phonological awareness skills of UAE's struggling first-grade readers, an independent sample t-test was used. Results To answer research question 1, "What phonological awareness skills do UAE's struggling first-grade readers lack?", all the participants (experimental and control groups) were given pre-assessments to identify their common areas of phonological awareness deficits. The results of the pre-test measurement revealed that there are no statistically significant differences between Group A and Group B in phonological awareness abilities (p ≥. 05), indicating that the two groups lacked the phonological awareness skills that have been assessed in this study. Based on the pre-test scores, the participants had difficulties in segmenting, rhyming, sound blending, and phonemic awareness. The participating teachers provided direct and explicit instruction in six phonological awareness skills as shown in Table 1. The results of the pre test indicated that prior to the intervention, participants had mastered only two phonological awareness skills, namely phoneme isolation of initial sounds and phoneme isolation of final sounds (see Table 1); that is, the isolation of a phoneme was an easy task for the participants of this study. Therefore, the intervention training program did not target these two skills. To ensure that all participants mastered these skills, participating teachers reviewed the pre-test assessment for each individual student, and they reviewed samples of the students' work and students' previous performances at these phonological awareness skills. Table 1 Pre-test Phonological Awareness Skills Assessment Results for First-grade Struggling Readers Question 2 asks, "Does an Arabic-language program using direct instruction for phonological awareness significantly improve the phonological awareness abilities of UAE's struggling first-grade readers?" The results the post test as reported in Table 2 reveal significant differences between Group A (experimental) and Group B (control). Students in Group A experienced greater improvements than students in Group B. To answer question 3, "Is there any significant gender-based difference in phonological awareness skills among UAE's struggling first-grade readers?", boys' and girls' post-test scores were compared using the t-test. Results of the analysis indicated that there were no statistically significant differences in the PAM overall scores of boys and girls at p .05 level, t = 1.33. So, there is no statistically significant effect of gender on phonological awareness skills. Table 2 Differences in Post-test Mean Scores of Phonological Awareness Between Group A and Group B Note. * p-value significant at .05 and **p-value significant at .01. Discussion Results of this study indicate that the program of direct instruction for phonological awareness did produce slight improvements in UAE's struggling first-grade learners' ability in word segmentation. This result supports previous studies that indicated that phonological awareness direct instruction training program leads to improvements in students' reading abilities and phonological awareness abilities (e.g., Abou Elsaad & Abd Elhamed, 2016; Layes, Lalonde, & Rebai, 2015; Smith, 2003). Results of this study further indicate that the direct and explicit instruction in phonological awareness using flexible grouping format (e.g., whole class, small groups, and one-to-one tutoring) positively impacted UAE first graders with reading difficulties. This confirms findings of previous researchers who indicated that phonological awareness instruction is most effective when provided directly through one-to-one tutoring (2009), small groups (Foorman & Torgensen, 2010), and whole classes (Center et al., 2001). Our findings support previous recommendations that teachers should use explicit instruction in phonological awareness in teaching students who lack phonological awareness (e.g., Algozzine, 2008) and that teachers should target and train students in the phonological awareness skills directly and explicitly. The importance of direct instruction is highlighted by our finding that the improvements among UAE's struggling first-grade readers vary from one skill to another. In our UAE-based study of struggling first-grade readers, we found no statistically significant effect of gender in the effects of direct instruction on phonological awareness skills. This finding is consistent with Musa and Balami's (2016) study, which investigated the impact of sex on reading performance in children with dyslexia. Using phonological awareness skill training, they found no significant effect of sex on the effectiveness of the intervention. Implications This research provides a solid framework for phonological awareness instruction based on scientific research that can substantially improve the reading skills of UAE beginning readers. Teaching Arabic in many UAE elementary schools is currently based on the whole-word approach, which uses a program of indirect or implicit phonological awareness instruction. However, given that in the current study direct phonological awareness instruction outperformed an indirect approach in addressing the reading difficulties of UAE first graders with poor phonological awareness, it might be more effective if teachers' education programs prepared pre-service teachers to teach phonological awareness explicitly to beginner readers. Certainly, since phonological awareness is a precursor for reading acquisition and has consequences for reading proficiency in later years, the Ministry of Education in the UAE and the Abu Dhabi Education Council should train in-service teachers to identify children who have difficulties in phonological awareness. Further, they should (a) ensure that elementary school teachers are aware of the positive impact of direct instruction program as a viable means for improving phonological awareness skills among students with reading difficulties in first grade, and (b) teach them how to provide direct phonological awareness instruction using flexible grouping, multi-sensory approach, and differentiated instruction. Within their classrooms, UAE elementary school teachers need to consider using a direct phonics approach with beginner readers. We encourage those teaching Arabic language to be cognizant of phonological awareness and to employ a balanced approach between whole language and phonics, in which phonics can be taught directly and in a meaningful context. Regarding implications for future research, it will be important to examine the longterm effect of this or similar intervention programs on phonological awareness, and to measure the impact on reading performance and comprehension skills. Limitations Since the age range (5–7 years old) of the participants appears quite small, future researchers may need to consider the use of ANCOVA and including age as a covariate. References Abedlah, A. (2006, February). The impact of using intervention program in improving phonological awareness for pre-school students. Paper presented at the 3rd Conference of Social Sciences Faculty, Kuwait. Abou-Elsaad, T., & Abd Elhamid, H. (2016). Assessment of Arabic phonological awareness and its relation to word reading ability. Logopedics Phoniatrics Vocology, 41(4), 174–80. doi:10.3109/1401-5439.2015 Abu Rabia, S. (1999). The effect of Arabic vowels on the reading comprehension of second- and sixth grade native Arab children. Journal of Psycholinguistic Research, 28(1), 93–101. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Aisa, A. (2007). The impact of using phonological program on improving reading skills for students with reading difficulties in English language. Education College Journal 72, 95–124. Al Otaiba, S., Connor, C., Lane H., Kosanovich, M., Schatschneider, C., Dyrlund A., Miller, M., Wright, T. (2008). Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency. Journal of School Psychology, 46, 281–314. doi:10.1016/j.jsp.2007.06.002 Ammar, M., & Ridha, M. (2013). The role of Arabic orthographic literacy in the phonological awareness of Tunisian children. The African Symposium, 13(1), 19–27. Ashor, A. (2010). The phonological awareness and its role in diagnosis and treating children with dyslexia. Arabic Journal for Learning Disabilities, 1(1), 66–78. Barakah, M. S., Elshobary, A. M., El-Assal, N. N., Habil, I. S., Eldin, S. K., El-Refaie, D. A. (2015). Phonological awareness deficits in Arabic-speaking children with learning disabilities. Egyptian Journal of Otolaryngology, 31(2), 140–142. Bernstein, L., & Ellis, N. (2000). There are three sounds in the word CAT: How phonemic awareness works to facilitate reading acquisition. Retrieved from ERIC database (ED448408). Bus, A. G., & Van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A metaanalysis of experimental training studies. Journal of Educational Psychology, 91(3), 403–414. Cardoso-Martins, C., Mesquita, T. C., & Ehri, L. (2011). Letter names and phonological awareness help children to learn letter–sound relations. Journal of Experimental Child Psychology, 109, 25–38. doi:10.1080/0300-4430.2012.703183. Catts, H. W., & Kamhi, A. G. (Eds.). 1999. Language and reading disabilities. Boston, MA: Allyn and Bacon. Center, Y. (2005). Beginning reading: A balanced approach to literacy instruction during the first three years at school. Crows Nest, Australia: Allen & Irwin. Center, Y., Freeman, G., & Robertson, G. (2001). The relative effect of a code-oriented and a meaning-oriented early literacy program on regular and low progress Australian students in year 1 classrooms which implement Reading Recovery. International Journal of Disability, Development and Education, 48(2), 207–232. Ehri, L. C. (2003). Systematic phonics instruction: Findings of the National Reading Panel. Retrieved from ERIC database (ED479646). Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31(2), 126–141. doi:10.1044/0161-1461.3102.126. Gillon, G. (2004). Phonological awareness: From research to practice. New York, NY: Guilford Press. Gillon, G., & Macfarlane, H. (2017) A culturally responsive framework for enhancing phonological awareness development in children with speech and language impairment. Speech, Language and Hearing, 20(3), 163–173. Gillon, G. T., & McNeill, B. C. (2007). Integrated phonological awareness: An intervention program for preschool children with speech–language impairment. Christchurch, New Zealand: Author. Retrieved from https://www.researchgate.net/publication/283582997_Gillon_and _McNeill_2007_Integrated_Phonological_Awareness_An_intervention_program_for_presch ool_children_with_speech_impairment Goswami, U. (2002). Phonology, reading development, and dyslexia: A cross-linguistic perspective. Annals of Dyslexia, 52, 141–163. Goswami, U. (2010). Phonology, reading and reading difficulty. In K. Hall, U. Goswami, C. Harrison, S. Ellis, & J. Soler (Eds.), Interdisciplinary perspectives on learning to read: Culture, cognition and pedagogy. London, UK: Routledge. Griffith, P. (1992). The effect of phonemic awareness on the literacy development of first-grade children in a traditional or whole language classroom. 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(2009), Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25(2–3), 125–138. doi.org/10.1080/10573560802683523 Ryder, J. F., Tunmer, W. E., & Greaney, K. T. (2008). Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms. Reading and Writing, 21, 349–369. Salend, S. (2008). Creating inclusive classroom: Effective and reflective practices for all learners. Upper Saddle River, NJ: Prentice Hall. Slavin, R. E., Lake, C., Davis, S., & Madden, N. (2009). Effective programs for struggling readers: A best-evidence synthesis. Retrieved online from Best Evidence Encyclopedia, www.bestevidence.org Smith, C. B. (2003). Phonological awareness: ERIC topical bibliography and commentary. Retrieved from ERIC database (ED 480635). Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24–53. Stuart, M. (2005). Phonemic analysis and reading development: Some current issues. Journal of Research in Reading, 28(1), 39–49. Swan D., Goswami U. (1997). Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Exceptional Child Psychology, 66(1), 18–41. Tibi, S. (2005). Teachers' knowledge and skills in phonological awareness in United Arab Emirates. International Journal of Special Education, 20(1), 60–66. Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Torgesen, J. K. (1999). Assessment and instruction for phonemic awareness and word recognition skills. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 128– 153). Boston, MA: Allyn and Bacon. UAE declares 2016 as Year of Reading. (2015, December 5). Gulf News. Retrieved from http://gulfnews.com/news/uae/government/uae-declares-2016-as-year-of-reading-1.1631695 Van Bysterveldt, A, Gillon, G., & Foster-Cohen, S. (2010) Integrated speech and phonological awareness intervention for pre-school children with Down syndrome. International Journal of Language & Communication Disorders, 45(3), 320–335. Van Bysterveldt, A, Gillon, G., & Foster-Cohen, S. (2014) A phonological awareness intervention case study of a child with Down syndrome. Speech, Language and Hearing, 17(1), 25–36. Virginia Department of Education. (1998). Ideas and activities for developing phonological awareness skills: A teacher resource supplement to the Virginia early intervention reading initiative. Richmond, VA: Author. Retrieved from https://melrosecurriculum.wikispaces.com /file/view/Phonological+Awareness+Activities.pdf Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. Authors' Note Correspondence concerning this article should be addressed to Dr. Hala Elhoweris, Faculty of Education, Special Education Department, UAE University, P.O. Box 17551, United Arab Emirates. Email: email@example.com Appendix Example of Lesson Plan Learning Outcomes § Students will be able to identify Arabic rhyming words Introduction (5 minutes) 1. The teacher introduces the concept of rhyming words to students in Arabic. Explain that rhyming words are words that have the same ending sounds. For example, "ﻣﺎﺕت" [mæt] and "ﻓﺎﺕت" [fæt] are Arabic rhyming words. 2. The teacher reads aloud a rhyming poem, emphasize the rhyming words, and ask students to listen for rhymes in the poem. 3. After each rhyme, ask students to clap and then tell what rhyming words they noticed. Explicit Instruction/Teacher Modeling (20 minutes) 1. Read aloud a rhyming story and emphasize rhyming words. 2. Pause occasionally and ask students in pairs to point out which words rhyme and discuss why they rhyme and then share their response with the teacher. 3. Explain directly to students how some Arabic words sound the same at the end (at) (ﺍاﺕت) [-æt] Guided Practice (10 minutes) 1. Divide the class into groups (3–4students per group). 2. Hand each group mixed flashcard sets of rhyming words. 3. Ask students to look through the cards and pairing up rhyming words. 4. Distribute different worksheets to each group according to the students' abilities (differentiation). For example, high achievers can be asked to go over a story book and identify rhyming words as much as they can. And low achievers can go over different pairs of rhyming words using one-on-one approach. Assessment (10 minutes) 1. Ask each student to write down three pairs of rhyming words on the given sheet. 2. High achievers can be given an extra assignment to create a "who am I" poem including rhyming words.	<urn:uuid:656f4ddc-7034-4470-8ecc-07bb5c9b725a>	CC-MAIN-2019-26	https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1216&context=eei	2019-06-18T01:07:35Z	crawl-data/CC-MAIN-2019-26/segments/1560627998600.48/warc/CC-MAIN-20190618003227-20190618025227-00002.warc.gz	483,416,822	9,054	eng_Latn	eng_Latn	0.955968	eng_Latn	0.989942	[ "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	[ 1718, 2029, 4098, 7639, 10907, 14413, 17061, 20454, 23576, 26707, 28760, 30608, 33554, 37141, 40395, 41932, 43603 ]	[ 2.125, 4.25 ]	1	0
9010 Energy and Sustainable Management The District recognizes that energy and resource management is the primary and most important step toward fostering a sustainable future. Conservation and efficient use will result in getting the most value out of every single unit of energy, water, materials, or other resources used. Proactive management of energy and resources will help ensure that educational programs and support services can be effectively delivered while both conserving energy and saving resource dollars. Optimizing existing funding sources through effective energy and sustainable management is a priority. Therefore, the District will implement energy and resource management measures to help control rising costs, enhance comfort and safety, reduce environmental impact, increase the value and performance of its buildings, and ensure the long-term sustainability of the District. Adopted: February 8, 2010 Reviewed: August 10, 2015 Energy and Sustainable Management Process The district accepts responsibility for developing and enforcing programs and procedures for energy conservation and sustainable resource management which demonstrate respect for our environment. District leadership will encourage administration, employees, students, and volunteers to be informed and to act as "smart savers" as well as "wise consumers" in the district and the community; success in this effort will require cooperation at all levels. The Buildings and Grounds Department will develop and recommend district-wide procedures and guidelines to facilitate energy conservation and sustainable management goals, programs, training, education, software applications, and capital improvement projects. Objectives: - Reduce or eliminate energy and resource waste to help maintain safe, healthy, and durable learning environments. - Decrease expenditures through energy and resource cost savings, utility rebates, energy source purchasing plans, and renovate or construct facilities to optimize the use of energy and resources. - Maintain accurate records of energy and water consumption by facility and their associated costs. - Evaluate and report energy conservation and sustainable management progress. - Assess and analyze energy and resource performance and capital improvement projects. - Set energy conservation and sustainable management goals. - Work with architects and design teams in evaluating potential energy conservation strategies for new and renovated building projects during the design and construction processes. - Encourage energy conservation and resource management understanding among staff and among students at all grade levels. - Assist implementation of energy conservation and sustainable management action plan(s). - Recognize energy and sustainable management achievements. - Comply with applicable local, state, and federal guidelines. - Consider USGBC LEED practices for healthier, more productive places, and reduced stress on the environment by encouraging energy and resource-efficient buildings. - Partner with local utilities to explore rebate programs that are available to the district.	<urn:uuid:33cf20be-3e1f-4723-beb5-ae6a1a8e53a1>	CC-MAIN-2019-26	https://cdn.dbqschools.org/wp-content/uploads/2014/11/schoolboard-9010EnergyandSustainableManagement.pdf	2019-06-18T01:56:45Z	crawl-data/CC-MAIN-2019-26/segments/1560627998600.48/warc/CC-MAIN-20190618003227-20190618025227-00002.warc.gz	389,847,866	523	eng_Latn	eng_Latn	0.990159	eng_Latn	0.989747	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 961, 3145 ]	[ 2.390625 ]	2	0
Roman Road SEF 2018 -19 SECTION 1 – Responses to SEF priorities 2017-18 SECTION 2 - Test and Teacher Assessment Data SECTION 3 – Teaching and Learning and Lesson Observation SECTION 4 - Leadership and Management SECTION 5 - Behaviour and Safeguarding SECTION 6 - Moral, Social, Cultural, Spiritual Development SECTION 7 – SEN/Inclusion SECTION 8 – Extended School Services and Community SECTION 9 - Attendance Data SECTION 10 – Sports Pupil Premium SECTION 12 – Foundation Stage SECTION 13 – Whole School Next Steps SECTION 14 Review from OFSTED 2017 SECTION 15 Questionnaire SECTION 1 – Responses to SEF priorities 2017-18 Maths - Target - Maths lead to oversee the use of the new Maths SOW across the school. Outcome: The new SOW has been in use for a whole year. Through monitoring books, plans and lesson observations and feedback teachers have successfully implemented the new scheme and provided a consistency throughout the school. We will continue to use the current SOW. - Target - Maths lead to receive training and support teachers in using the new SOW, notably to improve teaching and learning for maths 'Mastery'. Outcome: All teachers have received training on mastery and bar modelling. One identified teacher has received support in planning, marking and teaching. 'Mastery' is ongoing and teachers will receive further training and support within 'Teaching for Mastery'. - Target - Maths lead to explore additional Maths Schemes of Work. Outcome: Additional schemes of work were explored but we decided to continue using our current scheme of work. Literacy - Target - Literacy coordinator to develop and track higher attaining readers from end of KS1 to end of KS2. Outcome: A spreadsheet has been created and is updated every assessment cycle and is ongoing - Target - Literacy coordinator to implement reading strategies to aid greater percent of higher readers in achieving greater depth Outcome: This has been achieved. GD for reading significantly above 2017 (more than double) - Target - Through (for more details see Reading Action plan November 2017) training of teachers to achieve developments in guided reading. Outcome: All KS2 teachers have received training around the new reading scheme. Guided reading is monitored, observed and there has been team teaching where required. SECTION 2 - Test and Teacher Assessment Data Key Stage 2 SATs results Key Stage 2 results 2016 – 18 Commentary Three year upward trend in expected reading Three year upward trend in writing greater depth There year upward trend in maths greater depth Thre year upward trend in grammar expected Three year upward trend in grammar greater depth 2018 - significantly above National in all subjects for expected and for Greater depth KS 2 results 2018 - All Pupils Reading, writing, maths combined – Expected standard Significantly above Newham and National Reading, writing, maths combined – Higher standard Significantly above Newham and National Grammar school data Average scaled scores Significantly above Newham and National KS2 reading, writing, maths combined attainment by cohort Significantly above National expected in all areas except SEN Significantly above National Disadvantaged Significantly above National GD in all areas except other KS2 reading attainment by pupil group, Significantly above National expected in all areas except SEN Significantly above National GD in all areas except male and other KS2 writing attainment by pupil group, Significantly above National expected in All pupils, male, Disadvantaged Significantly below National expected for SEN Significantly above National GD in all areas except SEN and other KS2 maths attainment by pupil group, Significantly above National expected in all areas Significantly above National GD in all areas except SEN Not reached age expected Reading – Pupil - autistic spectrum Pupil – not entered – global delay/working at pre Key stage levels Writing Pupil – not entered as working below criteria Pupil – struggled to retain and apply grammar knowledge Pupil - Dyslexic Maths Pupil – not entered – global delay/working at pre Key stage levels KS 2 Three Year Averages Percentage of pupils achieving expected standard reading, writing, maths, 2016-18 Significantly above Newham and National Percentage of pupils achieving higher standard reading, writing, maths 2016-18 Significantly above Newham and National Average scaled scores for reading, 2016-18 Significantly above Newham and National Average scaled scores for maths, 2016-18 Significantly above Newham and National Disadvantaged Pupils Percentage of disadvantaged pupils reaching expected standard or higher Significantly above National Percentage of disadvantaged pupils reaching higher Significantly above National Averaged scaled scores for disadvantaged pupils Significantly above National Average progress for disadvantaged pupils in reading, writing and maths Prior attainment of disadvantaged pupils – 3 year trends 2018 Non disadvantaged pupils scored significantly above disadvantaged based on KS1 attainment APS Progress between KS1 and KS2 ASP - Progress in reading, writing, maths Significantly above average in all areas All Pupil - In house date Progress between KS1 and KS2 One Pupil excluded from data (This pupil was not entered for tests as working below KS2 levels) Reading - The pupils who did not make expected progress were Level 3 in KS1 and attained below 110 at KS2 Writing – The pupil who did not make expected progress was Level 2 in Year 2 and HNM (working towards in KS2 tests Maths – The pupil who did not make expected progress was Level 3 in KS1 and attained below 110 at KS2 Mid Phase Joiners – Progress for Reading 2018 100% of mid phase joiners made expected or more than expected progress Increments are measured by the test results on entry to Roman Road to SATs results at the end of Year 6. The scales used are Significantly Below/Below/At/Above/Significantly Above. Therefore a child entering as 'Below' and attaining 'Above' at end of year 6 will have made +2 increment jumps of progress. Additional KS2 data from Fischer Family Trust Pupil Progress defined - The value added progress that pupils have made from one key stage to the next. This compares RR actual results to the estimated results based on the progress of similar pupils nationally. Attainment Progress (Value Added) Pupils Progress Significantly above National Progress between KS1 and KS2 in all areas Pupil Groups Significantly above National Trends - Pupil Subject Performance Significantly above National Data for Disadvantaged Pupils and against Non Disadvantaged pupils Disadvantaged against Non Disadvantaged Significantly above National Attainment and Progress by cohort Significantly above National Key Stage 1 Teacher Assessments All Subjects - Expected Significantly above Newham and National in all areas All Subjects – Greater Depth Significantly above Newham and National in writing and maths KS1 by pupil group reaching standard Reading All pupils, male, female, EAL significantly above National for expected Female significantly above National for GD SEN data has been compared with National 'All Pupils' as opposed to National SEN pupils Writing All pupils, male, female significantly above National for expected All pupils, female, EAL significantly above National for GD Maths All pupils, male, female, SEN, EAL significantly above National for expected All pupils, female significantly above National for GD SEN data has been compared with National 'All Pupils' as opposed to National SEN pupils Children who did reach expected level Maths, Reading and Writing: Pupil – SEN, finds it difficult to retain information, struggles to comprehend simple texts, Speech and Language Pupil – EAL, Struggles to comprehend simple texts , does not have enough English vocabulary knowledge to express his opinion or understanding, Speech and Language Pupil – SEN, EAL, Behaviour, low concentration, easily distracted and struggles to retain information. Pupil – SEN, EAL, Speech and Language Pupil - SEN (Autistic), Low Attention span, easily distracted, low self esteem Pupil – SEN, EAL, immature, poor fine and gross motor skills Writing: Pupil – Attendance, Spelling KS1 Progress All Pupil - In house date Progress between end of Reception and KS1 Pupils who did not make expected progress Reading Pupil A poor concentration, rushes work Pupil B EAL/SEN (left) Pupil C lack of confidence, gets stressed during tests and cries Pupil D SEN Writing Pupil A needs 1:1 support with spelling Pupil B needs 1:1 support with spelling/EAL Pupil C poor concentration, rushes work Pupil D lack of confidence, gets stressed during tests and cries Maths Pupil A lack of confidence/EAL (left) Pupil B lack of confidence, gets very stressed during tests Pupil C SEN Year 1 Phonics Year 1 Pupil Attainment trends Not reached age expected commentary: Pupil poor attendance and SEN Pupil new to country Pupil SEN Pupil selective mute Year 1 Phonics Screening check June 2018 result analysis Total number of children: 58 Girls = 32 Boys = 26 Total number of children who took the test: 56* (excluding 2 children) Number of children who passed the test: 51 = 87.9% Number of children who did not pass the check: 7 = 12.1% 6 children to be rechecked in June 2019 Year 1 screening check - June 2018 result analysis Total number of children who took check: 58 (26 Boy 32 Girls) Phonics Screening check Year 2 result analysis - June 2018 Total Number of children: 7 Boys= 5 Girls= 2 Total Number of Children Disapplied 0 Total Number of Children who took the test: 7 Total Number of Children who passed the test = 6 (86%) Early Years Foundation Stage Good Level of development by subject Good Level of Development by cohort Females significantly above males FSM significantly below non FSM Self evaluation: Outstanding SECTION 3 – Teaching and Learning and Lesson Observation Lesson observation data September 2017 – July 2018 Next steps - Maths - A formal 'Times to Climb' system has been introduced from years 1 to 4 to drive children to learn their number bonds, multiplication and division facts - Continue to 'Teach for Mastery' within daily maths lessons and give support with planning and teaching - Continue to use bar modelling in lessons - Planned INSETS on maths vocabulary, mastery, reasoning and questioning for solving real-life problems - Monitor progression in number: addition, subtraction, multiplication and division Next steps Writing - To develop handwriting across the school. - To track the progress of Spelling from KS1 to KS2 and the C sets. - To develop independence and creativity in writing. - To recap on the best teaching structure for the English Units. - To ensure teachers are using the age appropriate grammar for their Set and Year Group Next steps Reading: - To set up fluency group in Year 2 where the children are taught explicitly to develop fluent reading so that by the start of KS2, they are ready for guided reading. - Run a book club for higher ability children in order to encourage them to read more challenging texts. - Link writing to reading – create opportunities to practise giving written answers to comprehension questions. - Restructure English plan/lesson so that the first week of a unit is spent reading and exploring texts through role play before writing happens. - Continue to promote a love of reading throughout the school through – the school library, book corners in the classroom, events i.e. book week and encouraging parents to read more with their children at home. Self evaluation Outstanding SECTION 4 - Leadership and Management - Leaders and Managers have responsibility for standards in their subjects which they address through Next Steps Action Plans (see SDP) - Leaders and Mangers have monitored planning in their subject - Leaders and Mangers have monitored teaching and learning across the school - Leaders and Managers have provided INSET based on school weakness identified in attainment and progress data, subject Action Plans, lesson observations and monitoring - One of the AHTs completed the NPQSL (pre NPQH) training course - Performance Management is now linked to performance related pay targets (this incorporates lesson observation grades, pupil progress, whole school impact and meeting Teacher Standards - All staff are aware of key priorities for 2018-19 for Teaching and Learning - The Senior Management Team week every two weeks to discuss standards in English, maths, FS and non-core subjects - The Leadership team meet every other week to address issues and next steps. Child Protection and assessment are also included in these meetings Key Next Steps - Newly appointed FS lead to attend training course to develop roll as a Senior School Leader - Newly appointed AHT/Maths Lead to attend training course Widening Leadership Level 3 Self-evaluation: Outstanding SECTION 5 - Behaviour and Safeguarding Behaviour - We encourage pupils to reflect on both their own behaviour and the behaviour of their friends. - Parents are fully informed of behavioural systems and they are made aware of unacceptable / good behaviour. - All staff model appropriate and courteous behaviour with each other and with pupils. - We employ a specialist teacher and a councillor to work with children with behavioural and emotional needs and to improve social wellbeing. - Pupils are supportive of each other in lessons and behaviour of all groups around school is good. - Pupils show respect for each other ie holding doors for others, and demonstrating good manners - Pupils and parents know that the school do not accept discrimination, racism or bullying. - Senior leaders in the playground at the end of the day are highly visible. - The school has a robust anti-bullying and behaviour policy. Children have a good understanding of what bullying is and how to deal with it. We use anti bullying strategies, assemblies. PSHE, the curriculum and SEALS to promote anti-bullying. Lunchtime cover is provided by TAs which ensures consistency of standards and familiarity for pupils. - Reward assemblies weekly promote good behaviour - The lunch time sports clubs are also for our pupil premium children. Playground markings in KS1 playground have helped pupil's creative and interactive play. It has supported with turn taking skills. - We run daily lunch time sports clubs for pupils who have difficulty interacting and playing responsibly, during the lunch hour. As a result of this there are fewer behavioural issues at lunch time and these pupils are learning how to behave better with peers and to follow instruction - The lead for behaviour provides a 'reward' day each term for children who have not received any consequences. 2017 – 18 Whole year data Commentary 2017 – 18 represents the lowest amount of consequence 3 / 4 given 2017 – 18 represents the highest amount of Rewards 5's given Rewards outweigh consequences by approximately 17 to 1 Reward 5's have increased each year in the last three years Three year trend for total of rewards and consequences Commentary Consequences have significantly reduced from 2016-17 (less than half the amount) Rewards continue to significantly outweigh consequences. Perfect behaviour (no consequences across the whole year) Perfect Behaviour has increased each year. Perfect behaviour 2017-18 is more than double that of 2015-16 Safeguarding - We have a Safeguarding team of three (DHT, Learning Mentor and AHT - Our Learning mentor is part of the CP and provides pastoral and administrative support - The HT and SENCO also have daily input into CP and Safeguarding issues - We have a Governor lead for Safeguarding who also works in school - We keep CP records manually and electronically - We have an ECM meeting to discuss all vulnerable children termly - The CP are well practise in making CP referrals and seeking appropriate and effective advice - The CP team is experience in liaising with and have close links with external bodies such as Families First and Social Care - This school year staff have receive training around FGM, CSE, PREVENT, British Values and school policy and procedure - All staff have read ad signed key policies eg Keeping Children Safe in Education, school CP / Safeguarding Policy, school Code of Conduct policy, school Acceptable use agreement and policy - All staff knows exactly how to report a CP concern. - All staff have signed the disclosure by association declaration The Annual Report to Governing Body (and Local Authority) was signed and ratified November 2018. This contains in depth details around amongst others the following key Safeguarding areas: Safer Recruitment, training, information given to parents, single central record, recruitment and selection, school site, curriculum, allegations, referrals and multi-agency working Key Next Steps Behaviour and Safeguarding - To provide training for TAs, teachers and Governors in PEVENT / British Values / FGM / CSE - To utilise Early Help service - To scrutinise the Single Central record three times a year - Train and support new Safeguarding Assistant Designated Lead - Make greater links between persistent absence and poor attendance and follow up - Key staff to receive training around Positive Handling Self- evaluation Behaviour and Safeguarding: Outstanding SECTION 6 - Moral, Social, Cultural, Spiritual Development - In class teachers promote SMCS as normal part of school life ie teachers promote class rules, good manners, a positive attitude, tolerance and understanding and sensitivity to others. - British Values has been promoted within the curriculum and samples of work have been collected as evidence. - Circle time resources added and used effectively within classes, and showing a positive impact on communication and behaviour within the school. - High moral standards are promoted and adhered to across the school. Pupils understand the difference from right and wrong and demonstrate this at school. - Teachers follow up with questioning to make learning more meaningful and personal. - For assemblies, PSHCE and RE we use SEALS materials. We use circle time to develop pupils' self-confidence and respect of others. - Staff have been trained and supported with teaching P4C Philosophy for Children and understanding our British Values Policy. - Regular assemblies around anti-bullying, anti-racism, Internet Safety, PREVENT and British values - Teaching Assistant training to understand our British value Policy and expectations - All pupils have had Road Safety awareness assemblies - We collect money for charities and disaster appeals - Foundation Stage pupils now have a daily assembly - All school SOW have been adapted with a greater emphasis on e-safety and BV - Gather and evidence work for PSHE - E-safety is in every ICT unit - To have class assemblies focusing on religious festivals - Workshops from RE specialists, Met Police, TFL, Citizenship Next steps: - There is a planned visit to City Hall for 2019 for the School Council - Develop school council further. School Council now meet every two weeks - The PSHE coordinator has introduced a programme of education called Headstart want to equip young people to cope better with difficult circumstances, preventing them from experiencing common mental health problems before they become serious issues. It gives young people the knowledge and skills to cope with periods of depression and anxiety. It is a lottery funded project. We will be delivering an Inset Headstart and 10 children from year 5 and 6 who we believe could benefit from resilience training will be nominated to participate, working with youth practitioners to build confidence and self-esteem. This is ongoing and will happen every year for the next 3 -5 years SECTION 7 – SEN/Inclusion Data from ASP - KS1 SATS - SEN reaching standard Reading Writing Maths KS2 SATS - SEN reaching standard KS2 reading, writing, maths combined attainment by cohort KS2 reading attainment by pupil group, KS2 writing attainment by pupil group, KS2 maths attainment by pupil group, Commentary - SEN and/or disabilities attain the same high standards of learning as all other pupils. All pupils show a desire to achieve and participate in all aspects of school life. - We have language groups Attention Autism, Box Clever, Phonics - We have Inclusion Groups for parents and parents attend and contribute to Pupil Review Meetings. - The Multidisciplinary Team works effectively with outside agencies which offer additional support for the high number of pupils with needs and this alongside the dedicated school staff ensure a high quality of care - Every Child Matters meetings are held termly. They include the SENCO, CP officers and Attendance Leads - We have many interventions including Wave 3, ECAR, Colourful Semantics, RLI, dyslexia programme - Our Provision Mapping is supported by high quality resources, which enables for the effective deployment of human resources. We hold a complete SEN Register. - We have developed a tracking system for all pupils on intervention programmes - Intervention decisions are reviewed termly following Pupil Progress meetings - We are part of the RLI reading pilot for pupils with Downs Syndrome - SENCO works closely with outside agencies e.g EP, CNS, LCIS,NHS and we bought in extra speech and Language, school councillor, Dyslexia/dyscalculia services - CPD for staff - staff are trained when needs arise for particular pupils - Training for therapy friendly school-ongoing - On going +Epipen training, epilepsy training - Continue to develop pupil's self-esteem and confidence through a range of physical and creative activities - On going First Aid training - Support staff involved in planning and evaluation of 1:1 supported pupils - Care plan in place for pupils with asthma and other medical needs - The school SENCO writes 'Case studies' each year to qualify the progress that some SEN children have made and how they have made it, linked to interventions they receive - Through meeting with teacher/SENCO continue to try to engage parents to participate to help them support their children Next Steps To consolidate and improve upon the service offered in the Communications Room. The rationale for the Communications room is to provide a specialised programme for pupils with SEN. This room allows access to play based learning and is suited to pupils with SEN. It allows access and teaching for smaller groups and has specialised resourcing. SECTION 8 – Extended School Services and Community. Uptake for Extended School Services Commentary: We have provided more extended school activities and sessions in 2017-18 than in any previous year. - We run a Toddler Group, to integrate children and prepare them for pre-school setting; and for parents to make links with the school. - Our Breakfast club offers a range of opportunities such as puzzles, reading, homework support, board games, arts and crafts. The cost of the club is £3 per session - Our Sports Clubs cost £1 per session, which is subsidised for pupil premium children. Our sports Clubs offer a range of sports such as football, dance, athletics, handball, tennis and badminton . - Our After school club offers a range of opportunities such as cooking, arts and crafts, board games, film, home-work support. The cost of the club is £3.50 until 4.30pm and £7.00 until 6.00pm Community - We have a PTA for events such as the Christmas Bazaar and the Summer Fair - We visit the local community church for Easter services and carol singing - We hold classes for parents in English - We provide Christmas cakes for the homeless shelter - We have parents undertaking voluntary placement in school to gain experience with working with children - For Harvest Festival we collect food and distribute to old people's homes Next Steps - To extend links with community through events and fundraising SECTION 9 - Attendance Data Attendance as of 1 st December 2018 stands at 97.2% Attendance and Punctuality Absences Looking through the data there are five distinct factors which have reduced our overall attendance below our target of 96% these are included in the table below. Taking the above into consideration the overall attendance figure would be 96.1% EID Il Fitr Many of our children celebrate Eid. The school continues to open on Eid but many children take it as part of religious observance. Attendance comparisons and trends Comparative data of Penalty Notice issued Actions to address attendance and punctuality - Letters / phone calls are now made where attendance is between 80-95% - We have a few 'persistently' late pupils which inflate figures. There is a weekly attendance meeting with the DHT and Attendance Officer and office admin representative, to discuss and minute all concerns and agree solutions. We will prioritise and target the parents of 'persistently late' pupil - The amount of children arriving late for school was 247 and there were 1759 late sessions. A reason for this may be that siblings in Newham are still being allocated different schools due to shortage of vacancies; therefore some parents have to drop off their children to different schools. Local authorities have extended catchment areas and many pupils are now coming from further afield. Also many of the reasons we received was because of traffic/London Transport. - The class with highest attendance are given the attendance trophy in assembly each week and they can use the pitch and the park as a reward for the class. - Termly certificates are issued. Next Steps - To start the process of BAPH (where borough intervene re low attendance) sooner where attendance is continually low - Regular meetings with parents for the children that arrive late, reminding them that Penalty Notices can be issued. - To implement holiday request form - DHT to meet with parents of concern/low attendance - Work with SENCO to discuss poor attendance and referrals to school nurse, in order to find a solutions where medical reasons are behind poor attendance Self-evaluation - Good SECTION 10 – Sports Pupil Premium PE lessons are well balanced and inclusive, incorporating FMS (Fundamental Movement Skills) from the Create Development programme. Lunchtime clubs are used to promote healthy and active life styles as well as to improve behaviour and skills. Active playgrounds (fun stations set up around the play grounds). Educational markings and games in FS and KS1 playgrounds Sports Day: Children get the opportunity to develop basic fundamental athletic skills. Competitions are set up between the houses in the school: Red; Blue; Green; Yellow and white. Swimming: Children will start swimming lessons in Year 5 and swim every week for three terms up to Year 6. This will ensure that children are able to swim the required 25m by the end of the Year. We have two specialist coaches in our school. These coaches provide high quality PE lessons across the school. All children have access to a minimum of two hours PE every week. During lunch times, all children have access to extra health and fitness. Children drive the promotion of healthy and active life styles. The PE prefects (children from year 6) help run the clubs at lunchtime and be responsible for equipment during break times which it is overseen by the specialist coaches. Our after school clubs provide an extensive amount and range of opportunities for our children. For full details see Sports Premium Policy PP children now receive after school sports clubs for free and continue to receive free lunchtime clubs daily. 43 SECTION 12 – Foundation Stage Classes: At Roman Road, we provide Nursery and Reception provisions. In our nursery, we offer 52 part-time places where all children can attend for 15 hours per week either in the morning or afternoon. In our Reception year, we have 2 classes with a maximum of 30 children. 30-hour: As part of our commitment to support working parents, Roman Road Primary school is offering 30 hours free funding to eligible parents. We currently offer 10 places. Learning through play: At Roman Road, we view our children as autonomous learners and hold a strong belief that children learn best when they are given appropriate opportunities to have ownership over their own learning in a safe environment that allows responsibilities, errors, decisions and choices to be made. Children have a natural ability and a drive to want to play and it is through the power of play that children learn and develop many essential skills and knowledge. Our curriculum is very play based and we provide our children with many opportunities to play through-out the day. Through play, our children explore and develop learning experiences which help them make sense of their world. The Early Years Framework: We adhere to the Early Years Framework and our setting is shaped by the four guiding principles. These are as follows: The Unique child: responding to the uniqueness and difference of all our children, who are constantly learning and can be resilient, capable, confident and self-assured Positive relationships: Children learn to be strong and independent through a focus on a range of relationships, such as with peers, and with practitioners Enabling environments: Children learn and develop well in environments in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers Learning and development: Children develop and learn in different ways and at different rates. We offer a rich and stimulating environment with a play based curriculum in which children can reach their full potential. The EYFS also includes the Characteristics of Effective Learning. At Roman Road Foundation Stage, we plan activities within the classrooms with these principles in mind. They highlight the importance of a child's attitude to learning and their ability to play, explore and think critically about the world around them. We consider the Characteristics of Effective Learning within our observations, assessments and planning cycle in the EYFS We follow the Early Years Development Matters for guidance in planning and assessment. The EYFS Development Matters outline seven areas of learning. At Roman Road, we ensure that we allow children to develop in all 7 areas on a day-to-day base. Indoor and Outdoor Learning: We allow our children to develop their skills, knowledge, understanding and curiosity both indoor and outdoor. We create a stimulating environment both inside and outdoor and children have the opportunity to free-flow between the two areas. The classroom and outdoor areas are thoughtfully set up to meet the requirements of the seven areas of learning as well as the children's needs and interests. Our aim is to ensure that every child progresses through the development matters and achieve their full potential. We intend to encourage our children to achieve Expected level and very able children to achieve Exceeding level in all areas of learning by the end of Reception year. We value all our children as individuals at Roman Road and celebrate differences in ethnicity, culture, religion, home language, background, ability or gender. We plan a curriculum that meet the needs of the individual child and support them at their own pace so that most of our children achieve and even exceed the Early Learning Goals. We recognise that some children may have special educational needs (SEN). Together with our school's SENCO, support staff, class teachers and management team, we have put into place many provisions to support our SEN children. A sensory/communicational room has been set up to support our SEN children and this is showing great positive impact in our children's learning and development. We have also received positive feedback from our outside agencies who come to support our SEN children and also from parents. We believe it is important to give our children the opportunity to have the freedom to take responsibility of their own learning through making independent choices of what learning/activity they would like to explore and engage with. This is also known to us as "Child Initiated Learning". We provide carefully planned activities where children's learning is led by an adult to provide children the opportunity to focus on specific learning needs. This is also known to us as "Adult Directed Learning". Each child at Roman Road School Nursery and Reception will have a key worker who understands his/her individual needs. The key worker will observe the child continuously and assess him/her regularly, identifying the next steps for learning and development. Assessment: Assessment is at the heart of learning and teaching at Roman Road Foundation Stage. Assessments are an ongoing part of EYFS practice and are made in a variety of ways including teacher, keyworker observation of children playing, photographic evidence, staff notes, and parent feedback. Every child in Nursery and Reception have their own "Special Folder" containing their work, observations and photographs as well as parent input that has been collated over the year. Parents have the opportunity to view their child's folder at 3 drop in sessions and whenever they wish to. Parent Partnership: At Roman Road, working in partnership with parents is a key principle of effective practice. We strive to create and maintain partnership with our parents and carers as we recognise that together, we can have a significant impact on a child's learning. We welcome and actively encourage parents to participate, confidently in their child's education and care. We actively seek parental contributions to the assessment process, including, verbal, photographic and written contributions to their child's 'Special Folder'. We welcome parents to volunteer in the EYFS by taking part in "Stay and Play". Towards the end of Reception, in the summer term, children begin to carry out writing activities in books within a more structured literacy lesson. As well as challenging children's writing ability, this also helps with transition into Year 1. Transition: At Roman Road, we understand that the transition from home to school, Nursery to Reception, and Reception to Year 1 can be a very difficult time for children and parents. We organise transitions around the needs of the individual child. We understand that we have a statutory duty to ensure continuity for children during periods of transition. We believe that a smooth transition supports the personal, social and emotional development, learning and future success of every child. We want children to feel safe, stimulated and happy in the setting and to feel secure and comfortable with staff. Children have the opportunity to visit their new classes in the summer term. In Nursery and Reception, we allow our parents to initially stay and play with their child in child's new classroom. We also visit our new children at home. This allows parents and children to have the opportunity to form a relationship with the class practitioners which allows children to settle in better. We try to organise educational visits for our children as well as inviting visitors to come and talk to the children. For example, police officers, people who are part of the church community. Next Steps for Foundation Stage: Developing the outdoor area. This is ongoing. We are continuously finding ways to develop children's learning outdoor and how to provide an enrich learning environment outdoors that mimics our indoor learning environment. Developing children's number knowledge: Reception practitioners have attended maths training around the concept of "10 Frames" to help children build a strong understanding of numbers. We are in the process of implementing this into our long term planning. Developing our support for SEN children in Foundation: A sensory/communicational room has been set up for our SEN children and this is showing great positive impact. We are continuing to support staff on how to help our SEN children within the class through training by our speech and language therapist. Developing Boys handwriting: We hope to increase our children (boys) confidence in writing through targeting the initial problematic area which is their fine motor skills. We hope to achieve this through providing children with many resources and activities that allow children to develop the muscles in their hands which will then help with mark making and writing. Resources include screws and dowels, threading and construction equipment. SECTION 12 - Curriculum Commentary - The afternoon timetabling structure has been altered with KS2 assembly from 1 -1.15 to allow for one hour for a Foundation Subject session and then play and a shorter session after play. - British Values was a focus and all classes made the most of cross curricular opportunities to incorporate BV - The Science scheme of work has been updated to be one learning objective per week (2 hours in one slot) for six weeks - A new PE curriculum has been embedded. - There is a new ICT Scheme of work, which we started September 2018. ICT resources are being used effectively throughout the curriculum and that ICT is part of everyday learning, - Music and PE is taught by subject specialists in most year groups. Children take their Step 1 and Step 2 Exams at the end of Year 5 or Year 6. - Years 2, 3, 5 and 6 are set 3 ways, for Maths and English, in order to deliver a more focussed curriculum to suit individual learning needs. - The school are trialling a new guided reading SOW in 2017/18 - We have a new planning format for Foundation subjects –planning to be for a term so that a SOW can be put in place Next steps Writing - To develop handwriting across the school. - To track the progress of Spelling from KS1 to KS2 and the C sets. - To develop independence and creativity in writing. - To recap on the best teaching structure for the English Units. - To ensure teachers are using the age appropriate grammar for their Set and Year Group Next steps Reading: - Set up fluency group in Year 2 where the children are taught explicitly to develop fluent reading so that by the start of KS2, they are ready for guided reading. - Run a book club for higher ability children in order to encourage them to read more challenging texts. - Link writing to reading – create opportunities to practise giving written answers to comprehension questions. - Restructure English plan/lesson so that the first week of a unit is spent reading and exploring texts through role play before writing happens. - Continue to promote a love of reading throughout the school through – the school library, book corners in the classroom, events i.e. book week and encouraging parents to read more with their children at home. Other Next Steps - From Spring 2019 there will be a new format for Learning Walks for ICT, Science and History/Geography SECTION 13 – Whole School Next Steps Next Steps SEN SEN - To set procedure and policy to make clearer links between the roll of the Communications Room and class, notably in the Foundation Stage and KS1. To ensure SEN pupils have continued opportunities to access the facilities in the Communications room, whilst also, where appropriate, to access the National Curriculum within class. SEN - To have set and agreed procedures and criteria regarding which SEN pupils SEN we can expect to sit tests and which cannot. Ie to establish which SEN pupils have the potential to make progress within the National Curriculum Literacy - To develop a consistent handwriting scheme across the school. To review and monitor. Numeracy - To consolidate the use of 'Times to Climb' for years 1 to 4. 'Times to Climb' supports children to learn their number bonds, multiplication and division facts. To review and monitor. Numeracy – to appoint a new Maths coordinator Learning Walks – To establish a more efficient and effective process for Learning Walk across the school for ICT, Science and History/Geography SECTION 14 Review from OFSTED 2017 We were required in OFSTED Inspection of 2017 to improve attainment of 'higher ability' (Level 5+/Greater Depth) for reading. GD for reading significantly above 2017 (more than double) SECTION 15 Questionnaire Roman Road Primary School Questionnaire for Parents July 2017 Out of 145 responses Roman Road School	<urn:uuid:d437fbc4-d9d7-490d-bb67-caeb028d1030>	CC-MAIN-2019-26	http://romanroad.newham.sch.uk/assets/files/SEF%202018-%2019%20final.pdf	2019-06-18T00:49:33Z	crawl-data/CC-MAIN-2019-26/segments/1560627998600.48/warc/CC-MAIN-20190618003227-20190618025227-00002.warc.gz	150,692,932	8,248	eng_Latn	eng_Latn	0.949108	eng_Latn	0.997196	[ "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", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn"...	false	docling	[ 23, 589, 2334, 2774, 3015, 3304, 3515, 3850, 4339, 4723, 4987, 5316, 6164, 6461, 6478, 6564, 6630, 6769, 6864, 7115, 7459, 8178, 8736, 9080, 9602, 9953, 10088, 10521, 11841, 13145, 15102, 16016, 17599, 20057, 20159, 20332, 21528, 22791, 242...	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Storm Season begins in October and ends in March. However it is still possible to have heavy storms after the storm season. Channels were built to protect your neighborhood from rainstorms that have historically flooded your community. Channels are an infrastructure similar to a freeway and are not to be used for recreation. For more information please visit our website at www.ocflood.com or www.ocfa.org Or call the OC Flood Program Office at (714) 647-3996. g Version 1, 2013 CHANNEL RIVER & CREEK SAFETY AWARENESS Stay Out! Stay Alive! Hidden Dangers of Orange County's Flood Control System Fact: Children ages 5 to 15 comprise the highest percentage of victims that the swift water rescue teams respond to. Beware! Channels and rivers can fill up fast from empty to full when it rains or when water is released from a dam or reservoir. Channels are very dangerous. Slow trickling water can quickly turn into strong rapid flowing water. When water rises above your shoes, it can sweep you away into the ocean. Once you fall, you are in survival mode. You can become severely injured from debris, slamming into a barrier, or from swallowing pollutants. Channels can change shape and go underground where you can't be found. You can get trapped in a "pit" and spin endlessly in whirlpool motion and drown. Nobody, not even strong experienced swimmers, can swim out alive of an operating flood control channel Warning! What if you see someone fall into the water? IMMEDIATELY CALL 911!!! Tell the 911 operator that someone who fell into the channel is being swept downstream and that Swift Water Rescue Teams need to respond. Give detailed information about where you saw the victim go in, what the victim was wearing, and nearest stree name, etc. If possible, throw something that floats to the victim, such as a boogie board, styrofoam ice chest, basketball, or other unattached objects. DO NOT GO INTO THE WATER AFTER THE VICTIM (YOUR FRIEND OR PET)! Do not try to pull the victim out with your hands, rope, or similar device. Do not attach anything to yourself and toss it to a victim in the water. The force of the current will pull you in. What if you fall in? Never get into this situation! Remain calm. Don't waste energy yelling for help after you have been spotted by someone. Get ready to be rescued. Try to float on your back with your legs straight and your feet pointed downstream. Use your legs to shove yourself away from obstructions. Keep your head up so that you can see where you are going. Watch for obstacles and debris! If a tree or other stationary object is blocking the channel, forcing water over it, try to flip over on your stomach and approach the obstacle head-on, crawling over the top of it. Most victims in swift water die when they get pinned against obstacles, or get trapped in submerged debris and vegetation.	<urn:uuid:5ea92228-ba22-42ca-9fd5-21098f0c1073>	CC-MAIN-2015-40	http://ocpl.org/civicax/filebank/blobdload.aspx?BlobID=29158	2015-10-13T11:58:40Z	crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00149-ip-10-137-6-227.ec2.internal.warc.gz	229,781,821	618	eng_Latn	eng_Latn	0.998711	eng_Latn	0.999215	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 605, 2881 ]	[ 3.078125 ]	2	12
Singapore's Newest Temple Inaugurated With a Flourish Category : June 1987 Published by Anonymous on Jun. 02, 1987 Singapore's Newest Temple Inaugurated With a Flourish Rajathurai, R. Indian shops in Singapore are concentrated in an area known as "Little India," and Serangoon Road has become familiar to tourists as the "street of temples." There are three temples on this road: Sri Veeramakaliamman, Sri Sreenivasa Perumaland the Sri Vadapathirakaliamman. The Sri Veeramakaliamman Temple which was recently rebuilt held its Maha Kumbhabhishekam on February 8. This temple is about 100 years old and was built by early Indian settlers who had come to live in a foreign land. They brought their religion and culture with them and warned to recreate in Singapore what they had been accustomed to back home. Recently, the temple was completely rebuilt at a cost of 2.5 million Singapore dollars. A prominent part of the new temple is the Rajagopuram or entrance tower, an important feature of South Indian temples. The presiding deity of the temple is Veeramakaliamman, one of the forms of Kali, who protects the virtuous and destroys the evil. Her presence provided early immigrants a sense of security in a new land. There are also 18 other deities in this Shakta temple including Sithi Vinayagar, Balasubramaniyar, Visalakshi and the Nuvagrahangal (the nine planets). The first campaign to raise funds was launched in 1976, and it has taken ten years to complete the project. Mr. K. Selvakumar (31), son of the temple President, is credited with much of the organization and planning for temple construction and Kumbhabhishekam preparations. He whole-heartedly undertook the large and challenging task and the result was a beautiful temple, built in the traditional style, with detailed sculptural works. The statues, panels and freezes are something unique in the art of temple building in Singapore. page 1 / 2 The Hindus of Singapore will enjoy this special place of worship. As for the tourists-they will not have to go far to study a Hindu temple, there is now one in the heart of "Little India." page 2 / 2	<urn:uuid:f7b0e234-fde5-4816-8b90-fb6275c09dcd>	CC-MAIN-2015-40	http://hinduismtoday.com/modules/smartsection/makepdf.php?itemid=423	2015-10-13T11:56:11Z	crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00149-ip-10-137-6-227.ec2.internal.warc.gz	142,951,499	522	eng_Latn	eng_Latn	0.998327	eng_Latn	0.998149	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1945, 2149 ]	[ 2.015625 ]	2	19
Tips for Marketing Sheep and Goat Products: Dairy Keeping your own dairy animals can be a great money-saving enterprise, as your animals supply food for the family as well as for orphan animals that need milk. Dairy goats are efficient at turning feed into milk, and they are personable and fun to keep. Advantages * Profit potential * Diversified products and market opportunities Considerations * Labor needed to process and market milk and other dairy products * Cost of milking and processing facilities and equipment * Regulations for selling milk and facilities * May require new skills—cheesemaking Dairy enterprises are more labor-intensive than meat enterprises but also have more income potential. If you are keeping more than a few dairy animals, however, you will need a good market. There are many possibilities. Here are a few: * Sell in bulk to a local processor * Sell raw milk to local customers (if regulations in your state allow) * Use milk to raise baby animals, such as calves or pigs * Sell milk to others for animal food—puppies, foals, pigs, lambs, and calves all do well on goat's milk * Sell to a cheesemaker—for sheep milk, it might work to freeze and ship * Use to make lotions or soaps (great shelf life, don't need a commercial kitchen) * Begin your own value-added dairy business, bottling milk or making cheese or yogurt Scaling up to a commercial enterprise is much more demanding than keeping a few animals for home use. It is of prime importance that you first learn about all the relevant regulations in your state. Investigate the requirements for facilities, and work out a cost estimate to see if a commercial enterprise will be feasible on the scale you want. For example, your dream may be to keep a dozen goats and make cheese. However, facilities that comply with regulations may be too costly and you would need to raise 200 goats to make enough cheese to pay for the facility. This changes the demands on the family and on finances and must be figured out in advance. Regulations Before pursuing anything other than home-scale or feeding animals, it is wise to check into the dairy regulations in your state. Rules for facilities and selling milk vary from state to state. For example, in some states you may sell limited quantities of raw milk from the farm. In another state this is forbidden. Some states also have "micro dairy" programs, which have regulations adapted to very small dairy and processing operations. See the American Dairy Goat Association listing in the Resources section for more information on finding your state's requirements. If you are interested in a small ruminant dairy enterprise, take these steps: * Investigate the local markets and read the books and publications listed here. * Talk to producers who are doing what you would like to do. * Contact the regulatory division in your state. * Assess the availability of labor and make a realistic plan for facilities needed and the cost of those to determine investment dollars. While dairy enterprises can be very satisfying and can be profitable, they are the most demanding for day-to-day labor needs and facility investment. Resources ATTRA Publications Dairy Sheep and Dairy Goats: Sustainable Production Read these publications for help in figuring out enterprise feasibility, budgets, and general production information. www.attra.ncat.org A Guide to Starting a Commercial Goat Dairy by Carol Delaney. This book, published in 2012, is a great all-around resource, including economic information. www.uvm.edu/~susagctr/Documents/Center_GOAT_web.pdf The Farmstead Creamery Advisor: The Complete Guide to Building and Running a Small, Farm-Based Cheese Busi- * Analyzing your suitability for the career ness by Gianaclis Caldwell (Chelsea Green Publishing). If you are considering producing and selling cheese, this book is an excellent resource. It covers: * Designing and building the cheese facility * Negotiating day-to-day obstacles * Sizing up the market * Ensuring maximum safety and efficiency American Dairy Goat Association This website has a database to help you contact the appropriate regulatory agency in your state. Click on "About Dairy Goats," then scroll down to select "State Contacts for Starting a Grade A/B Goat Dairy." Those are the same contacts for starting a sheep dairy. This is also where you go to learn about the raw milk rules in your state. www.adga.org Dairy Sheep Association of North America From this site, you can learn about the annual Dairy Sheep Symposium, which is an excellent educational opportunity. The DSANA has a newsletter and includes links to more information and to members and researchers who can help answer questions. www.dsana.org Maryland Small Ruminant Page—Dairying www.sheepandgoat.com/dairylnk.html Wisconsin Extension—Sheep Dairy Information www.ansci.wisc.edu/Extension-New%20copy/sheep/Publications_and_Proceedings/res.html This website includes proceedings from previous Dairy Sheep symposia (listed under the former name, Great Lakes Dairy Sheep Symposium). Some of this information is relevant to dairy goat producers as well. Tips for Marketing Sheep and Goat Products: Dairy © 2012 National Center for Appropriate Technology By Margo Hale and Linda Coffey, NCAT Production: Robyn Metzger This publication is available on the Internet at www.attra.ncat.org. IP396 Slot 390 Version 072712	<urn:uuid:0ca66ae3-808c-4de6-99c0-e496b9debb01>	CC-MAIN-2015-40	https://attra.ncat.org/attra-pub/download.php?id=410	2015-10-13T11:57:16Z	crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00152-ip-10-137-6-227.ec2.internal.warc.gz	1,120,248,859	1,135	eng_Latn	eng_Latn	0.994637	eng_Latn	0.996538	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2619, 5441 ]	[ 2.15625 ]	2	6
What is a Roundabout? A roundabout is a circular intersection designed to slow traffic while lowering delays. Operations are improved by smooth flowing traffic, with less stop and go than would be experienced at a signalized intersection. A roundabout can improve safety for vehicles, pedestrians and bicyclists. Their advantage also lies in providing a more aesthetically pleasing intersection design, since there is less pavement and the center island offers an opportunity for landscaping features that create a distinctive entry point to a community. . Center Island Entry Lane Exit Lane Yield Line Truck Apron Median Island Crosswalk Circulatory Roadway The general principle behind using a roundabout is Yield at Entry. A motorist approaching a roundabout must slow down, yield to pedestrians in the crosswalk, and yield to traffic already in the roundabout. Then, when a gap in traffic is present, it's a simple maneuver similar to a right turn onto a one way street. Once in the roundabout, proceed around the center island and take the desired right hand turn. Roundabouts are designed to accommodate large vehicles including fire trucks. The paved "truck apron" around the center island is intended to provide extra space for the trailing wheels of large trucks while driving around the roundabout. Do not enter the roundabout when emergency vehicles are approaching on another leg; allow vehicles in the roundabout to clear in front of the emergency vehicle. For additional information on Roundabouts contact: City of Clive Public Works Department 9289 Swanson Blvd. Clive, Iowa 50325-6917 515-223-6231 or go to http://www.ci.clive.ia.us City of Clive Roundabouts General Information & Driving Instructions Motorist: Upon approaching the roundabout, stay to the right of the median island and SLOW DOWN to 10-15 mph. Be sure to look for pedestrians in the crosswalk. Before you enter the roundabout, YIELD to traffic on your left in the roundabout. Remember to be prepared to stop if there is not a sufficient gap in circulating traffic. All traffic is moving in a counter clockwise direction. ENTER the roundabout when there is sufficient gap. Continue safely around the roundabout to your exit. NEVER STOP in the roundabout. Look for your Street. Use your right turn signal and EXIT the roundabout carefully. Watch for pedestrians in the crosswalk and stop for them. Do not accelerate until after crossing the pedestrian crosswalk. Pedestrians: * Always use the sidewalk. Never walk in the roundabout or to the center island. * Cross the street to the median island; it's there to provide you with a refuge between lanes. * When crossing the street that enters the roundabout look to your left for approaching vehicles. You have the right of way when you're in the crosswalk, but be careful. Make sure that drivers can see you and stop for you. * When crossing the street that exits the roundabout, look to your right or towards the roundabout for approaching vehicles. Bicycles: Although there are no bicycle lanes within the roundabout, bicyclists can choose to use the shared bicycle/pedestrian path and crosswalks, or ride through the roundabout, depending on their level of comfort in traffic. Bicyclists using the street shall follow the same rules as motorists. Bicyclists using the shared bicycle/pedestrian path shall follow the same rules as pedestrians.	<urn:uuid:5d335809-6b71-43d3-ad18-5e0a649382d9>	CC-MAIN-2015-40	http://www.cityofclive.com/home/showdocument?id=225	2015-10-13T11:56:49Z	crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00163-ip-10-137-6-227.ec2.internal.warc.gz	476,601,366	728	eng_Latn	eng_Latn	0.998198	eng_Latn	0.998493	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1731, 3403 ]	[ 2.5 ]	2	13
Spring Environmental Programs April - June 2013* SPONSORED BY TOWN OF BROOKHAVEN - Conducted by Eileen Gerle, Environmental Educator Spring Beach Cleanup - Saturday, April 27, 9:00 am In honor of Earth Day and the upcoming beach season, why not come down to West Meadow and help clean up debris deposited by winter storms. This is a great community service activity, and scouts can satisfy badge requirements. Latex gloves supplied. Work gloves, closed shoes recommended. International Migratory Bird Day Saturday, May 12th 11:00 am – 2:00 pm West Meadow Beach is a stopover destination for many species of migratory birds. We'll celebrate the incredible journeys of our fine-feathered friends during this fun-filled, educational, family event. This years' theme is Life Cycle of Migratory Birds: Conservation Across the Americas. Bird Walks ~ Crafts & Games ~ Displays ~ Live Bird Demonstration CHILDREN'S PROGRAMS Become a Junior Beach Ranger Ages 9-12 This yearlong program meets monthly so participants can discover West Meadow Beach in all seasons. Rangers keep a nature diary, hike, explore, solve nature mysteries, identify the plants and animals of West Meadow's varied habitats, and help with species monitoring programs. Rangers earn a patch at the completion of each season. DATES: April 13 - 10:00 am or 1:00 pm, May 4 -10:00 am ONLY, June 22 - 8:00 pm (PARENT/GUARDIAN MUST ATTEND) Egg Hunt - April 6 Ages 3-5 9:00 – 10:00 am or 11:00 am – 12:00 noon Your child will learn about camouflage while hunting for eggs on the beach. Parents must accompany children. April 20 – Wild About Wildlife Ages 3 & 4 1:00 – 2:00 pm We'll explore the concept of wild versus tame animals, discuss why it's best to "keep the wild in wildlife," and go on a wild animal walk to look for wildlife that lives at West Meadow Beach. Parents must accompany children. April 20 – No Bones About It Ages 5 - 7 3:00 – 4:00 pm Many of the animals that live in the sea are invertebrates – animals without a backbone. We'll explore the beach to see what kind of invertebrates live at West Meadow. Parents must accompany children. May 25 – Backbone Bonanza Ages 5 - 7 12 noon – 1:00 pm West Meadow Beach is also home to many vertebrate animals – those animals with a backbone. We'll discuss the different groups of vertebrates and take a hike to look for signs of vertebrate animals at the beach. Parents must accompany children. FAMILY PROGRAMS Horseshoe Crab Walks Did you know that horseshoe crabs really aren't crabs, despite their name? Learn all about these fascinating "ancient mariners" that spawn at West Meadow each spring, and take a walk down the beach to look for pairs coming ashore to nest. DATES: May 25, June 8, June 21, July 6 6:30 – 8:00 pm Full Moon Hikes Enjoy a rare opportunity to hike down Trustees Road at night. Participants will learn about nocturnal animals that live at West Meadow Beach by searching for clues and solving riddles. If the skies are clear we will discuss moon lore and use a spotting scope to look at the basic Lunar features such as mares and craters. April 26, 8:00 – 9:30 pm May 24, 8:00 – 9:30 pm June 20, 8:00 – 9:30 pm Astronomy Night – May 10th, 8:30 pm - 10:00 pm Come down to West Meadow Beach to view the night sky by telescope. You'll learn how to pick out the Spring Constellations, plus get good views of Saturn and Jupiter. With Gary Vorwald, Science Chair Paul J. Gelinas JHS, and David Cohn, Director - Educational Projects Network. Weather permitting rain/cloudy skies cancel. ADULT PROGRAMS Birding Walks These walks will highlight spring migrants as well as the year-round avian residents of West Meadow Beach. We'll be on the lookout for warblers, orioles, plovers and other shorebirds, herons, egrets, and Ospreys. Walks last approximately 2 hours. Seasonal Nature Walks Learn about the flora and fauna of West Meadow Beach. These hikes will highlight animals that are seasonal visitors, in addition to the yearlong residents of the peninsula, and focus on the plant communities that make up beach habitats. Binoculars suggested, comfortable shoes, hat, a must. Walks last approximately 2 hours. April 27 2:00 pm May 25 2:00 pm June 15 2:00 pm Meet at Covered Pavilion next to Playground RESERVATIONS ARE REQUIRED FOR ALL PROGRAMS E-mail your reservation to email@example.com *Programs will not be conducted in inclement weather. Dates and times are subject to change. Edward P. Romaine, Supervisor Steve Fiore-Rosenfeld, Council District 1 Jane Bonner, Council District 2 Kathleen Walsh, Council District 3 Constance M. Kepert, Council District 4 Timothy P. Mazzei, Council District 5 Daniel Panico, Council District 6 Dan Losquadro, Superintendent of Highways Patricia A. Eddington, Town Clerk Louis J. Marcoccia, Receiver of Taxes	<urn:uuid:c39061ce-4e5d-4615-91be-7fefb8e469af>	CC-MAIN-2015-40	http://www.brookhaven.org/DesktopModules/Bring2mind/DMX/Download.aspx?Command=Core_Download&EntryId=6088&PortalId=0&TabId=134	2015-10-13T11:51:59Z	crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00169-ip-10-137-6-227.ec2.internal.warc.gz	443,402,137	1,232	eng_Latn	eng_Latn	0.995785	eng_Latn	0.995905	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2465, 4931 ]	[ 2.25 ]	3	2
Human Resource Management (HRM) – Harrods Harrods has been in business for over 160 years. It employs 4000 employees with an additional 3,500 agency and concession employees. In 2010 Qatar Holdings purchased Harrods from Mohamed Al-Fayed. The new owners are strongly committed to all of Harrods' employees. They recognise that engaged employees are essential to the continuing success of the business. Such employees are likely to be happy and consistently high performers who want to progress their careers with Harrods. Managing employee relationships is the role of the Human Resources department. Harrods' Human Resources department adopted a variety of methods to increase employee engagement. Human Resource Management is a process of valuing and developing people at work. It covers all aspects of developing employees, including three important steps: 1. Recruitment and selection - attracting suitable new employees. 3. Development - developing all employees to build their careers with Harrods through identifying career progression opportunities. 2. Performance - enabling employees to perform their roles to the best of their ability by keeping them informed and providing relevant training opportunities. In 2009 the MacLeod Report, 'Engaging for Success', was published which has been very influential in Human Resource Management. One of its major findings was to highlight how businesses benefit by involving employees in all aspects of decision making. This involvement is commonly referred to as employee engagement or Harrods to investigate its employee relations, participation. This prompted managers at in particular its employee turnover. Employee turnover measures the rate at which employees leave their employer, usually over a one year time period. The statistics indicated that Harrods needed to take action to improve employee engagement and reduce its employee turnover. A high employee turnover rate has significant cost and performance implications to a business. These include the costs of recruitment, the loss of expertise and the increased need for training new employees. Following this investigation, Harrods carried out its first comprehensive employee survey to find out what they thought about working at Harrods. The employee survey has now become an integral aspect of Harrods' Human Resource Management programme. The survey results were used to create strategic plans for change focused on improving employee engagement and trust. The opportunities for managers and employees to be engaged in sharing their views and ideas is summarised in the table. Questions 1. What is the role of the Human Resources department? 2. Explain the term 'employee turnover' and give examples of why high employee turnover could have a negative impact on a business. 3. Describe some of the different communication methods used to create employee engagement at Harrods. Which of the communication methods at Harrods do you think would have the most impact? 4. Analyse why it is important for businesses like Harrods to evaluate its employee communications using, for example, an employee survey. Task In a small team create a presentation, either on computer or on flip-chart paper, which explains the role of the Human Resources department. For each item mentioned explain how important this role is to overall success of the business. What have you learned? Create some revision cards of the main learning points from today's session.	<urn:uuid:0304aebd-364b-417f-9df4-e26fe11f350a>	CC-MAIN-2015-40	http://download.businesscasestudies.co.uk/retrieve_harrods_18_aGFycm9kcy90ZWFjaGVycy8xOC9sZXNzb24tcmVzb3VyY2UtaHVtYW4tcmVzb3VyY2UtbWFuYWdlbWVudC5wZGZ8fA==	2015-10-13T11:55:24Z	crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00174-ip-10-137-6-227.ec2.internal.warc.gz	90,799,389	640	eng_Latn	eng_Latn	0.998375	eng_Latn	0.998363	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2602, 3478 ]	[ 2.046875 ]	3	4
SCHOOL DISTRICT ADMINISTRATIVE REGULATION 246-AR-2. PHYSICAL EDUCATION Goals established by the Board in the Student Wellness Policy will be implemented in action plans for physical education programs. Professional staff will provide physical education instruction that complies with the curriculum and academic standards established to ensure that students develop required skills and knowledge. The physical education curriculum and program will be reviewed and updated, as appropriate. District schools will ensure that all students participate in physical education classes. Physical education staff will utilize appropriate instructional strategies that provide meaningful inclusion of all students regardless of skill or fitness level. The district's physical education programs will: 1. Provide physical activity options and alternatives from a variety of categories such as outdoor, rhythmical, and lifetime. 2. Feature cooperative as well as competitive games. 3. Teach self-management skills as well as movement skills. 4. Actively teach cooperation, fair play, and responsible participation. 5. Promote participation in physical activity outside of school. 6. Be an enjoyable experience for students. 7. Encourage lifelong participation in health-enhancing physical activities. 8. Provide for numerous practice opportunities through adequate facilities and sufficient equipment. 9. Create a positive learning environment in which students feel safe and supported. 10. Utilize physical activities that are developmentally appropriate. 246-AR-2. PHYSICAL EDUCATION Suitably adapted physical education will be included as part of a student's IEP or accommodation when chronic health problems, disabling conditions, or other special needs preclude such student's participation in regular physical education instruction or activities. All documented medical conditions and disabilities will be accommodated. An annual assessment and inventory of equipment, facilities and resources used for physical education courses will be made by physical education staff. Equipment, facilities and resources determined to be obsolete, out-of-date, unusable or unsafe will be reported for disposition. The district's physical education instructional staff will be certified health and physical education teachers. Physical education staff will attend professional development opportunities and inservice programs, in accordance with Board policy. Student-teacher ratios in physical education classes that allow teachers the opportunity and time to work with individual students will be established in each school. District schools will prohibit the withholding of physical education class as punishment. District schools will implement action plans and/or programs that promote physical education in the schools. Assessment A local assessment system will be implemented to track student progress on the Health, Safety and Physical Education academic standards. Course grades will be awarded in the same manner grades are awarded in other subject areas and will be included in calculations of grade point average, class rank, and academic recognition programs. Assessment opportunities may include the following: 1. Student personal portfolios to assess student progress by making students accountable for completing fitness surveys and recording heart rate, workout routine, personal goals, and any other pertinent material. 2. Health-related physical fitness testing, which may be integrated into the curriculum as an instructional tool. 3. Tests appropriate to students' developmental levels and physical abilities and used to teach students how to assess their fitness levels, set goals for improvement, and monitor progress in reaching their goals. Staff will maintain the confidentiality of fitness test results, which will be available only to students and their parents/guardians. 246-AR-2. PHYSICAL EDUCATION 4. Physical education programs monitored and assessed regularly by physical education teachers, in conjunction with other district academic and health-related programs, using tools such as the Healthy Kids Survey, CDC School Health Index, CDC Physical Education Curriculum Analysis Tool (PECAT), National Association for Sport and Physical Education (NASPE) Appropriate Practices or other assessments. Results of these surveys and assessments will be reported to the Board and school, and made available to parents/guardians and the community. Family And Community Involvement To promote family and community involvement in supporting and reinforcing physical education in the schools, the building principal or designee will be responsible for ensuring that: 1. Physical education activity ideas are sent home with students. 2. Parents/Guardians are actively encouraged to promote their child's participation in the school's physical education programs and after-school activities through information distributed by the school. 3. Families are invited to attend and participate in physical education activity programs and health fairs. 4. Physical education curriculum includes homework that students can do with their families. 5. School staff consider student preferences and interest when developing physical education programs. 6. School staff are encouraged to work with local recreation agencies and community organizations to provide opportunities for students to participate in physical activity programs outside of school.	<urn:uuid:51166bce-d346-4333-9a98-b9b82ea6c0e5>	CC-MAIN-2015-40	http://www.portal.state.pa.us/portal/server.pt?open=18&objID=1246738&mode=2	2015-10-13T12:02:25Z	crawl-data/CC-MAIN-2015-40/segments/1443738006497.89/warc/CC-MAIN-20151001222006-00174-ip-10-137-6-227.ec2.internal.warc.gz	848,198,853	919	eng_Latn	eng_Latn	0.995915	eng_Latn	0.996468	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1554, 3903, 5471 ]	[ 2.21875 ]	3	24
Sacrament of Penance Family Information Booklet +Dear Parents, This Parent Handbook is provided to you to help you prepare your child for the Sacrament of Reconciliation. The Catholic Church teaches that the task of forming children in the faith is the primary responsibility of parents. We find this role of parents in the Rite of Baptism when the priest says to you, the parents, "You have asked to have your child baptized. In doing so you are accepting the responsibility of training them in the practice of faith. It will be your duty to bring them up to keep God's commandments as Christ taught us, by loving God and our neighbor. Do you clearly understand what you are undertaking?" You responded "Yes." This parent handbook will assist you in carrying out the "Yes" you professed at your child's Baptism. During this preparation your role will not be so much about "informing" your child. The church asks of you to be models, modeling a reconciling relationship with God and others that will lead your child to develop similar relationships. Your focus should not be only on the first celebration of reconciliation in church, but on the time that follows this celebration- the ongoing, lived experience of becoming a disciple of Christ. Jesus tells us in the Gospel. "Be not afraid." The Holy Spirit will give you the grace you will need. You can learn together with your child. Remember that learning our faith is a lifelong process. May Our Lord, who forgives us our sins, grant you and your child a love for this Sacrament of God's mercy. Sincerely yours in Christ, Madelyn McBride Madelyn McBride First Reconciliation 2023-2024 Parent Meeting Thursday November 16, 2023 The Church 7:00PM First Reconciliation Saturday, March 2, 2024 10:00AM Parents/Guardians should bring their child to their classroom. Parents then go over to Church…no reserved seating. The children will be brought to Church by their catechist. Details Concerning First Penance 1. The Prayer Service * Gathering Hymn * Greeting * Opening Prayer * Gospel * Homily * Examination of Conscience * The Our Father * Concluding Prayer * Individual Confession and Absolution: - When the priests have reached the place of confession, the children will be led by their Catechist to a priest for individual confession…Face to Face or in a Confessional. - When each child has had their confession heard he/she will return to the pew to pray their penance. - Once they are finished each child will remain in his/her pew until one parent comes to the pew to take him/her home. In order to foster the sacredness of this sacrament, we request that all parents refrain from all speaking and take no pictures during confessions. Any parent who wishes to go to confession is invited to do so after all the children have celebrated their First Penance. You will find an Examination in the pew for you. Please prepare your children to celebrate their First Penance by using the information in your Parent Handbook…Form for Confession and Act of Contrition. What is a Sacrament? According to the Catechism of the Catholic Church, "The sacraments are efficacious signs of grace, instituted by Christ and entrusted to the Church, by which divine life (grace) is dispensed to us. The visible rites by which the sacraments are celebrated signify and make present the graces proper to each sacrament. They bear fruit in those who receive them with the required dispositions." What is Grace? All Sacraments give grace. Grace is both God's life and God's help. See grace as life in Christ. Thus, receiving grace means growing in your relationship with Jesus Christ and his family, the Church. Sacrament of Penance According to the Catechism of the Catholic Church: "The Sacrament of Penance and Reconciliation is called the sacrament of conversion because it makes sacramentally present Jesus; call to conversion, the first step in returning to the Father from whom one has strayed by sin." "It is called the sacrament of Penance, since it consecrates the Christian sinner's personal and ecclesial steps of conversion, penance and satisfaction." "It is called the sacrament of confession, since the disclosure or confession of sins to a priest is an essential element of this sacrament. In a profound sense it is also a "confession" – acknowledgement and praise- of the holiness of God and his mercy toward sinful man." "It is called the sacrament of forgiveness, since by the priest's sacramental absolution God grants the penitent "Pardon and peace." "It is called the sacrament of Reconciliation, because it imparts to the sinner the love of God who reconciles: "Be reconciled to God." He who lives by God's merciful love is ready to respond to the Lord's call: "Go; first be reconciled to your brother." Understanding Sin According to the Catechism of the Catholic Church: "Sin is before all else an offense against God, a rupture of communion with him. At the same time it damages communion with the Church. For this reason conversion entails both God's forgiveness and reconciliation with the Church, which are expressed and accomplished liturgically by the Sacrament of Penance and Reconciliation." Communal Aspects of Sin The church is the family of God. We became part of this family at Baptism. At Baptism, we became children of God. Anytime a member of God's family sins, the whole family is touched by this separation. That is why the sacrament is sometimes a communal celebration where the parish family comes together asking for forgiveness. The Effects of this Sacrament According to the Catechism of the Catholic Church: "The whole power of the sacrament of Penance consists in restoring us to God's grace and joining us with him in an intimate friendship. Reconciliation with God is thus the purpose and effect of this sacrament. For those who receive the sacrament of Penance with contrite heart and religious disposition, reconciliation "is usually followed by peace and serenity of conscience with strong spiritual consolation." Indeed the sacrament of Reconciliation with God brings about a true "spiritual resurrection," restoration of the dignity and blessings of the life of the children of God, of which the most precious is friendship with God." The spiritual effects of the sacrament of Penance are: - reconciliation with God by which the penitent recovers grace; - reconciliation with the Church; - remission, at least in part\, of temporal punishment resulting from sin; - remission of the eternal punishment incurred by mortal sins; - peace and serenity of conscience, and spiritual consolation; - an increase of spiritual strength for the Christian battle. Moral Conscience According to the Catechism of the Catholic Church: "Every person is created with a conscience within his innermost being where the voice of God calls him to love, to do what is good and to avoid evil." "Conscience is a judgment of reason by which the human person recognizes the moral quality of a concrete act." Life-long helps to forming one's conscience: * prayer to the Holy Spirit * faith * a life of charity * the witness and advice of others * interior reflection of self-examination of conscience in light of the Lord's Cross (CCC) * the teaching of the Catholic Church (CCC) Stumbling blocks to a healthy conscience according to the Catechism of the Catholic Church: * ignorance of Christ and his Gospel * bad example given by others * assertion of a mistaken notion of autonomy of conscience * enslavement to one's passions * rejection of the Church's authority and her teaching * lack of conversion and of charity Importance of Regular Reconciliation The Code of Canon Law states, "All the faithful who have reached the age of discretion are bound faithfully to confess their grave sins at least once a year. The faithful are bound to confess, in kind and in number, all grave sins committed after baptism, of which after careful examination of conscience they are aware, which have not yet been directly pardoned by the keys of the Church, and which have not been confessed in an individual confession." According to the Catechism of the Catholic Church, yearly confession is the second precept of the Church and thus is one of the ways the faithful are guaranteed to be doing "the very necessary minimum…in the growth in love of God and neighbor. According to the Code of Canon Law, "The faithful are recommended to confess also venial sins." Responsibilities of Parents Parents: ❖ are primary educators of their children ❖ are responsible for initiating their children into the sacramental life ❖ serve as models for their children by being moral Christians ❖ receive the Sacrament of Reconciliation and Eucharist regularly ❖ help their children in forming a good conscience and a Christian code of morality ❖ model forgiveness ❖ attend Sunday Mass and Holy Days of Obligation with your children ❖ have family prayer time together daily ❖ have religious articles in the home Preparing Your Child for First Penance This preparation should be one that seeks: ❖ to make clear the relationship of the sacrament to your child's life ❖ to help your child recognize moral good and evil, repent of wrongdoing, and turn for forgiveness to Christ and the Church ❖ to encourage your child to see that in this sacrament faith is expressed by being forgiven and forgiving ❖ to encourage your child to approach the sacrament freely and regularly, and to understand that Christian faith is expressed in forgiving others and seeking forgiveness when necessary How Can I Help My Child in the Sacrament of Reconciliation? - know, love, and receive the sacrament yourself - talk to your child about their understanding of the sacrament, sin and forming their conscience - practice the form for confession with your child - help your child memorize the Act of Contrition - take them to church and show them the confessionals and the Reconciliation Room - read stories from the Bible to your child concerning God's forgiveness Luke 15: 1-10 The Lost Sheep Luke 15: 11-31 The Lost Son Luke 7: 36-50 The Pardon of the Sinful Woman - practice the Sacrament regularly as a family Through the grace of the sacrament of marriage, parents receive the privilege and responsibility of evangelizing their children. CCC 2225 RECONCILIATION GUIDELINES FOR PARENTS Your child is being taught the fundamentals for his age to meet Jesus in the Sacrament of Penance. It is the Sacrament through which we come to express our sorrow for failing to be like Jesus. God assures us He still loves us, believes in us and trusts us. He then promises to help us become better people. Sorrow is the most important part of the Sacrament of Penance. This page will involve your role in preparing your child. The fact that you care and show that you care is what counts with God. He did not call you to be professors or theologians to your children; He called you to be Christian parents, in other words, to live in the knowledge of His love for you and to do your best to imitate Him. Possibly the greatest contribution parents can offer their child is loving forgiveness. Because the child experiences this at home, he or she can understand that God willingly loves and forgives in the Sacrament of Penance. Children see how hard we parents and other adults close to them are trying to live in the most generous and loving way. When they see us fail, forgive one another, and try again, they are having the deepest learning experience of what Christianity is all about. Your child's first Confession has a special significance in his or her life. The preparation and your interest will affect a lifelong attitude towards this sacramental encounter he or she has with Christ's forgiving love. Here are some guidelines: 1. See to it that your child approaches Confession without fear, but with love and confidence. He/She should confess out of assurance of God's forgiving love rather than out of fear of God's anger. Encourage him/her to be frank with God and with himself/herself. Children are born without fear. Fear is something learned, perhaps from others, or unconsciously from stories of ourselves, example, fear of darkness, etc. You know your child; you can eliminate these fears. 2. Give your child the opportunity to experience the forgiveness of Christ in your forgiveness of others. 3. Point out to the child the opportunity he/she has to forgive his/her brothers, sisters, playmates. 4. Instill in him/her a right concept of sin as failure to love God and a failure to love others. Breaking the Commandments is a sign that he/she does not love God or his/her neighbors enough. 5. Be continually aware that your child is affected by all you do and say, by your reaction to his/her faults at playtime, in school and at home. 6. Help him/her realize the distinction between sin and mistakes and common courtesy. He/She must learn from you that there is a considerable difference between an accident and a deliberate act of meanness. 7. Make your child aware of the presence of the priest in the confessional. He is there as a friend and most especially, as a representative of Christ. 8. Give special attention to the social aspects of sin and repentance. The good or evil he/she does affects his/her family and his/her relationships in the world in which he/she lives. Sin disrupts these relationships, for example, Adam and Eve. 9. Develop the practice of the family occasionally approaching the Sacraments together. As they grow older, they must feel free to do this more apart from the family. 10. Put emphasis on Mass and Communion, rather than Confession and Communion. Reason? They are two, distinct Sacraments. 11. Do not give your child the impression that the Sacrament of Penance is the only means of purifying his/her heart from sin. The forgiveness of God is always available whenever we pray for forgiveness. Sacramental Confession is needed for serious sins. 12. Do not frighten your child with the unreasonable fear of having committed serious sins. Young children are usually not capable of complete refusal to love God. The stress should be on the failure to love. 13. Do not scold in a manner harmful to the formation of a healthy conscience. Never, under any circumstances, correct him/her by saying "God will punish you for that". Such statements are not only poor psychology, but, represent a vicious and untrue image of our God of Love. 14. Do not create moral confusion in your child by telling him/her the right action or attitude and then have them witness the opposite in your life. Be the example of the virtues you wish him/her to practice. Stress the positive rather than the negative aspects of life. Show him/her the importance of doing good, rather than merely avoiding evil. Teach him/her about apathy...not what I did, but what I failed to do. An Examination of Conscience for Children 1. I am the Lord, your God. You shall have no other gods beside me. (Make God most important in your life.) Have I put God first, or have I sometimes made other things in my life more important than God? Do I remember to pray to God? Do I choose what God wants for me over what I want for myself? 2. You shall not take the name of the Lord, your God, in vain. (Use God's name the right way.) Have I used God's name with care? Have I used God's name in the wrong way? For example: Saying "God" when I wasn't really talking to him or talking about him. 3. Remember to keep holy the Sabbath Day. (Make Sunday a day to worship God.) Did I miss Mass on Sunday through my own fault? Have I tries my best to worship God at Mass by singing, praying and listening? Have I misbehaved during Mass? 4. Honor your father and your mother. ( Love your parents and follow their rules.) Have I obeyed my parents - even when they are not looking? Have I talked back to them? Have I obeyed my teacher and other adults in charge of my care? 5. You shall not kill. (Be kind to people and animals God made.) Have I been kind to others? Have I solved disagreements in a peaceful way? Have I fought with anyone? 6. You shall not commit adultery. (Be respectful in the things you do.) Have I been respectful in my actions. Have I followed God's rules in how I treat my body and respect the bodies of others? 7. You shall not steal. (Take care of other people's things; don't take what belongs to others.) Have I respected other people's things? Have I taken something that does not belong to me? Have I cheated in my dealings with others? 8. You shall not lie. (Tell the truth.) Have I told the truth? Have I told a lie or things that were partly true? 9. You shall not desire your neighbor's wife. (Keep your thoughts and words virtuous.) Have I been virtuous in the things I think and say? Have I watched any movies or shows that I should have not see? Have I tried to keep my mind on good things? 10. You shall not desire your neighbor's good. (Be happy with the things you have.) Have I been happy with the things I have? Have I been jealous of others? Vocabulary for Understanding the Sacrament of Penance Absolution Comes from the Latin word which means "to wash." It is the prayer the priest says while making the sign of the cross over the person receiving God's forgiveness in the Sacrament of Reconciliation Act of Contrition A prayer expressing sorrow for sin and the intention to do better Contrition Sorrow for sin. Confession After examining your conscience, explain my sins to the priest Confessional A small enclosed area in the church that is reserved for confession; it has a place for the priest to sit and a kneeler for the person who is confessing Confessional Room A place set aside in the church for individual, private confession where the priest and the person sit together face- to – face or anonymously Conscience An inner sense that people have to help them recognize right from wrong and to help them make moral decisions Examination of Conscience A sincere effort that I make to remember the sins I have committed and the good things I have said or done Free Will The power to choose or make a decision to do or not to do something based on a person's own wish or desire Penance The prayer, good work, or action the priest asks me to do in order to express sorrow for my sin and the intention to become a better person and to be reconciled with God and the Church Mortal Sin A serious sin; a complete turning away from God's love; a serious disruption in my personal relationship with Jesus Temptation A pull toward something a person really wants and is sometimes willing to do wrong to have it. Temptation is not a sin, but it can lure a person to sin. Venial Sin ~ A less serious sin Form for Confession 1. In the name of the Father and of the Son and of the Holy Spirit. Amen. 2. Bless me Father for I have sinned. This is my first confession. These are my sins. 3. After you have told your sins say: I am sorry for these and all my sins. 4. Listen to the penance the priest will give you. 5. Listen to the words of absolution the priest will say. 6. Make the Sign of the Cross as Father gives you absolution. 6. When Father is finished, say "Amen." Act of Contrition O my God, I am heartily sorry for having offended you, and I detest all my sins because of your punishments. But most of all because they offend you, my God, who are all good and deserving of all my love. I firmly resolve with the help of your grace, to sin no more and to avoid the near occasions of sin. Amen. 7 . Proclamation of Praise and Dismissal Priest: Give thanks to the Lord, for he is good. You: His mercy endures forever. Books * The Parables of Jesus by Tomie dePaola, Holiday House, Inc. * Child's Guide to Reconciliation by Elizabeth Ficocelli, Paulist Press, www.pulistpress.com * The Story of Ruby Bridges by Robert Cole, Scholastic Inc., A true story of hatred, prejudice, and a child's forgiveness * Down the Road - Alice Sschertle, Voyager Picture Book 2000 * The Butterfly That Found Her Way Home, A Story of Forgiveness by Lademan, Brindle, Precious Life Books, Inc. c/o St. Martin de Porres Lay Dominican Community, 3050 Gap Knob Rd, New Hope, KY 40052 1-800-728-5945 * Chester's Way – by Kevin Henkes, Mulberry Books, 1997 * Lilly's Purple Plastic Purse by Kevin Henkes, Morrow, William & Co, A story of confessions, penance, reconciliation, and peace * Where the Wild Things Are by Maurice Sendak, HarperCollins Juvenile Books, A wonderful story telling of the prodigal son story * The Empty Pot by Demi, Henry Holt & Company, Inc. Honesty is the best policy * The Hurt by Teddi Doleski, Paulist Press, www.paulistpress.com * Even If I Did Something Awful by Barbara Shook Hazen, Aladdin Paperbacks – A story of unconditional love * A Peak into My Church by Wendy Goody and Veronica Kelly, Whippersnapper Books, P.O. Box 3186, Los Altos, CA 94024 * Child's Guide to First Holy Communion – same author and publisher as above * Child's Guide to the Mass by Sue Stanton, Paulist Press, www.paulistpress.com press.com * My First Holy Communion by Melissa Musick Nussbaum , Liturgy Training Publications, An invitation to learn and love the words that we say and sing at Mass * Patron Saint of First Communicants- The Story of Blessed Imelda Lambertini by Mary Fabyan Windeatt, Tan Books and Publishers * A Walk Through Our Church by Gertrude Mueller Nelson, Paulist Press, www.paulistpress.com * Badger's Bring Something Party by Hiawyn Oram and Susan Varley (Lothrop, Lee & Shepherd Books) Come to the banquet and bring your best self. * The Caterpillar That Came to Church by Hooker, Brindle, Lademan, Our Sunday Visitor Books * The Caterpillar That Came to Church by Hooker, Brindle, Lademan, Our Sunday Visitor Books * A Peak Into My Church – by Wendy Goody and Veronica Kelly, Whippersnapper Books, 1999 DVD * The Angels First Reconciliation Lesson –Twenty-Third Publications -877-944-5844 * The Angel's First Communion Lesson – Twenty-Third Publications * First Communion/First Reconciliation – Set of Two – catholicvideo.com – 1-800-476-2492 * Preparing Children for Reconciliation: Four Creative Ways –Twenty-Third Publications * Preparing Your Child for First Reconciliation – franciscanmedia.org – 1-800-488-0488 * First Reconciliation: A Family Journey – Oblate Media & Communication – 1-800-233-4629 * First Communion: A Family Journey – Oblate Media & Communication * A Child's First Penance –Liguori Publications – www.liguori.org * Kids and the Sacraments-Reconciliation ~ www.LoyolaPress.com * A Child's First Communion – Liguori Publications * Kids and the Sacraments – Communion ~ www.Loyola Press.com Online Resource * Information of how to connect to FORMD can be found on the parish website * Formed,,,check out this free parish subscription which offers a wealth of resources. The following religious stores in the area may carry many of these and they can order them for you: St. Jude Shop Inc. 21 Brookline Blvd. Havertown, PA 19083 610-789-1300 Robert Francis Shop 68 State Rd. Media, PA 19063 610-352-5338	<urn:uuid:1ccc3e0a-88c1-49c8-9ce3-ee4b4315f4e7>	CC-MAIN-2024-10	https://sfaparish.org/wp-content/uploads/PREP-Parent-Handbook-First-Penance-23-24-e-website.pdf	2024-02-26T21:27:53+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00529.warc.gz	515,614,596	5,253	eng_Latn	eng_Latn	0.971695	eng_Latn	0.996947	[ "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" ]	false	docling	[ 47, 1626, 1950, 3048, 5212, 7315, 9603, 10362, 13087, 14947, 16034, 17172, 18859, 19790, 21717, 23224 ]	[ 2.140625, 2.546875 ]	3	0
Art Conservation and protecting historic interiors Often the simplest solution is the best solution. Sarah Freshnock, a Winterthur/ University of Delaware Program in Art Conservation (WUDPAC) Fellow majoring in preventive conservation, experienced this after she was asked to devise a way to protect frakturs and other light-sensitive historic objects from damaging, unfiltered visible light streaming through the two windows in the Winterthur's Fraktur Room. Sarah's project stemmed from decisions made in 2014, when the museum replaced 410 storm windows and approximately 800 wooden shutters on the 175-room building's exterior. At the time, bronze-colored plexiglass was affixed, with screws, to the interior frames of the museum's windows increasing light filtering protection for the objects inside and solving an aesthetic challenge for the exterior. In the Fraktur room, located in the original 1841 portion of the mansion, an exception to this protocol was necessary. In this room, the windows were not 20th-century additions, but rather artifacts from the historic 1783 Hottenstein house in Pennsylvania. Screwing into these frames was not considered preservation appropriate. Other options involved hanging either a fabric curtain or light-filtering film from a pressure fit curtain rod between the window and existing drapes. The materials used for either option would need to be identified as conservation appropriate, and their application would impact the room aesthetics. However, For a variety of reasons, the light filtering challenge in the Fraktur Room was never addressed. This year, Sarah was asked to research potential solutions. She prepared three options for the museum to consider. One of these was to remove the storm windows and place the plexiglass between the inner and outer windows without drilling into the historic window frames or sashes. This work could be done quickly, but it could not be easily reversed and would result in windows that looked different from most of the rest of the house. unlike the plexiglass option they could be easily altered if a better solution is found in the future. After researching the various light filtering options, Sarah presented them to the museum's Room Committee. The committee members then expressed a variety of different aesthetic and logistical opinions. To assist in the next step of decision making, Sarah will work with the preventive conservation team to test different material options for the com mittee to consider. This experience has been a wonderful learning opportunity for Sarah as she got to research a creative solution to a unique problem and present the options to a group of invested stakeholders for consideration. The University of Delaware's Art Conservation Department educates and trains professional conservators who are well versed in the treatment, analysis, documentation, and preven tive conservation of individual artifact and archive collections. For more news about our students and other department activities visit our web site at www.artcons.udel.edu. Top: Interior of the Fraktur room at the Winterthur Museum. Above: Winterthur/University of Delaware Program in Art Conservation Fellow Sarah Freshnock taking a light measurement in the Fraktur room. Left: One of the drawings that is on view in the Fraktur room. Drawing info: Untitled (Two unicorns), Works on Paper, Pennsylvania, 1795-1830, Ink; Watercolor; Paper (laid), Drawn, Hand colored, 1961.1113. (Images: S. Freshnock, M. O'Neil, Winterthur Museum)	<urn:uuid:5927319a-1a9f-4933-b5a0-7ed088527975>	CC-MAIN-2024-10	https://www.artcons.udel.edu/Documents/ARTC%20eblast%20DECEMBER%202021.pdf	2024-02-26T21:47:30+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00531.warc.gz	654,382,224	701	eng_Latn	eng_Latn	0.996931	eng_Latn	0.996931	[ "eng_Latn" ]	false	docling	[ 3533 ]	[ 2.015625 ]	1	0
C.R.E FORM I MARKING SCHEME 1a.Reasons for studying CRE (7MKS) i. Get better understanding of God ii. Get knowledge to make good decision iii. Appreciate your religion and that of others iv. Acquire principles of Christian way of living v. Develop a sense of self worth and identity for ourselves and others. vi. To promote international consciousness vii. Help us live new lives in Christ viii. Bridge for further studies and career development ix. To identify answers to some life's questions x. To contribute to achievement of national goals of education (1x7 points=7mks) 1b. Why the bible is referred to as a library (1x7 points =7mks) i. It's a collection of many books ii. Different books were written by different authors iii. Books are arranged in order than other books iv. It had different messages on different subjects v. The books in the bible have been written in different styles vi. The bible was written over a vast span of time vii. The authors came from different backgrounds viii. They were inspired by different circumstances ix. The wrote to different audiences for various reasons. 1c. Identify areas where the bible is used in the Christian life today (6mks) i. To commit leaders to office ii. Court of law iii. Religion ceremonies e.g. Wedding iv. Reference books for students and teachers v. Read for spiritual growth eg.in churches and rallies vi. Crusades vii. Homes DOWNLOAD MORE RESOURCES LIKE THIS ON ECOLEBOOKS.COM viii. Hospitals ix. Prisons (1x6points=6mks) 2a. Identify seven literacy forms used in writing the bible (7mks) i. Legislative texts ii. Wise saying iii. Prophetic speeches iv. Prayers v. Love songs vi. Philosophical essays vii. Religious epics viii. Epistle ix. Gospels (1x7 points=7mks) 2b. Give the eight divisions of the books of the bible (8mks) i. Law books ii. Historical books iii. Prophetic books iv. Poetry v. Gospels vi. Acts of Apostles vii. Epistles /letters viii. Revelation (1x8 points=8mks) 2c. Identify the Apocrypha books (5mks) i. Tobit ii. Judith iii. Ecclesiasticus iv. Baruch v. Maccabees I & II vi. Books of wisdom DOWNLOAD MORE RESOURCES LIKE THIS ON ECOLEBOOKS.COM DOWNLOAD MORE RESOURCES LIKE THIS ON ECOLEBOOKS.COM vi. Ready the bible gives people critical outlook on certain issues vii. Africans re-discovered their own (1x6 points=6mks) 4a.Describe the first creation account as given as given in genesis 2:4-25(7mks) i. God created the earth and heavens ii. Formed man out of dust from the ground and breathed life into his nostrils iii. God placed man in garden of Eden iv. Man was expected to care for the garden so that it could be a source of blessing v. Man was further commanded to freely eat of every tree in the garden of Eden except the tree of the knowledge 0f good and evil vi. Animals where created and man asked to name them vii. Woman was created from man's rib 4b. Give seven attribute of God from the first and second creation account(7mks) i. Only one God ii. He is self existence iii. He is a personal God iv. Sole creator v. God of order vi. Good and perfect vii. Sole source of life viii. Moral God ix. A spirit x. Powerful xi. Provider and sustainer 4c.Give six responsibilities given to man by God in the creation accounts i. To cultivate the land ii. To obey Gods command iii. To marry iv. To procreate v. To name animals DOWNLOAD MORE RESOURCES LIKE THIS ON ECOLEBOOKS.COM vi. To subdue the earth vii. To eat from the fruits of the garden viii. Guard the garden 5a.State the consequences of six according to Genesis i. Human beings were alienated ii. What was innocent became shame iii. Pain will be part of human experience e.g. child bearing iv. Relationship between man and God was destroyed v. Relationship between man and woman was destroyed vi. People have to struggle to meet their needs vii. The earth is under a curse viii. Death sentence is passed to all people 5b.Explain the causes of evil in Traditional African society i. Evil spirit ii. Malicious ancestral spirits iii. Evil people like witches and wizards iv. Breaking of taboos v. Curses by parents vi. parents vii. Breaking of oaths viii. Bad omen 5c.Identify some evil deeds present in Kenya today i. Robbery ii. Murder iii. Stealing iv. Corruption v. Sexual immorality vi. Cheating vii. Oppression of the poor by the rich DOWNLOAD MORE RESOURCES LIKE THIS ON ECOLEBOOKS.COM	<urn:uuid:0643840b-94c0-4acb-83a2-eeed62a9cc8e>	CC-MAIN-2024-10	https://download.ecolebooks.com/1/KENYA%20RESOURCES/KCSE-FORMS/F1/CRE%20FORM%201%20MARKING%20SCHEME%20%20(ecolebooks.com).pdf	2024-02-26T20:14:04+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00535.warc.gz	206,021,408	1,183	eng_Latn	eng_Latn	0.922913	eng_Latn	0.988892	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 1453, 2154, 2207, 3404, 4386 ]	[ 2.171875 ]	2	0
Dear Families, As the unprecedented circumstances surrounding COVID-19 continue to change day to day you and your children are very much on my mind. I am quite sure you are inundated with information and trying to figure out the best way to support your family. Not to add to the onslaught of information pouring in, but hopefully to serve as a resource of ideas and suggestions, I put together the following in the hope that this might help as you navigate your family through these unchartered waters. I want to share some words of wisdom from Lynn Lyons, who is a therapist and author, and expert in the field of anxiety and families. I have read her books and incorporate many of her recommendations (some described below) in my own practice. I consider reality a balance between chaos and order, always aiming for more order in my life than chaos. With the days of order seeming like a distant memory, I hope you will find at least one thing in the list below that will help bring more order into your home, or at the very least, reduce some of the chaos. CELEBRATE UNIQUELY - What your child will be missing - This doesn't just apply to adolescents who will be missing prom and graduation, etc. Many of the children I work with will be missing their own birthday party, special school performances, athletic events/seasons, outdoor Ed, etc. This is a time where YOUR creativity will be important. Celebrate your child, whatever they will be missing, figure out a unique way you can commemorate their special experience in a different way. For example, birthday parties with all your child's stuffed animals symbolizing the guests, or a wall collage of photographs of all the friends and family who wished they could be in attendance. For those kids missing class outdoor Ed experience - this could be time to make a fort in the living room where the family (even pets) sleep in sleeping bags and use flashlights only. I think you get my point; the SHOW MUST GO ON - only in a different and more creative way. While it won't be what they originally expected it will be a story they will tell and remember forever. WALL-ART 1. Wall of FLEXIBILITY - Let's face it, we are bound to get on each other's nerves from time-to-time (and sometimes that happens before breakfast!) We need to start focusing on all of our "moments" of flexibility. Pick a wall or area in your house. Get a bunch of sticky notes - when any of you notice someone in your family showing signs of flexibility, write it down and stick it up on the wall. This gives an important visual of how you are coming together as a family during this trying time. Flexibility sticky notes are contagious - if it appears one person is regularly mentioned, others may want that same kind of attention and soon flexibility within your family will grow. 2. Wall of SIBLING-LOVE - Or at least "sibling-like". Anytime you or a family member notice your child and/or their sibling showing an act of kindness - write it down and stick it on your wall of SIBLING-LOVE. 3. Wall of GRATITUDE - (I need this!) With so many things stripped from our day, it is too easy to get lost in the things that are hard, or things we can't do or have…. This is time for gratitude. Have everyone in your family write down at least 2 things they are grateful for every day and stick it up on the wall. This will be a very helpful visual when we begin to feel sad, lonely, ect. HIGHLIGHT YOUR CHILD'S STRENGTHS Great family dinner conversation starters: During this experience, I have learned ________________ about myself. Don't be surprised if your child initially starts off with something negative, that is more human nature than anything. If you have a child who ONLY wants to share the negative things, have an agreement (as opposed to a rule) that for every 1 negative you have to share 2 positives…..Children do not typically have the opportunity to talk about things they have learned about themselves…. They can talk about things they have learned (what they are taught at school) - but rarely what they learn about themselves - it is different and yet, very important. HOW MUCH SHOULD YOU SAY? Answer your kids' questions and talk about the Coronavirus according to the developmental stage of your child- younger children do not need too much information and it is best to answer their questions simply without offering extra information that isn't asked for. View the news yourself then summarize it for your children. Limit the media and news for them. Even our adult nervous systems are not evolved enough to maintain regulation when we are being thrown unsettling news 24/7. If you are anxious, wait until a time when you are feeling more grounded and calmer to talk about it. ROUTINES - Especially sleep routines Keeping your child's circadian rhythms on a normal/regular schedule will help their overall physical and mental wellbeing. Circadian Rhythms is our inner clock. When our rhythms are in balance, we are more able to perform and cope at our natural capacity. Sleep is a primary function of our inner clock. Maintain routines and schedules as best you can with some flexibility-get dressed each day, keep meals and bedtime consistent. PICK YOUR BATTLES - What will you be rigid about and where is there some flexibility? Talk about it. Perhaps the rigidity is in hand washing and hygiene, as well as social distancing. The flexibility might be in online gaming, when you get up in the morning. What works for your family? AUTONOMY - Your children are used to practicing autonomy every day at school without youHow can you help them maintain autonomy at home? Give them things to do on their own such as laundry, helping prep or make meals, walk the family pet if old enough, what other responsibilities in the household can you think of? Discuss ways your child can continue to act and be autonomous while sheltering in place. The independence that comes from autonomy is an important part of earning one's self confidence. MEANING - TEACHING EMPATHY What meaningful things can your child do, within their control that can brighten someone's day? Lynn Lyons suggested doing 3 things every day that brightens someone's day. They can be little things such as recognizing something someone does, "I really like how you made an effort to clean up after yourself." Call a grandparent and check in on them, bring someone their favorite thing to drink, write a note and leave it on a family member's pillow. Here is an opportunity for your child to make a difference in the lives of someone else. The result is an intrinsic realization that it truly is better to give than to receive. At the end of the day, if it ever feels like it's all too much, shift your focus to what you want your children to remember of this unprecedented time - how you connected as a family. Make it less about achievement, making things perfect and what they missed out on, and more so on how your family connected with one another and those around you. Such things are worth MORE than its weight in gold. My thoughts and best wishes are with you all.	<urn:uuid:14052519-7439-4ab1-ae9b-b49b895eba7d>	CC-MAIN-2024-10	https://www.discoveryctr.net/wp-content/uploads/2023/01/LettertoSCIPFamilies.pdf	2024-02-26T21:31:39+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00535.warc.gz	720,842,161	1,477	eng_Latn	eng_Latn	0.999	eng_Latn	0.998857	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3417, 6656, 7103 ]	[ 2.359375 ]	1	0
Curriculum Policy for Mathematics Aim To foster enthusiasm, confidence and the development of knowledge in exploring, using and applying a broad range of mathematical concepts. Objectives To provide all children with broad and varied experience in which mathematical language, skills and concepts can be created, supported and nurtured. Operating Policy The children will have an opportunity to observe peers and adults using and applying mathematical skills and concepts in everyday situations and in Pre-School based activities. Math's is not seen as a separate area but rather as part of the whole curriculum and potential for developing mathematical awareness is built into all the activities provided by the Pre-School. The children will have the opportunity to explore the properties of a wide range of materials in a range of contexts which will include much free play experience with and without adult input, and experience of real life situations such as shopping, cooking, sharing etc. Confidence and enthusiasm will be supported through sensitive adult input which will provide for open ended questioning and the development of mathematical thinking and language. Program of Work Learning will be achieved via a mixture of subject, cross-curricular and child initiated activities. The curriculum will be delivered through both adult lead and structured free play activities. The program of work will include opportunity for topic based and general activities which will encourage the children to explore, investigate and question. Activities will involve the use of both natural and man-made material, selected to support the children's learning. The activities will be of a free play or teacher directed nature, and will be based upon structured play. Where play is properly structured, and there is sensitive intervention and language input from adults, the child can gain knowledge of mathematical concepts and language in an incidental manner. The children need many experiences of sorting, matching and comparing a wide variety of objects and materials in order that they can begin to count systematically and understand the true meaning of number. There are certain concepts which the child needs to understand, and in planning PreSchool activities we aim to provide the children with practical experience to enable the development of this understanding. In planning these activities we are very much aware that each child is an individual and that not all children will grasp concepts and ideas at the same rate or level. It is of utmost importance that the child is allowed to explore and experiment before being given more structured activities - ideally there will be four stages of development in the mathematical experience of the children: a. Children should be allowed to play with as many activities and materials as possible without adult intervention. b. Children play with materials which have been deliberately provided by the adult, in order to encourage the acquisition of certain concepts, but still without adult intervention. c. Children play with materials of their own choice with the active involvement of the adult. d. Children play with materials selected, guided and led by the adult. The program will include some or all of the following activities: Shape: - Free play with a wide variety of natural objects - shells, leaves, stones, etc with Language input from the teacher where appropriate. - Free play with manmade objects e.g. bricks, logic blocks. - Model making using boxes and junk materials. - Describing and identifying shapes - first by sight and later by touch – words such as fat, thin, long, short, spiky, sharp, smooth, etc. can be introduced - Simple movement themes - long shapes/snakes, short shapes/a tiny seed, etc. - Play with jigsaws. - 2D patterns - printing, painting, paper cutting etc. - Collage. - Drawing around shapes. - Shapes in the environment - traffic signs, vehicles, food, etc. - Collapsing cardboard containers - looking at shapes when flat, then rebuilding. - Symmetry can be experienced on a simple level by folding paper and painting on one Side only, and then reprinting by folding over the other side. Sorting: - Free sorting according to the child's own choice. - Sorting by one attribute e.g. ' let's find all the red ones'. - Sorting by two or more attributes from a simple collection of objects e.g. 'find the blue Cars' from an assorted collection of vehicles. - Sorting more than one type by one or more attributes from a mixed collection – 'find the big red beads and the shiny black buttons'. - Cooking - sorting ingredients and equipment, things which melt, things which do not, foods we have to chew, liquids or solids, hot or cold, etc. - Art - making pictures by selecting one color from a mixed box of collage materials, Making sets of objects with a variety of materials, dividing paper into sections and sorting handprints by color into each section. - Sand - sorting objects which have holes, handles, are large or small, etc. - Water - sorting objects which float or sink, sorting objects which hold water and those that do not, sorting the equipment by shape, size or color. - Construction toys - sorting by color, shape, size, texture, etc. - Stories/rhymes - choosing all the stories with pigs in them, or all the songs with frogs etc. - Imaginative play - sorting all the teaspoons from a collection of spoons, all the cups, Finding clothes according to color/size, sorting all the fruit/vegetables into colors, Families, etc. Matching: - Teacher finds one object, child finds the match. - Matching sequences - red bead, blue bead, red bead, etc. - Matching one cup to one saucer, knife and fork to place, spoon to dish, etc. - Matching apron to activity - art apron, water apron, cooking apron. - Buttoning coats - one button to one hole. - Making patterns and copying them; both on paper and non-permanently with a variety of objects. - Matching by size, shape, texture, taste, etc. - Putting toys back in appropriate places. Pattern: - Looking for patterns in the environment e.g. brickwork, floor tiles, animal markings, Leaves and flowers. - Making patterns in painting, printing and collage activities. - Making 3D patterns with bricks and beads. - Copying and continuing patterns on paper and in 3D. - Using computer programs to create and manipulate patterns. Ordering: - Looking at and talking about pictures which contain varying amounts of objects. - Playing with grading blocks, number pegs, grading jigsaws, bead stairs, stacking cups, etc. Learning to Count: - Reciting number rhymes. - Reading counting books. - Modelling counting through play-based activities and being given opportunities to count real objects Numerals: - The children can participate in counting exercises and watch the numerals being written down. - Prices can be looked at when out shopping. - House numbers can be talked about and written down. - Telephone digits can be observed. - Drawing the corresponding number symbol next to a group of objects. Capacity: - Activities of a simple and an incidental, questioning nature - e.g. 'I wonder whose bottle holds the most water?' Money: - Play with fake money, 'buying' items from a role-play shop. - Children can accompany staff to the local shops to purchase items for use in the Pre School and observe the exchange of money for goods. Time: - Discussion about how the children's day is divided into times - playtime, story time, drinks time, home time, etc. - Discussion about how adults use clocks and watches to help them know what time it is and therefore at what time, according to the clock, we have drinks or go outside, etc. - Free play with watches, clocks, and timers etc. to help the child to recognize the role of Number in telling the time and partitioning the day into times for doing certain activities. - Discussion about days of the week, yesterday, tomorrow, last week, next week, etc. Discussion about the seasons can all help to develop a sense of awareness about time and the passage of time. Planning, recording and assessment Planning takes place on a weekly, half-termly and termly basis following children's interests. Activity planning occurs on a daily basis. The planning sheets used by the PreSchool are laid out to identify each of the areas of learning in the Early Years Foundation Stage Curriculum. This ensures that mathematical development is considered whenever planning is done Planning also occurs on a weekly or daily basis whereby staff select a specific mathematics activity for the children to use during focused time and free play. Items are rotated so that all resources are used, providing broad experience for the children. Staff are able to observe the children and records of such observations can be made on the children's individual play plans. Samples of the children's work which relate to mathematical development are kept in the child's individual folder as appropriate. Assessment is carried out through a mixture of informal observation, interaction with the child, the use of the information on record sheets and discussion during regular staff meetings. The information gathered during the assessment process is then used for future planning of activities for each child. Information gained through recording and assessment will be shared with parents, other school staff and outside agencies as appropriate. Signed………………………………............................................................Owner/Manager Date…………………..... 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Teenagers Goal and Rationale The goal of this video, "What is Vaping", from our teens series is to teach teens what vaping is, how vaping can be dangerous, and how they can make the right choices when it comes to identifying and rejecting vaping. By the end of this activity, we hope that teens will be able to: [x] Explain what vaping is. [x] Evaluate how vaping can be dangerous. [x] Describe the reasons that some people vape. [x] Brainstorm the short and long-term effects that vaping can have on people. [x] Think about the different ways that vaping can impact them and their bodies. Suggested Procedure for Educators This video is six minutes and fourteen seconds long, as you show the video to your students, pause the video at the 3:00 point to ask students the following questions: [x] 1. How does vaping work? (0:56) Answer: E-cigarette, vape pens, pod mods, or vape mods heats a liquid until it becomes a vapor, which then people inhale. The liquids known as e-liquids or vape juice could contain nicotine or THC. E-cigarettes or vape pens can be refillable or pre-filled with cartridges containing the e-liquid. [x] 2. Does a vaping pen contain marijuana? (2:06) Answer: Vape devices can also be used to deliver marijuana and other drugs. Liquid cannabis is a potent form of marijuana used in a vape pen with insanely high THC levels. WHAT IS VAPING? Teenagers [x] 3. Can vaping damage the lungs? (2:46) Answer: It is pretty new but it suggests vaping oil or liquids could be quite harmful to lung health. The problem is the vaping products are not regulated by the FDA, so there are components in it that can damage your health. After discussing these questions with your students, resume the video. When the video ends, have students answer the following questions: [x] 4. Can vaping be more harmful for your lungs than smoking? (3:14) Answer: As far as pot, it contains THC and either form is creating the same damage mentally. This is the same thing with tobacco. In 2019, there was study from the CDC, Center for Disease Control, that vaping can damage your lungs even more. It's mainly due to the ingredients they add in the e-cigarette. [x] 5. If 0 nicotine is written on a label, does it mean there is no nicotine? (4:00) Answer: Actually, some vape product labels don't disclose that they contain nicotine, and some vape liquids marketed as containing 0% nicotine have been found to contain nicotine. [x] 6. Does vaping help deal with stress or anxiety? (4:20) Answer: No! In fact, it does the opposite. It seems to be doing this, but it acts as a band aid. When the person is not using nicotine, anxiety and stress get worse than before. So, the person needs another puff and here goes the cycle of dependence. You can ask anyone that has quit smoking. They all have to go through a period of withdrawal like any other drug. They also can still have cravings years after stopping. WHAT IS VAPING? Teenagers [x] 7. Are flavored vapes just harmless water vapor that don't contain nicotine? (4:52) Answer: 99 percent of vape products sold in U.S. convenience stores contain nicotine, including many flavored and disposable products you've seen other kids use. Plus, the chemicals used to create vape flavorings can damage the lungs, heart and immune system, whether nicotine is present or not. Among the most toxic are the chemicals used to create some chocolate and banana flavors. Once your students have answered questions 1-7, proceed to a large group discussion using the thematic questions below. Depending on the grade level or age group of your students, you can expect this entire activity including the video to take between 20-30 minutes. Discussion questions Note: the sample answers below represent potential correct answers and can be used to facilitate deeper discussion with your students. [x] 8. What is the narrator trying to tell us about vaping? Answers will vary but could include: that vaping nicotine or other drugs like marijuana is incredibly harmful to our health for many reasons, including the fact that vape pens aren't regulated so we don't every ingredient that is in there, and we already know the dangers of smoking to our lungs. [x] 9. How does the video explain the different reasons that people may vape? Answers will vary but could include: some people use these harmful drugs to deal with stress and anxiety and their lives, and oftentimes they make their problems worse not better. When the person is not using nicotine, anxiety and stress get worse than before. So, the person needs another puff and here goes the cycle of dependence. WHAT IS VAPING? Teenagers [x] 10. What emotions did you feel while watching this video? Explain your answer. Answers will vary but could include: pride, curiosity, determination, confusion, fear, sadness, uncertainty, excitement, anxiety, and/or hope. [x] 11. What lessons can we learn about vaping from this video? Explain your answer. Answers will vary but could include: that vaping so much more dangerous than I thought it was, I didn't realize that it harmed my lungs as much or more than smoking, and on top of that that certain governments don't regulate vape pens or e-cigarettes so we don't know what other harmful ingredients are in them. [x] 12. How has this video informed and/or changed your opinion about vaping? Explain your answer. Answers will vary but could include: this video helped me understand that vaping is something I shouldn't do, I want to live a long and healthy life and vaping tobacco or other drugs like marijuana will not set me up to live a long and healthy life. Note: Teachers, please have your students share their feedback with us using the form linked at the end of this curriculum's web page, we want to continue to make our message stronger and more effective. Thanks!	<urn:uuid:b0e8c01f-de69-4348-aa33-38664a139873>	CC-MAIN-2024-10	https://www.addicted.org/supe/wp-content/uploads/2023/04/Teens-What-is-Vaping.pdf	2024-02-26T22:13:00+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00535.warc.gz	619,568,086	1,262	eng_Latn	eng_Latn	0.998534	eng_Latn	0.999005	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1357, 2924, 4626, 5845 ]	[ 4.1875 ]	2	0
Asian American Literature: Discourses and Pedagogies 1 (2010) 35-41. Pedagogical Strategies in Discussing Chitra Banerjee Divakaruni's Arranged Marriage By Pallavi Rastogi In the fall of 2004, I taught Chitra Banerjee Divakaruni's collection of short stories Arranged Marriage (1995) in a course on Indian short fiction. Although my class was passionately involved with the text, the students were divided into two groups: those who disliked Divakaruni's politics but admired her craft and those who thought highly of both her thematics and her aesthetics. A third subset of students, who believed her tropes relied on stereotypes and her prose to be trite, emerged later. Having wrapped up one discussion after another on our contradictory characterization of Divakaruni as melodramatic, feminist, Orientalist, radical, complex, simple, realistic, over-wrought, deft (amongst many other descriptives), I now believe that this heated debate is exactly what a classroom text should inspire. However, certain pedagogical strategies need to be implemented while teaching Divakaruni in general and Arranged Marriage in particular so that students can approach the text with greater knowledge of the political, social, and literary issues underpinning Divakaruni's work. One of the best-known South Asian American women writers today, Chitra Banerjee Divakaruni is a prolific author who has written many essays, poems, and short stories. 1 Divakaruni's work has often sought to give voice to immigrant Indian women. I caution teachers to pause at this sentence, think about what it means to endeavor to "give voice" to other constituencies, and engage with the issue in the classroom. Divakaruni has also been closely involved with various immigrant women's organizations such as Maitri in San Francisco. The lives of these women, and their hidden histories, emerge in Divakaruni's writing in direct ways. Divakaruni's female protagonists are easily the most compelling aspect of her work: the mystic Tilo in The Mistress of Spices (1997), the rebellious Anju in Sister of My Heart (1999), as well as the many, sometimes nameless, women in Arranged Marriage are all delicately portrayed, credible characters. Divakaruni narrates the concerns of migrant women, depicting the harsh realities they face in leaving "traditional" India for a supposedly better life in the "liberal" West. She questions the meaning of notions such as the "American Dream," "success," and "prosperity" for those whose Otherness may exclude them from mainstream America. Divakaruni's work also provides us with a vibrant perspective on South Asian and South Asian American culture, often weaving the elaborate tapestry of Indian cultural life and its rich body of myth and legend into its narrative framework. 2 Arranged Marriage, for example, contains detailed references to Indian clothing, food, festivals, and religious practices. Her characters bring these customs to the United States, asking American society to recognize the traditions of diasporic communities and so enrich itself. Teachers of Divakaruni's fiction should place her work in context of American immigrant literature and women's writing in general and more specifically within the parameters of Asian and South Asian American literature. Because South Asian American literature is an evolving category, students should consider how Divakaruni's writing contributes to the formation of this genre. Rajini Srikanth's Pallavi Rastogi is an Assistant Professor of English at Louisiana State University. ISSN: 2154-2171 excellent book entitled The World Next Door: South Asian American Literature and the Idea of America (2005) is a useful introduction to South Asian American writing. While discussing some of the problematic aspects of Divakaruni's work, The World Next Door also includes an assessment of the thematic shifts and ideological preoccupations of South Asian American writing that will be helpful in placing Divakaruni within a wider literary tradition. Major Themes in Arranged Marriage: Arranged Marriage establishes the theme of female itinerancy that Mistress of Spices and Sister of My Heart will later gather as well as foregrounds related issues of racism and assimilation into new societies. Another major thread that connects many of the stories in this collection is the theme of arranged marriage and its impact on women who usually have very little say in their matrimonial destiny. The text can be taught at various scholastic levels and in courses organized around different themes. For example, Arranged Marriage may be included in classes on American literature, AsianAmerican literature, Indian literature, South Asian diaspora literature, women's literature, and ethnic literature. It can also be classified according to genre and taught in a class on short fiction. Regardless of what course Arranged Marriage is taught in, teachers may want to keep a few pedagogical strategies in mind while discussing the text. Teachers should carefully explain the concept of arranged marriage to their students. While arranged marriages can victimize women, often these are happy unions too, as revealed by the relationship between Sumita and Somesh in the story "Clothes." I screened Mira Nair's Monsoon Wedding (2001) for my class. The film depicts the theme of arranged marriage with richness, freshness, and nuance. It also gives the students a visual hook into Indian matrimonial culture, an important way to generate their interest in the text, especially because Indian weddings are so different from Western ones. Teachers could also screen the "Bollywood" blockbuster Hum Aapke Hain Kaun (1997). While the film is ideologically conservative, it depicts Hindu wedding rituals in lavish detail. Texts that will help contextualize the institution of arranged marriage in a South Asian American setting include Robbie Clipper Sethi's The Bride Wore Red (1997), Bali Rai's (Un)Arranged Marriage (2001), Amulya Malladi's The Mango Season (2003), Kavita Daswani's For Matrimonial Purposes (2003), and Anne Cherian's A Good Indian Wife (2008). I also brought to class on-line matrimonial advertisements from various South Asian websites. The classified advertisements gave students a sociological window into the world of arranged marriages. Teachers can access these advertisements from websites such as www.matrimonialindias.com, www.indianmatrimonial.org, and www.shaadi.com. It would also be useful to start class discussion with an open-ended question on the idea of arranged marriage. When I asked my students to share their perceptions on arranged marriage, I thought the stereotypes would come tumbling out. Instead, my class provided me with sensitive answers such as: "it often allows you to meet people who share your interests" and "it is not for us to judge another culture's social practices, especially when our marital system is so flawed." Questions for Class Discussion: After providing a socio-cultural background on the institution of arranged marriage, teachers could begin discussions on the text by asking the class relatively simple questions about plot, theme, characterization, language and then build up to more complicated questions of stereotype, representation, and Orientalism. The terms should be explained in detail before students begin to trace their presence in Arranged Marriage. Although "stereotype" is a common word, its connotations in literary criticism, especially post-colonial discourse, are somewhat different from the way we use the term in daily life. 3 I asked my class to jot down three stereotypes they had of India. I then asked the students if they could find any of these associations in the short story collection. I initially offered my students a simple description of the term Orientalism: the depiction of the non-Western world through a range of stereotypes provided by the West. 4 We then modified this definition as we read the text. One of the central questions I asked the students to keep in mind was how non-Western writers themselves can deploy Orientalist stereotypes. Again, Divakaruni can be approached through this problematic. Half the class thought that she reduced her protagonists to the stereotype of the repressed Indian woman with little agency or authority. Examples included the characters in "Bats," "Disappearance," and "The Maid Servant's Story." The other half claimed that she exploded the negative stereotype of Indian femininity, citing as examples the empowered women in stories such as "A Perfect Life" and "The Word Love." A small group of students subscribed to both sides of the problematic, stating that Divakaruni demolished the stereotype of oppressed Third World women only to reconstitute a new one: that of Indian women finding themselves in the emancipatory spaces of the First World. Examples of this thematic typecasting included the stories "Affair" and "The Ultrasound." In the first few classes on Arranged Marriage, we studied individual short stories in detail, paying careful attention to themes, language, representation, and style. Only after we had read at least half the book, did we approach the text as something larger than just discrete short pieces. In what remains of this essay, I will follow the trajectory of my own classroom experience by providing discussion questions I used in the classroom on the stories individually. I will then offer some approaches to discussing the text as a whole after the students have finished reading a substantial portion of the collection. Discussion Questions on Individual Short Stories: We opened class discussion with a close reading of the first story "Bats." Even though this story is not related to the immigrant experience, it sets the stage for many of the other stories that deal with women trapped in arranged marriages. One obvious, but also obviously important, question to ask while discussing this story is the symbolic significance of bats who represent the abused mother's flight from, as well as constant return to, danger and violence. 5 At this juncture, students could be asked to jot down recurring motifs and metaphors in the collection and discuss them collectively at the end. The second story "Clothes" raises important questions of representation and stereotype, particularly as they are manifested in the concepts of arranged marriage and female agency. 6 While a number of my students found this story simplistic in the way that it set up the United States as liberating, many others found it to be a narrative of feminist emancipation. Again, teachers should touch on the symbolism of clothes. Is it significant that to be a "new woman" the narrator has to westernize herself physically too? Why can't she be emancipated by wearing Indian clothes? Are the two mutually exclusive? In other words, is the metaphor of clothes troubling in what it celebrates: America as liberation, India as stifling tradition? While these interrogatives may risk putting pre-conceived ideas into students' heads, many students were struggling to articulate these questions. My posing the problem in a lucid way helped them formulate their disquiet with this particular story. After the class had read a substantial portion of the book, I started clustering the stories together and going back and forth from one story to another, especially if its thematic and stylistic resonances invited a conversation with another piece. When we read the story "Meeting Mrinal" towards the end of the book, we looped back to "Clothes." In addition to contrasting the two marriages, one happy and one unhappy, a question this juxtaposition yielded was whether abandoning Indian food in this story fulfills the same emancipatory purpose that abandoning Indian dress does in "Clothes?" Yet, the binary opposition between "Western freedom" and "Eastern oppression" is not as simple as it may appear to be. The third story in the collection, "Silver Pavements, Golden Roofs," deprives the United States of any liberatory status it might have accrued in the previous stories. Once again we turned to symbolism. What does snow represent in this story? How does Divakaruni challenge our associations of snow, particularly those of whiteness and purity? Does her depiction of the United States as a space of intolerance and bigotry undermine the dichotomy she sets up in the previous story where America represents freedom and India control? "A Perfect Life" and "The Word Love" similarly eschew the whole-hearted embracing of America seen in some of the other stories. Both these stories show Indian women rejecting white lovers. Some students pointed out that the rejection of the white lover could be interpreted as a rejection of white America and its integrationist demands. Teachers could use this comment as a way of thinking through issues of assimilation and resistance. Many students had a problem with the ending of these two stories and complained that they followed what had become a predictable arc in the collection: the South Asian woman alone in America learning to live and love for herself. Other stories cited to support this assertion included "The Disappearance," "Clothes," and "Doors." Even if students do not raise this point themselves, given that so many stories end on the note of woman alone/woman triumphant, the issue should be discussed in class. General Questions on Arranged Marriage: The following questions should be approached once the class has read the collection in its entirety. Remember that these are "big" questions dealing with issues of theme and style as well as the politics of representation. Teachers could build up to these questions by obliquely raising these ideas while discussing the individual stories. Divakaruni's work deals with Indian women and their often-difficult lives as immigrants. Yet the portrayal of men in Arranged Marriage is almost consistently negative. Does the depiction of males in Arranged Marriage reinforce already existing opinions of South Asian men as chauvinistic wife-abusers or does Divakaruni provide us with a realistic picture of emotionally battered women? Is there ever any accuracy or totality in representation? Should texts that may be viewed as speaking for entire communities, as Divakaruni's do, strive towards accurate representation? Given that the collection is not just about South Asians but particularly about South Asian women, is Divakaruni able to represent the complexities of these women's life struggles? Despite attempting to give us a nuanced representation of women, does she still relegate women to the realm of stereotype? While discussing the representation of South Asian men and women, teachers should also consider the representation of America and American identity in this collection. Does America connote liberation from the shackles of tradition? Does this result in a problematic, even simplistic, binary in which the East/India is represented as the Great Uncivilized, forcing helpless women into awful arranged marriages and America as the agent of salvation? In this context what is liberation? The adoption of Western values and the living out of the American dream? When does liberation become assimilation? Arranged Marriage should, therefore, also be considered an American book. How is this collection shaped and inhabited by the United States? For example, the character Jayanti in the story "Silver Pavements and Golden Roofs" confronts American racism time and time again. The story also comments on the deprofessionalization of Indian immigrants. 7 What is the psychic cost of this dislocation? How does Arranged Marriage shed light on economic, social and public life in the United States? How are Indian notions of community, marriage, and the role of women challenged by the geographic setting of America? Similarly, how do these immigrants and their claims to their culture change America? How does Arranged Marriage, or Divakaruni's work in general, change our perception of America? Does it decenter notions of "Americaness" with whiteness or does it further alienate Indians from "Americaness" by projecting them as exotic, strange, and sometimes even barbarous? In that context, does Divakaruni advocate an assimilationist agenda? In what way do the stories in this collection confirm or challenge this charge? The teacher could generate a debate on assimilation, and its relevance for groups like South Asian Americans whose difference is marked by appearance, food, clothing, and religion. How do these communities assert their presence in white/Christian America? Obviously a purely thematic discussion does not do justice to the complexity of the text. Some focus on style as well as genre will also be useful. I taught Arranged Marriage in a class on the Indian short story. Our discussion of style, therefore, was heavily oriented towards form: how Divakaruni's style of story-telling differed from other Indian short story writers we had discussed in class with comparative examples including Jhumpa Lahiri, Rohinton Mistry, and Salman Rushdie. We also talked about which stories were effective stylistically, the various techniques they employed, and the distinctiveness of Divakaruni's voice in this collection. For example, one of the questions we raised was why so many of the stories were narrated in the first or even the second person. How does that enhance the effectiveness of the tale? Language too should be an important aspect of class-room discussion. How does Divakaruni, like so many other writers from post-colonial countries, take the English language and fashion it to suit her own agenda? Some knowledge of Divakaruni's poetry may also enrich the discussion of her prose. Teachers could circulate some poems from the collection, Leaving Yuba City (1997) and compare Divakaruni's poetic and fictional style. 8 Does the richness of her prose and its poetic qualities undermine or enhance her political intent? One of my students, who had criticized Divakaruni's alleged "melodrama" consistently, observed that her prose was far more suited to poetry than to fiction. Teachers can explore the questions of language and the appropriateness of genre using Arranged Marriage as an archetype. Research and Paper Topics: After reading this collection of short stories, students could be asked to do a small piece on how they perceive Indian women and compare the representation of Indian women in this collection with the public image of Asian women in general. A question they might consider is one that teachers should have foregrounded in class discussion: are Divakaruni's representations of Indian women empowering or stereotypical? Students could also research other cultures in which arranged marriages are practiced. The teacher could ask the class to think about the role of arranged marriages in American society. While researching the institution of arranged marriage, students could consider how the concept has evolved over time? Should American society be fully accepting of its immigrant communities' traditions and customs, especially those considered retrograde and regressive? How can such customs be adapted to an American context? Why are some Americans so disturbed by the idea of arranged marriages? Given the proliferation of Internet dating today, is the concept really so far removed from mainstream American thinking? The research project, especially if it becomes a paper that only the teacher will read, could be a valuable forum for students to confront their own prejudices and beliefs without the discomfort of sharing those in a larger class. Students who are interested in a comparative analysis of Divakaruni, both thematically and stylistically, could turn to Jhumpa Lahiri's short story collection The Interpreter of Maladies (1999). Both texts are by South Asian American women, deal with similar themes, and use the same genre. I taught Interpreter of Maladies right after we finished Arranged Marriage. We found ourselves constantly shuttling between two collections that simply begged to be juxtaposed. Divakaruni could also be discussed alongside other South Asian American women writers such as Bharati Mukherjee, especially focusing on her short story collection The Middleman and Other Stories (1996). In writing their research papers, students could analyze how South Asian American women writers, such as Divakaruni, Lahiri, and Mukherjee, engage with similar issues of immigration, gender, sexuality, and assimilation differently. Arranged Marriage, as I learnt from my own classroom experience, is a beautifully finessed text that lends itself to intense scrutiny and debate. Rather than shying away from its problematic aspects as well as the contentious issues it raises, teachers can confront these polemics early on in order to initiate a discussion that does justice to the many layers of the collection. Bibliography Divakaruni, Chitra Banerjee. Arranged Marriage: Stories. New York: Random House, 1995. ---. Leaving Yuba City. New York: Random House, 1997. Said, Edward. Orientalism. London: Keegan and Paul, 1978. Srikanth, Rajini. The World Next Door: South Asian American Writers and the Idea of America. Philadelphia: Temple University Press, 2005. Notes 1 For an assessment of scholarship helpful in teaching Arranged Marriage see the bibliographic essay accompanying this one. 3 For pedagogically useful definitions of terms such as Orientalism, stereotype, representation etc, teachers can consult the following texts: John Thieme's Post-colonial Studies: The Essential Glossary (2003), John McLeod's Beginning Postcolonialism (2000), and John Hawley ed. The Encyclopedia of Postcolonial Studies (2001). 2 For example, Divakaruni's latest novel The Palace of Illusions (2008) is based on the character of Draupadi from the Indian epic the Mahabharata 4 See Edward Said's Orientalism (1978) for a detailed explanation of the term "Orientalism." 6 Srikanth also provides a nuanced analysis of "Clothes." Although she critiques the short story for establishing the "inevitable dichotomy of oppressive East and liberating West," Srikanth goes on to establish an "alternate reading of the ending of the 'Clothes'" (131-32). 5 Grand-pa Uncle, with whom the narrator and her abused mother have sought sanctuary, says: "They [the bats] don't realize that by flying somewhere else they will be safe. Or maybe they do, but there's something that keeps pulling them back here" (8). This is a reference to the narrator's mother and her constant return to her abusive spouse. 7 The deprofessionalization of immigrants refers to the phenomena of educated men and women, who held highly skilled jobs in their home countries, having to perform blue-collar jobs in the United States. 8 Excerpts from, as well as the full text of, many poems in this collection are available on the internet. See, for example, Divakaruni's website: http://www.chitradivakaruni.com/books/leaving_yuba_city and the Random House website: http://www.randomhouse.com/boldtype/0997/divakaruni/poem.html.	<urn:uuid:b0ac9f28-1416-4d51-ad10-005d482061c7>	CC-MAIN-2024-10	https://scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=1005&context=aaldp	2024-02-26T20:19:34+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00533.warc.gz	518,920,979	4,645	eng_Latn	eng_Latn	0.996453	eng_Latn	0.997422	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3566, 7212, 10975, 14826, 18648, 21318, 23138 ]	[ 2.4375, 3.921875 ]	1	1
The 19th Century Irish Whiteboys: Heroes or Terrorists? by ChatGPT3.5 Reviewed by Ed Schroeter Introduction: The 19th century Irish Whiteboys were a group of agrarian rebels who emerged in rural Ireland, primarily in the late 18th and early 19th centuries. The Whiteboys were driven by a complex interplay of socio-economic factors, oppressive landlordism, and the desire for fair treatment. This essay aims to explore the perspectives on whether the Whiteboys should be considered heroes or terrorists. Roots of Whiteboy Movement: The Whiteboy movement originated as a response to the harsh economic conditions faced by Irish tenant farmers. High rents, tithes, and exploitative practices by landlords fueled discontent among the rural population. The Whiteboys initially sought to protect their economic interests, with acts of resistance focused on opposing unfair rent increases and oppressive policies. Heroes in the Eyes of the Dispossessed: From the perspective of the impoverished Irish peasantry, the Whiteboys were seen as heroes. These rebels stood up against an unjust system that left many families destitute. The Whiteboys fought for the rights of the downtrodden, defending their livelihoods and demanding a fair distribution of land and resources. In this light, they can be viewed as champions of the oppressed. Terrorists in the Eyes of Authority: However, the authorities, including landlords and the British government, viewed the Whiteboys as terrorists. Acts of violence, intimidation, and property destruction characterized some of their methods. From the perspective of those in power, the Whiteboys were challenging the established order and resorting to unlawful means. This perception led to the deployment of military forces to suppress the Whiteboy uprisings. Impact on Social Change: The Whiteboy movement, despite its controversial methods, played a role in bringing attention to the plight of the Irish peasantry. Their actions contributed to the broader movement for land reform and tenant rights in Ireland. Over time, legislative changes were introduced to address some of the grievances that the Whiteboys had initially sought to rectify. In this sense, the Whiteboys can be seen as catalysts for social change. Complexity of Motivations: Understanding the Whiteboy movement requires recognizing the complexity of their motivations. While some of their actions may be labeled as acts of terrorism, it is essential to contextualize their behavior within the socio-economic and political conditions of the time. The desperation and frustration of an impoverished class often lead to extreme measures, and the Whiteboys should be understood as a product of their environment. Conclusion: In conclusion, the question of whether the 19th century Irish Whiteboys were heroes or terrorists is not easily answered. Their actions, driven by a desire for justice and fairness, were seen as heroic by the oppressed peasantry. However, from the perspective of those in power, the Whiteboys' methods were deemed as acts of terrorism. The legacy of the Whiteboys is complex, reflecting a struggle for social change amidst challenging circumstances. While their methods may be controversial, their impact on Irish history underscores the need to consider the nuanced motivations and consequences of their actions. Ultimately, the Whiteboys stand as a testament to the complexities of resistance in the face of socio-economic oppression.	<urn:uuid:ad8fe9a2-5daa-40df-9da3-018e3bedd568>	CC-MAIN-2024-10	https://trentvalleyarchives.com/wp-content/uploads/2024/01/Heroes-or-Terrorists-Irish-Whiteboys.pdf	2024-02-26T21:17:03+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00536.warc.gz	566,229,354	653	eng_Latn	eng_Latn	0.997126	eng_Latn	0.997077	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2258, 3472 ]	[ 2.078125 ]	1	0
Geography Blossom tree Nursery Understanding The World - Begin to comment and asks questions about aspects of their familiar world, such as the place where they live or the natural world. Inquiry: - Start exploring geographical skills by exploring natural world around them, and begin to make observations and drawing pictures of animals and plants - Geographical Skills and Fieldwork - Explore the use of a weather map. Maps: - To start to explore the use of a map. - Draw simple maps of their immediate environment. Knowledge and Understanding: - Begin to make comparisons between familiar places Nursery Understanding The World - Begins to comment and asks questions about aspects of their familiar world, such as the place where they live or the natural world. Inquiry: - Start exploring geographical skills by exploring natural world around them, and begin to make observations and drawing pictures of animals and plants Geographical Skills and Fieldwork - Explore the use of a weather map. Maps: - To start to explore the use of a map. - Draw simple maps of their immediate environment. Knowledge and Understanding: - Begin to make comparisons between familiar places Reception Understanding The World - Looks closely at similarities, differences, patterns and change Inquiry: - Children to explore geographical skills by exploring natural world around them, making observations and drawing pictures of animals and plants Geographical Skills and Fieldwork - Explore the use of a weather map. Maps: - Explore the use of a map. - Identify what a map is. - Draw simple maps of their immediate environment. Knowledge and Understanding: - Make comparisons between familiar places. Mapping of curriculum subjects to National Curriculum Early Learning Goal - Explore the natural world around them, making observations and drawing pictures of animals and plants; - Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; - Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. Y1 Knowledge Skills - To name the four countries of the UK and their capital cities. - To name the seas and oceans surrounding the UK. - To know the four seasons. - To know different weather patterns: cold, warm, snow, fog, rain, storm, gale. - To identify human and physical features of the local area. - To make a simple map of my classroom. - To make a simple map of the school and its grounds. - To use geographical vocabulary to describe physical and human features: woods, shop, village, farm, sea, beach. Y2 Knowledge Skills - To know the surrounding seas of the UK. - To know physical and human features of the local area of New Marske. - To know where my locality is in relation to the UK. - To know the difference in the daily weather patterns of the UK and Australia. - To compare New Marske with a town in Australia – physical and human features. - To use world maps, globes and atlases to identify countries of the UK and Australia. - To create a simple map of the local area and construct basic symbols as a key. - To use compass points and directional language to describe routes. - To use aerial photographs to recognise landmarks and geographical features. Key stage 1 End Point Pupils should be taught to: Locational knowledge - name and locate the world's seven continents and five oceans - name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place knowledge - understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting nonEuropean country Human and physical geography - identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles - use basic geographical vocabulary to refer to: - key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather - key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork - use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage - use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map - use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key - use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. Y3 Knowledge Skills - To know different types of volcano – active, dormant, extinct. - To prior knowledge and prediction skills to find out about unknown places and use observations. - To compare information between Atlases and globes. - To suggest their own ways of presenting information – graphically or in writing. - To understand the different use of different places. (subsistence farming and land use – Anglo Saxon) - To understand the reciprocal link between physical and human features. - To describe and identify how a place has changed. - To identify parts of a river and land use around it and how this can change lives. - To know the regions of the UK. - To know the physical and human characteristics of the counties of the UK. - To use a range of primary and secondary resources, including the internet, Google Earth and questionnaires. - To make detailed and labelled field sketches. - To collect statistics and present them, recording information on charts, graphs or tables. - To draw maps of local places, including sketches from fieldwork. - To use maps with simple grid references. - To work out routes and plan them using the four points of a compass. Y4 Knowledge Skills - To know and locate countries of the world with a focus on Europe. - To use their own knowledge and understanding when setting up a fieldwork investigation. - To offer explanations for some features seen in field work, underlying reasons for observations, giving own views and judgements. - To discriminate between different sources and information. - To understand how people can both improve and damage the environment. - To explain the process of erosion and deposition and its effects on people. - To consider the future of some of the physical and human features, based on an understanding of change. - To use a range of evidence to examine, question and analyse what they have discovered. - To read and use the symbols on an ordnance survey map. - To use four figure grid references to locate points on a map. - To identify time differences around the world (focus on Europe). - To use the points of a compass to work out routes. - To measure wind speed, rainfall and noise levels. - To use ICT – charts, graphs, databases – to find out and record information. - To prepare questionnaires to investigate people's views on an environmental issue. - To recognise geographical patterns identified through aerial photographs. - To explain their own views on environmental change and topical issues and compare these with the views of others. - To compare the lives of people in two different environments/places. - To compare a region of the UK to a region in a European country – physical and human features. - To describe and understand physical features including climate zones and biomes. Y5 Knowledge Skills - To begin to understand geographical patterns, eg: industry by a river. - To describe and begin to explain patterns and physical and human changes. - To understand and describe similarities and differences between a region in the UK and a region in South America. - To justify their own viewpoint on an issue and use information to adapt their viewpoint if necessary. - To suggest questions for a field study. - To know which food is produced in South America. - To describe and understand key aspects of rivers. - To locate and name rivers in the UK, identify physical features. - To understand how some rivers have changed over time. - To make careful measurements in field work. - To collect statistics about people and places. - To begin to use a range of graphs, including pie charts. - To identify the position latitude and longitude and the equator. - To identify the position of the northern and southern hemispheres. - To identify the position of the Tropics of Cancer and Capricorn. - To identify the position of the Arctic and Antarctic circle. Y6 Knowledge Skills - To suggest how human activities can cause changes to an environment. - To recognise dependent links and relationships in both human and physical geography – cities. - To suggest possible conclusions and back up with evidence they have collected. - To identify and significance of the position of latitude and longitude and the equator. - To identify the position and the significance of the northern and southern hemispheres. - To identify the position and the significance of the Tropics of Cancer and Capricorn. - To identify the position and significance of the Arctic and Antarctic circle. - To identify time zones across the world's countries which are studied. - To locate and name the world's countries using maps, with a particular focus on countries involved in the WW2 conflict. - To identify key physical and human features of these countries. - To identify major cities of the countries studied. - To name and locate counties and cities of the UK and their physical and human features and land use patterns and understand they have changed over time. - To use the eight points of a compass to follow a route. - To use four and six figure grid references. - To understand and use the symbols and keys of an OS map. - To collect statistics about people and places – database. - To analyse data (eg: population data). - To recognise and investigate types of settlements and land use. - To investigate economic activity including trade links. - To discuss the use and distribution of natural resources from the countries/cities studied. Key stage 2 End points Pupils should be taught to: Locational knowledge - locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities - name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time - identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Place knowledge - understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human and physical geography - describe and understand key aspects of: - physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle - human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork - use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied - use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world - use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.	<urn:uuid:d00902fe-597c-448b-97bf-358a77041335>	CC-MAIN-2024-10	https://www.newmarskeprimary.co.uk/wp-content/uploads/2022/08/New-Marske-Curriculum-Geography.pdf	2024-02-26T22:23:20+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00537.warc.gz	904,652,852	2,501	eng_Latn	eng_Latn	0.993592	eng_Latn	0.996113	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1768, 4384, 7936, 10594, 12647 ]	[ 4.71875 ]	1	1
CISC 1115 (Science Section) Brooklyn College Professor Langsam Assignment #6 The Genetic Code 1 Deoxyribonucleic acid, or DNA, is a molecule that contains the instructions used in the development and functioning of all known living organisms. The main role of DNA is the long-term storage of information and it is often compared to a set of blueprints, since DNA contains the instructions needed to construct other components of cells, such as proteins and RNA molecules. DNA is a molecule in the form of a double helix (twisted-ladder) Attached to the backbone are of four types of molecules called bases – these form the rungs of the ladder. It is the sequence of these four bases along the backbone that encodes information. The four bases found in DNA are adenine (abbreviated A), cytosine (C), guanine (G) and thymine (T). RNA is similar with the base uracil (U) rather than thymine. See the figure below. The genome of an organism is inscribed in the DNA. The portion of the genome that codes for a protein or an RNA molecule is referred to as a gene. The genetic code is the set of rules by which information encoded in genetic material (DNA or RNA sequences) is translated into proteins (amino acid sequences) by living cells. Specifically, the code defines a mapping between tri-nucleotide sequences called codons and amino acids; every triplet of nucleotides in a nucleic acid sequence specifies a single amino acid Since there are 4 possible bases (A, C, G, T or U) and each codon consists of 3 bases there are 4³ = 64 different combinations possible with a triplet codon of three nucleotides. If, for example, an RNA sequence, UUUAAACCC is considered, there are three codons, namely, UUU, AAA and CCC, each of which specifies one amino acid. This RNA sequence will be translated into an amino acid sequence, three amino acids long. The standard genetic code is shown in the following tables. Table 1 shows what amino acid each of the 64 codons specifies. Table 2 shows what codons specify each of the 20 standard amino acids involved in translation. These are called forward and reverse codon tables, respectively. For example, the codon AAU represents the amino acid asparagine, and UGU and UGC represent cysteine (standard threeletter designations, Asn and Cys respectively). Note several codons can code for the same amino acid. Table 1: RNA Codon table - This table shows the 64 codons and the amino acid each codon codes for. Table 2: Inverse table Proteins are large organic compounds made of amino acids arranged in a linear chain. The sequence of amino acids in a protein is defined by a gene and encoded in the genetic code. Proteins are essential parts of organisms and participate in every process within cells. The entire process may be represented by the following diagram: What Makes Us Human? It is interesting to compare the genome of human beings with that of other species. In a fascinating article that appeared in Scientific American, the author writes: As a biostatistician with a long standing interest in human origins, I was eager to line up the human DNA sequence next to that of our closest living relative [the common chimpanzee (Pan Troglodytes)] and take stock. A humbling truth emerged: our DNA blueprints are nearly 99 percent identical to theirs. That is, of the three billion letters that makes up the human genome, only 15 million of them-less than 1 percent-are [different] 2 . Write a computer program that locates the differences between the human, chimpanzee and chicken portion of genome known as human accelerated region 1 (HAR1). This part of the genome is believed to be active in a type of neuron that plays a key role in the pattern and layout of the developing cerebral cortex, the wrinkled outermost brain layer 3 . (For the significance of this gene, refer to the referenced Scientific American article.) In addition, you will identify the protein that is coded for by these codons. 2 Katherine S. Pollard, Scientific American, 300(5), May 2009, page 44 3 Katherine S. Pollard, Scientific American, 300(5), May 2009, page 46 Strategy 1. Create a data file that contains the information given in Table 2. The table should have one entry per line: GCU A GCC GCA GCG CGU CGC A A A R R . . . 2. Write a method, readRNACodonTable, that reads this data file into two one-dimensional arrays. 3. Write a method, sort that sorts these array in codon order. 4. Write a method, codonLookup that given a three character codon returns the one-letter abbreviation for the corresponding amino acid by searching the table you created in step 2. 5. Write a method, difference, that given two strings (representing gene sequences) prints out the position and identity of each base (ACGT) that differ in the two strings. 6. The main method should: a. Read the three DNA strands (human, chimpanzee, chicken) from a file into three strings. b. Call a method isValidDNA to determine that the strand only contains A C G or T. If it contains any other character, abort the program (System.exit(0)). c. Call method difference three times in order to determine the differences between human-chicken, human-chimpanzee and chimpanzee-chicken HAR1 d. Reprocess the three DNA strands (human, chimpanzee and chicken HAR1) three bases at a time, calling codonLookup in order to determine the corresponding amino acid. Remember that in the RNA codon lookup table, a U is substituted for each T in the DNA strand. Data: (Download HumanHNR1.txt , ChimpanzeeHNR1.txt and ChickenHNR1 from the web at: http://eilat.sci.brooklyn.cuny.edu/cisc1115/CISClassPage.htm )	<urn:uuid:e100d350-16d0-455e-b74b-2582d312e039>	CC-MAIN-2024-10	http://eilat.sci.brooklyn.cuny.edu/cisc1115/HW6f_java.pdf	2024-02-26T21:22:19+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00540.warc.gz	12,098,680	1,299	eng_Latn	eng_Latn	0.99309	eng_Latn	0.993596	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 913, 2349, 2743, 4100, 5619 ]	[ 3.25 ]	1	0
Drowsy Driving Quiz Are you at risk for falling asleep behind the wheel? Take this simple quiz and find out. Just circle "True" or "False" for each of the following statements, and check your answers on the second page: 1. There is no relationship between one's sleep and work schedule and risk of being involved in a drowsy-driving crash. (True or False) 2. Working the night shift does not affect one's chances of being involved in a sleep-related crash. (True or False) 3. The largest at-risk group for sleep-related crashes is commercial drivers. (True or False) 4. Overall, sleep-related crashes have certain characteristics that set them apart from other types of crashes. (True or False) 5. People with a sleep and breathing disorder called obstructive sleep apnea have about the same risk as the rest of the general population of being involved in a drowsy-driving crash. (True or False) 6. Eating a big lunch tends to make everyone sleep. (True or False) 7. People can usually tell when they are going to fall asleep. (True or False) 8. Drivers in drowsy-driving crashes are more likely to report sleep problems. (True or False) 9. Rolling down a window or singing along with the radio while driving will help keep someone awake. (True or False) 10. Wandering, disconnected thoughts are a warning sign of driver fatigue. (True or False) 11. You can stockpile sleep on the weekends to avoid being sleepy during the week. (True or False) 12. I'm a safe driver so it doesn't matter if I'm sleepy. (True or False) Answers 1. FALSE. Studies have found a direct correlation between the numbers of hours a person works and their risk of being in a drowsy driving crash. People who work more than one job where their primary job involves an atypical schedule are twice as likely to be involved in a sleep-related crash when compared to people in non-sleep related crashes. 2. FALSE. According to a study by the AAA Foundation for Traffic Safety, working the night shift increases a person's risk of being involved in drowsy driving crash by nearly six times. 3. FALSE. Sleep-related crashes are most common in young people, who tend to stay up late, sleep too little, and drive at night. One study found that in 55 percent of sleep-related crashes, drivers were age 25 years or younger and were predominantly men. Another study found almost one-third of commercial drivers have some degree of sleep apnea. 4. TRUE. Research has provided a good picture of the common characteristics of drowsy-driving crashes, which tend to occur at night or in mid-afternoon, involve a single vehicle running off the roadway, lack any evidence of braking, and involve a young male driving alone. 5. FALSE. Sleep apnea is a condition in which a person's airway collapses many times to halt breathing until the person briefly awakens. The most common signs of sleep apnea are loud, irregular snoring, and excessive daytime sleepiness. Studies indicate that persons with untreated sleep apnea have two to seven times more crashes than people without the disorder. Studies also show that once treated, most patients can be safe drivers once again. 6. FALSE. Things such as heavy meals, warm rooms, and long drives only unmask the presence of sleep deprivation or sleep debt; they do not cause sleepiness. 7. FALSE. Sleep is not voluntary. If you're tired, you can fall asleep and never know it. When you're driving at 60 miles per hour and fall asleep for a few seconds (a microsleep), you can travel up to the length of a football field without any control of your vehicle. 8. TRUE. According to studies, drivers in fatigue-related crashes were more likely to report problems sleeping prior to a crash than drivers in other non-sleep crashes. 9. FALSE. An open window or music has no lasting effect on a person's ability to stay awake. In fact, they may mask the person's lack of alertness further. 10. TRUE. If you are driving and your thoughts begin to wander, it is time to pull over and take a short nap, consume some caffeine, or stop driving for the day. 11. FALSE. Sleep is not money. You can't store up sleep to borrow it later on. But, just as with money, you can go into debt. 12. FALSE. The only safe driver is an alert driver. Even the safest drivers become confused and use poor judgment when they are sleepy. In addition, alcohol makes fatigue much worse. One drink has the same effect on a tired driver as four or five drinks for a well-rested person. No part of this message is offered or should be taken as medical advice.	<urn:uuid:1573af0d-844f-43a1-8044-6adf7323af8a>	CC-MAIN-2024-10	https://www.fmcsa.dot.gov/sites/fmcsa.dot.gov/files/docs/Drowsy-Driving-Quiz.pdf	2024-02-26T21:28:25+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00542.warc.gz	757,520,916	986	eng_Latn	eng_Latn	0.998882	eng_Latn	0.999212	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1520, 4525 ]	[ 2.3125 ]	2	12
Fact sheet Cowpea Aphids Jo Powells Senior Agricultural Advisor South East Local Land Services Cowpea aphids (Aphis craccivora) are reported pests of not only cowpeas but also vetch crops, faba beans, chickpeas and lupins. Many medic species including lucerne are also affected. T The aphids are also known to transmit several plant diseases including subterranean clover stunt virus and alfalfa mosaic virus. The bodies of immature aphids or nymphs are often a dusty grey in colour with the adult aphid a shiny black in colour. Both the nymphs and adult aphids have black and white markings on their legs. A proportion of the adult aphids have wings which assists their movement across vast distances on the prevailing winds. Once on the host plants, the aphids congregate along plant stems and under their leaves where they suck SOUTH EAST LOCAL LAND SERVICES on the sap of the plant often leaving behind a sticky honeydew like substance. The aphids are predominantly female and most commonly reproduce asexually, with around 14 generations produced per year with between 20 and 125 live offspring produced per generation. This rapid rate of reproduction of the cowpea aphid means that pastures become quickly infested. They can cause a significant reduction in lucerne growth with many plants showing stress, indicated by curled up leaves stunted growth. Plant death has been observed in many paddocks. Animal welfare Whilst not proven conclusively, it is strongly believed that cowpea aphids contain a photodynamic fluorescent pigment that causes phototoxic effects (photosensitisation) in stock after they directly consume the aphids whilst grazing on the pasture. The initial effects of this photosensitisation in sheep show as severe sunburn to all bare areas face, ears, udders, breeches, backs in recently shorn animals. This then progresses to the formation of thick skin crusts with the contraction of lips, ears and eyelids in some animals. Animals also seek out shade during any period of bright sunshine. The longer term, chronic effects included scarring to affected skin areas resulting in increased culling rates, permanent udder and teat damage, fleece derangements and wool breakage, permanent eye damage and a decrease in lamb marking percentage. Control Contact your local agronomist to discuss aphid management options. There are a number of cultural and chemical options available. Natural predators of cowpea aphids such as ladybirds, spiders and parasitic wasps can provide a level of aphid control but are often slow to build up in numbers to provide immediate effective control during an outbreak. More information You can find more information about the symptoms and treatment options for photosensitisation in the NSW DPI Prime Fact: Affected animals should be removed from the aphid infested pasture and provided with shade until they recover. Veterinary treatment may be required for severely affected animals. https://www.dpi.nsw.gov.au/__data/assets/pdf_file/001 6/111157/photosensitisation-in-stock.pdf PestNotes – Southern – Cowpea aphid: https://pir.sa.gov.au/__data/assets/pdf_file/0003/2758 26/Cowpea_Aphid.pdf © State of New South Wales through Local Land Services 2023. The information contained in this publication is based on knowledge and understanding at the time of writing August 2021. However, because of advances in knowledge, users are reminded of the need to ensure that the information upon which they rely is up to date and to check the currency of the information with the appropriate officer of Local Land Services or the user's independent adviser. For updates go to www.lls.nsw.gov.au	<urn:uuid:5c42a0c1-e5b4-451c-ba8d-d700def06264>	CC-MAIN-2024-10	https://www.lls.nsw.gov.au/__data/assets/pdf_file/0008/1331486/Cowpea-aphid-accessible.pdf	2024-02-26T19:46:57+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00541.warc.gz	845,766,597	767	eng_Latn	eng_Latn	0.996042	eng_Latn	0.9964	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1682, 3665 ]	[ 2.03125 ]	1	1
Curriculum Subject Overview - Writing Our School Vision The children of The Hawthorns are at the heart of all that we do. As a whole school community, we nurture and challenge our children within a caring environment, so they grow both personally and academically. We are passionate about developing the whole child; encouraging them to have a growth mindset, believe in themselves, aspire to achieve their best and become resilient lifelong learners. We uphold a strong sense of belonging by valuing our children's individuality and celebrating diversity to ensure all our children thrive. Our Curriculum Vision At The Hawthorns Primary School, we aim to provide a unique and creative learning experience with high aspirations for all our pupils. Our exciting and innovative curriculum is tailored to inspire and challenge each individual child so they develop a passion for learning and aspire to be successful. The curriculum offers a wealth of knowledge through real life experiences to foster a spirit of curiosity and purpose, encouraging children to make connections and equipping them with the skills needed for their futures. Cultural Capital The essential knowledge that children need to be educated citizens At The Hawthorns, writing is cross-curricular and links strongly with the topics being studied in each year group. Lessons involve frequent opportunities for discussion, debate, exploration of ideas and independent responses to new material, as this emphasis on oracy gives children the vocabulary and opportunity to structure thought processes in order to be able to write with confidence. Children are given the chance to write for many different genres and for a variety of audiences and purposes. Where possible, children write for real life reasons, from writing persuasive letters to the Headteacher, or the government, to writing stories for younger age groups or writing to penpals in another area of Great Britain. Teachers often use hooks for writing, including educational visits, visitors and set up experiences to engage children in purposeful writing. Book reviews, newspapers, presentations, notes and cards home, posters, poetry and playscripts are just some of the ways in which we encourage children to write for pleasure and purpose. Implementation Impact We provide children with high quality teaching and learning on a daily basis. We believe in overlearning of basic writing skills including grammar, punctuation and spelling (GPS). We provide explicit and implicit teaching of writing, giving children the opportunity to write for an extended period of time frequently and regularly. Teachers model writing frequently to explain the construction and editing of texts, often using the Talk for Writing model. We use partner talk to allow children to discuss ideas and share with the whole class, promoting oracy (an essential skill in developing writing skills). By the time they leave The Hawthorns, children are able to produce written work of a high standard in all areas of the curriculum, being able to use the characteristics of different genres of writing, both fiction and non-fiction. Children are aware that writing is a means of developing, organising and communicating ideas in all aspects of life. They have a love for writing and write for enjoyment, experimenting with different forms, styles and genres. Subject Intent Writing is a key aspect of the curriculum and along with reading and speaking and listening, it makes a significant contribution to the development of children as thinkers and learners. It is a central part of the school's role that all pupils develop their writing ability and enjoy the process of cultivating this lifelong skill. At The Hawthorns Primary School, we strive to provide children with exciting, purposeful and inspiring contexts in which to become writers. We aim to give children the basic writing skills they require to become confident independent writers, by providing them with high quality teaching and learning on a daily basis. We believe in overlearning of basic writing skills including grammar, punctuation and spelling. We aim to enable children to 'write like readers' and 'read like writers.'	<urn:uuid:03b35d84-e2ed-4de9-8899-4c18cd5a605a>	CC-MAIN-2024-10	https://www.hawthorns.wokingham.sch.uk/attachments/download.asp?file=173&type=pdf	2024-02-26T21:50:59+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00540.warc.gz	783,207,991	760	eng_Latn	eng_Latn	0.997172	eng_Latn	0.997172	[ "eng_Latn" ]	false	docling	[ 4219 ]	[ 3.65625 ]	1	0
A Study of the Prophets O.T. Survey Lesson 198--Zechariah 1:1-6:8 Introduction: Zechariah, a priest, began his prophetic ministry about two months after Haggai and continued about two years longer. His purpose was to give exhortation and consolation to the Israelites as they continued the work of rebuilding the temple. In this section Zechariah calls upon the people to avoid the rebelliousness of their fathers and comforts them with messages from God received in the form of symbolic visions. Lesson aim: To discover some of the principles of God's rule among the nations. The call to repentance--Zechariah 1:1-6 1.When did Zechariah begin to prophecy? (v. 1) 2.Who does Zechariah urge the people not to be like? (v. 2-4) What had they been forced to acknowledge? (v. 6) Truth revealed in eight distinct visions-- Zechariah 1:7-6:8 1.What did Zechariah see in the vision of the horses? (1:7-11) What question did the angel of God ask? (1:12) 2.What was God's attitude toward the nations around Israel? (1:14-15) What promises did the angel reveal from God in this vision? (1:16-17) 3.What did Zechariah see in the second vision? (1:18-20) What did God reveal the craftsmen would do? (1:21) 4.What did Zechariah see in the third vision? (2:1-2) What did God say He would be to Jerusalem? (2:5) 5.What were the captive Israelites called upon to do? (2:6-7) Why? (2:8) 6.What did promise to do in this vision? (2:9-13) 7.Who is pictured as standing before the angel of the Lord in the fourth vision (3:1-10)? What did the angel say to Satan? (v. 2) How did Joshua appear? (v. 3) What was given to him? (v. 4-5) 8.What promise did God make to Joshua? (v. 7) Of what were Joshua and those around him a symbol? (v. 8) 9.What did God declare He would do? (v. 9) What would be the results? (v. 10) 10. Describe what Zechariah saw in the fifth vision (4:1-5) What message was God making known by this symbolism? (v. 6-7). Who is represented by the two olive branches? (v. 11-14) 11. Did God reveal that Zechariah would be successful in completing the temple? (v. 9-10) 12. What did Zechariah see in the sixth vision (5:1-4) What message was it to bring into effect? (v. 3) Upon whom was it to have its effect? (v. 3-4) 13. Describe the unusual picture of the seventh vision (5:5-11). What does the woman represent? To where is she sent? 14. What did Zechariah see in the final vision? (6:1-4) What did these four represent? (v. 5-7) What had those chariots sent into the north accomplished? (v. 8)	<urn:uuid:fa2d4c59-252b-4828-a757-4d3e980a8645>	CC-MAIN-2024-10	http://truthchasers.com/Study%20Guides/OT%20Study/Survey%20of%20Prophets/Study%20guides/SOT198.pdf	2024-02-26T20:56:19+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00542.warc.gz	36,693,663	762	eng_Latn	eng_Latn	0.99548	eng_Latn	0.99591	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1387, 2522 ]	[ 2.484375 ]	1	0
Early nutrition for later health A report from the Infant & Toddler Forum Study Day, London 2008 Addressing key issues on the nutritional requirements and eating behaviour of one to three year olds Supported by an educational grant from Danone UK. Introduction It is never too early to begin promoting a healthy diet. The younger children learn how to eat healthily, the more likely they are to adopt a balanced diet in adult life. Early nutritional guidance may therefore be a key public health strategy in preventing obesity, thereby reducing a child's risk of developing a range of chronic conditions such as cardiovascular disease, diabetes and cancer in later life. This was the message offered to health visitors, nursery nurses and other health professionals attending this year's Infant & Toddler Forum (ITF) Study Days in London and Leicester. Now in their fourth year, the ITF Study Days have become essential diary dates for health and childcare professionals seeking up-to-date evidence-based information on nutrition during the early years. This year's talks drew on a number of recent government initiatives – The Healthy Weight, Healthy Lives Cross Government Strategy on tackling obesity 1 , Child Health Promotion Programme and the Children's Plan 2 , all of which have recognised the important role that health visitors, and other child and healthcare professionals (HCPs) have in guiding parents in how to feed their children. To fill this role HCPs need up-to-date information. However, even though the toddler years are a crucial time when dietary habits and preferences are developed, there is very little easily available information on the subject and this has led to much confusion for parents and carers. It was the aim of this year's Study Days to highlight some key areas where nutritional habits can have a considerable impact on health. Presented by a multidisciplinary group of experts with first-hand experience in child nutrition, growth and development, the presentations were designed to offer practical guidance on how to advise parents on feeding their children through the toddler years. Professor Lawrence Weaver Chair, Infant & Toddler Forum STUDY DAY SPEAKERS ACROSS THE TWO EVENTS Dipti Aistrop, Health visitor and specialist health visitor for mental health of young children, nurse representative Sheffield PCT Jackie Blissett, Senior Lecturer in Psychology, University of Birmingham Elaine Farrell, Paediatric Dietitian, Nutrition & Dietetic Services Manager at Colchester University NHS Foundation Trust and North East Essex PCT Dr Gillian Harris, Senior Lecturer in Applied Developmental Psychology, University of Birmingham and Consultant Paediatric Clinical Psychologist, The Children's Hospital, Birmingham Dr Alex Richardson, Founder Director of Food and Behaviour Research, Visiting Research Scientist at Universities of Oxford and Bristol. Based at Oxford University's Dept of Physiology, Anatomy and Genetics Dr Atul Singhal, Honorary Consultant Paediatrician, Whittington Hospital and Great Ormond Street Hospital, Deputy Director, MRC Childhood Nutrition Research Centre and Reader in Paediatric Nutrition at the Institute of Child Health (ICH), London Dr Carina Venter, Senior Dietitian, PhD, The David Hide Asthma and Allergy Research Centre, Portsmouth Professor Lawrence Weaver, Samson Gemmell Professor of Child Health, University of Glasgow, Consultant Paediatrician Professor Richard Welbury, Chair of Paediatric Dentistry, University of Glasgow WHAT THE DELEGATES SAID 'Great variation of speakersglad oral health highlighted' Oral Health Promoter, West Kent Primary Care Dental Service 'Excellent for teaching one-to-one with parents' Community Nursery Nurse, Teddington Clinic Richmond & Twickenham PCT 'All extremely useful and crucial for own development' Childhood Obesity Prevention Assistant Practitioner (under 5's), Kensington & Chelsea PCT 'Excellent very informative and good tools to use' Community Nursery Nurse, Skidmore Way Clinic 'I always find these study days inspirational and I want to rush back to work and change the world!!' Health & Family Support Manager, Children's Centre 'Very glad to have discovered the Forum, impressed by what I have seen so far' Parent Involvement Worker, Sharrow Surestart 'Excellent resources, easy to download factsheets, excellent study day' Community Nutrition Assistant, Children's Centre – Newark & Sherwood THE MARCH OF TIME The link between wealth and health was once graphically illustrated in an ingenious study conducted in the Victorian graveyards of Glasgow 3 . This showed that the length of a person's life in the mid 1800s was directly proportional to the height of their gravestone. In other words those who could afford a large gravestone, lived longer. Consultant psychologist Dr Gillian Harris used this example in her introduction to the study day to emphasise the long-standing relationship between socioeconomic status and health. However, Dr Harris pointed out that the relationship between nutrition and income has recently undergone a significant change. "Historically poverty has been associated with under-nutrition," she said. "For instance during the Boer war one third of recruits were too undernourished to be allowed on active service. After the First World War there was concern about malnutrition among poor children and subsidised school meals were first brought in." In the 1930s free school milk was introduced. "So the problem was of under-nutrition and obesity was associated with affluence." Over the past 30 years, however, there has been a change in emphasis, said Dr Harris. Children have become less active and energy-rich, easy-to-prepare food has become cheaper and more readily available. "So what we have today are parents who don't know how to cook and children who are underactive. The computer and television age in developed countries has led to a burgeoning obesity crisis, not in the rich but in the poor." 04 Breaking this cycle will require multi-agency intervention right across all ages, said Dr Harris. However, dietary advice during the first few years of life is particularly important. "Food preferences are set up in the first few years of life so we need to get the intervention in during the first few years of life," she said. Dr Harris explained that there is a "developmental agenda for feeding" during which the newborn child and young infant gradually develops tastes and food preferences that can last for the rest of his or her life. 4 "At birth there is an innate preference for a sweet taste. Then between three to five months there is a window of acceptance for new tastes." This is the ideal time to start introducing new, healthy food choices, said Dr Harris. "Preference is a function of exposure and is based on taste and smell." Between six to 12 months young children start to become more sensitive to the introduction of solid textures and between one to two years they start to recognise food by appearance. This can lead to the rejection of new foods and some previously accepted foods. Dr Harris presented evidence from the Avon Longitudinal Study of Pregnancy and Childhood (ALSPAC) suggesting that the time at which solid food is introduced into the toddler diet plays a crucial role in the child's later food preferences and whether or not they experience any feeding difficulties 5,6 . How introduction of solid foods can affect subsequent feeding difficulties 5 "Using the ALSPAC database we found that children introduced to lumpy solids after the age of nine months had more feeding problems at seven years (food refusal and food fussiness). But perhaps more interestingly we also found there was a difference in the foods accepted by these children," said Dr Harris. These results emphasise the important influence of early feeding practices on later nutrition and therefore later health (see box), she stressed. Importance of early feeding – key points * Exposure before six months predicts consumption of fruit and vegetables at seven years * Weaning and early feeding practices will contribute to later childhood diet and possibly childhood obesity * The earlier children are introduced to healthy foods the more likely they are to accept it * The older they are introduced to lumpy foods the less likely they are to like fruit and vegetables "Children who were introduced to lumpy solids after nine months of age ate fewer of all ten categories of fruit and vegetables than did children introduced to lumpy solids before this age," said Dr Harris. "Children introduced to lumpy solids before the age of six months ate more green vegetables, tomatoes and citrus fruits than did children introduced after six months." POLICIES, TARGETS AND STRATEGIES TO HALT THE TREND OF OBESITY Few could fault the political commitment the government has shown towards combating the child obesity crisis. However, the key question is whether the deluge of reports, initiatives, strategies and big money programmes has made any demonstrable difference on the children themselves, their parents and the health and childcare professionals who advise them. Health visitor Dipti Aistrop listed some of the many government initiatives that are attempting to stem the rising tide of childhood obesity. These include: * The Healthy Schools Programme – a joint initiative between the departments of health and children, schools and families * Healthy Start – replaced the welfare food scheme and implemented nationally in 2006 * Family Nurse Partnership Programme – a £30 million nurse-led home visiting programme aimed at vulnerable young parents * Child Health Promotion Programme – a good commissioning tool to promote health and wellbeing from pregnancy through to five years old * Children's Plan – an £850 million ten year strategy aimed at the years from 0 to19 * Healthy Weight Healthy Lives – a £372 million cross-government strategy that aims to make the UK the first major nation to reverse the rising tide of obesity * Child Health Strategy –focus on school meals, and education on healthy eating. "Look at the amount of money the government is putting into this," stressed Ms Aistrop. "Of course the question is how much is filtering down to where it really matters." Moreover, it is very difficult to answer this question, she said, as currently very little of the money is being spent on evaluating the effect of the various programmes. "There is a huge amount of financial resources being put into it but at the moment we are really struggling with the lack of evaluation and audit," said Ms Aistrop. "Evaluation is generally haphazard or non-existent." Another concern is that any initiative that focuses on difficult to reach groups can help some but leave others even further disenfranchised. "A real worry with all of this is that we are only going to engage with those who are receptive to it and that will worsen the health inequalities," said Ms Aistrop. Nevertheless she urged the audience to familiarise themselves with the various initiatives and use them both to improve their practice and to lobby commissioners for better resources. Health visitors, in particular, are ideally placed to make a significant impact on the obesity epidemic, she said. "We all know that if you target families at risk early enough, you are more likely to reduce the risk of overweight. There's a lot of evidence that parents are more receptive to lifestyle advice in the early stages - when they are pregnant or have young children - and this is the time when health visitors are able to make a significant difference." Ms Aistrop illustrated the importance of this advice by using the interactive voting system to show how parents were often unaware of their children's inactivity 7 (see box): 06 Interactive voting: Q: "How much activity does NICE recommend per day for children?" A: Over 50 per cent of the audience gave the correct answer - 60 minutes. Q: "How much activity do parents think their six to seven year old children get each day?" A: Only 15 per cent of the audience gave the correct answer - 140 minutes. Q: "How much activity did these children actually get each day?" A: 66 per cent of the audience gave the correct answer – 24 minutes. Ms Aistrop pointed out that despite the apparent commitment at strategic level to combat obesity, there remains a number of practical barriers to implementing the policies. For instance there is a danger that the extra workload could overwhelm an already overstretched and under-resourced health visitor service. "A lot of health visitors have gone away from GP practices and now have huge caseloads," said Ms Aistrop. "So there's a capacity problem. But if that is the case then we need to be lobbying for better resources. We need to be lobbying the commissioners." Ms Aistrop stressed that childhood obesity cannot be tackled by any single agency on its own. Multi-agency intervention is needed, she said, involving health, education and childcare professionals. "You can't just focus on one service, you've got to look at the whole system." "All agencies need to be looking at their role," said Ms Aistrop. "Working in partnership works very well. But we need to make sure this doesn't just become rhetoric, and to do that we need a lot more resources for the front line services." CHILDHOOD OBESITY: CAUSES AND CONSEQUENCES Frontline child and healthcare practitioners have a key role in helping the UK to achieve its target of reversing the childhood obesity epidemic, consultant paediatrician Dr Atul Singhal told the meeting. "It is very difficult for children to lose weight so we should try to prevent obesity in the first place, using both public health approaches and individual approaches." In doing this, HCPs will not only be helping to combat childhood obesity, but also help to prevent a major epidemic of obesity related problems, such as diabetes, cancer and heart disease in adults, he said. "One in three obese three to five year olds will become obese adults," said Dr Singhal. "Childhood obesity doubles the risk of later cardiovascular disease. If you are a fat toddler you are likely to become a fat adult. If you are obese as a child then you are ten per cent more likely to die of cardiovascular disease (CVD)." "We have a major role in affecting the health of the next generation and (primary) prevention of cardiovascular disease should begin in childhood," said Dr Singhal. Unfortunately, identifying children at risk of becoming obese is not as easy as it might appear, said Dr Singhal. "It's not easy to diagnose obesity and it's particularly difficult in children. There's a huge variation in body shape and body size among children, so the simple BMI cut-off figures that we use in adults do not apply." For this reason specially adjusted BMI centile charts have been produced for use in children. Dr Singhal said a BMI calculation should be made for any child whose: * weight is two centiles above his or her centile for height on a normal child growth centile chart * weight is above the 98th centile * weight is crossing centiles upwards * parents express concern Unfortunately many health visitors are currently uncertain on how to use BMI calculations, said Dr Singhal. A recent ITF survey of 160 health visitors and nurses in England and Scotland revealed that 48 per cent did not feel confident in measuring BMI. Dr Singhal urged the audience to visit the ITF's Open Book on Growth (www.infantandtoddlerforum.org) where detailed instruction is available on how and when to monitor children's growth, when to refer and how to deal with parents' concerns. Addressing the childhood obesity epidemic will require both public health measures – education on diet and exercise, policies to improve school buildings, catering and curriculum and to encourage children to walk or cycle to school – and measures aimed at the individual child, said Dr Singhal. It is particularly important to encourage new mothers to breastfeed their children, he added. "There are at least 27 studies showing that breastfeeding decreases obesity in later life. The benefits of breastfeeding could be related to slower growth. If you grow too quickly in infancy you are at increased risk of obesity in later life. It is estimated that 30 per cent of the risk of obesity can be explained by early growth." Recommendations for carers and parents include: * eat regularly as a family and not in front of the TV * encourage active play with children * watch less TV * involve the whole family in activities * play sport "The key priorities for frontline healthcare staff are to use the BMI centile charts, try to address the multiple components of obesity, address lifestyle issues and do this within the family and social setting." FOOD AND BEHAVIOUR Poor nutrition can not only affect children's physical health, it may also impair their mental development. Dr Alex Richardson, senior research fellow at Oxford University's department of physiology, anatomy and genetics, told the meeting that problems with behaviour and learning and conditions such as dyslexia, dyspraxia, hyperactivity and autism could all be related to childhood diet and nutrition. "Appropriate nutrition is essential for growth and development, building, maintaining, fuelling and repairing every cell in every part of the brain and body," said Dr Richardson. "Yet we still have psychiatrists who will say that diet has nothing to do with behaviour. That's nonsense. Food and diet is fundamental." Dr Richardson presented the results of a study conducted in a high security young offenders' 08 institution in which 231 young offenders were given either a multivitamin and fatty acid supplement or a placebo 8 . "The results were nothing short of striking," said Dr Richardson. Over two weeks the number of disciplinary incidents involving prisoners given the supplements was 34 per cent lower than those given the placebo. For violent offences the reduction was by 37 per cent. Dr Richardson expressed concern that relatively recent changes in the childhood diet could ignite a sharp rise in behavioural problems. She presented data showing that between 1983 and 1997 there was a 64 per cent rise in the consumption of high-sugar drinks by children. Between 1998 and 2002 there was a 68 per cent rise in spending on crisps, chocolate, gum and cigarettes on the way to school. A Consumers Association report in 2003 compiled food diaries for 246 primary and secondary school pupils. This showed their diets were high in saturated fat, sugar and salt and low in many vital nutrients including zinc, iron, protein, calcium, folate and vitamins A and C. The most commonly eaten foods were crisps, chips and chocolate bars. The least favourite were fruit and vegetables. Dr Richardson also presented figures showing alarming deficiencies in the dietary provision of vitamin A, zinc and iron. "One in ten of our children are not getting enough vitamin A. With zinc there is the same problem. Nearly half of our teenage girls are not getting enough iron. This is shocking and terrifying. And we call ourselves a developed country." To make matters worse, said Dr Richardson, the food industry has begun introducing a wide variety of additives into food that either have no nutritional value or are directly harmful. Recent additions include: * pesticides and other synthetic chemicals from agricultural and industrial pollution * antibiotics and growth hormones * preservatives (e.g. salt, sugar, sodium benzoate) * flavourings (e.g. salt, sugar, MSG etc) * colourings (e.g. azodyes like tartrazine) * sweeteners (e.g. aspartame) * texture modifying agents (e.g. modified starches, trans fats) There is growing evidence that many of these food additives can have an adverse effect on children's behaviour, said Dr Richardson. She presented results of a meta-analysis of trials on artificial food colourings (AFC) and hyperactivity 9 which showed that these food colourings did have adverse effects on children's behaviour. "On average, the benefits of removing AFC from the diet were around 0.3 - 0.5 the size of the usual benefits from medication," said Dr Richardson. "So drugs are not the answer in ADHD." Depression also shows a strong association with diet, with the omega 3 fatty acids (found in fish and seafood) appearing to offer a degree of protection. Indeed the American Psychiatric Association currently recommends that all adults should eat fish at least two times a week 10 . Patients with mood, impulse control or psychotic disorders should consume 1g/day of the omega 3 fatty acids EPA and DHA. Dr Richardson expressed concern that the continued emphasis on low fat diets could be sending the wrong message on the diet necessary for brain development. "The human brain is 60 per cent fat, and it matters what kind," she said. "Dietary advice has not been taking this into account. Everybody has absorbed the message that a low fat diet is good. But not if it means high sugar and low nutrients it isn't." Dr Richardson said it is particularly important that our diet strikes the right balance between the two essential fatty acids omega 3 and omega 6. Both are essential, she stressed, but modern diets tend to be too high in omega 6 and too low in omega 3. For those wishing to strike a better balance between omega 3 and omega 6 in their diets, Dr Richardson recommended a few simple dietary changes: * eat more fish and seafood, green vegetables, nuts, seeds * eat less meat, dairy products, refined vegetable oil "Omega 3 fatty acids from fish oils are absolutely essential to the visual system," said Dr Richardson. "Omega 3 deficiency is associated with poor night vision and other problems with visual, spatial and attentional processing." Omega 3 can also reduce inflammation, reduce blood clotting and relax blood vessels, she said. There is also evidence that supplementation with omega 3 can help children with behavioural and learning problems. Dr Richardson presented the results of a study of 41 children aged eight to 11 11 . All had specific reading difficulties and scored above population averages on parent ratings of ADHD symptoms. The children were randomly allocated to receive highly unsaturated fatty acids (HUFA) supplementation or placebo for 12 weeks. After 12 weeks cognitive problems and general behaviour problems were significantly lower for the group treated with HUFA than for the placebo group. Other studies have shown a beneficial effect of fatty acid supplements in children with inattention, hyperactivity and disruptive behaviours 12 , and with developmental coordination disorder 13 . "The take home message is that no primary school child is able to make informed choices and children's current food choices do affect the way their brains develop and function," said Dr Richardson. "So the issues are not just about obesity and poor physical health. Nutrition affects mental health and performance throughout life, so it's worth getting the basics right. "Getting the fats right is the single most important thing we can do for nutrition today." THE PSYCHOLOGY OF EATING: THE EARLY YEARS While most interventions to combat obesity focus on the environmental causes – lack of exercise, poor diet – there are a number of psychological approaches that can be effective in breaking the cycle of behaviour that can result in overweight parents bringing up overweight children. Psychology lecturer Dr Jackie Blissett from the University of Birmingham told the meeting that there are a huge number of factors that can interact in a very complex way to cause obesity 14 . However, she said there are three key influences on children that guided the way they felt about their weight – their family, the media, and their peers. 10 Of these, the family is by far the most important. Parents, for instance, influence their children's diet from the moment they are born. "Breast feeding is important as it introduces the infant to a much broader range of tastes than formula alone," said Dr Blissett. "Weaning is also a very important time for setting eating behaviours." Parents' own eating habits also have a huge influence over how their children are likely to eat in later life. "Often the parents aren't great models of healthy eating and if the parents aren't eating appropriately then the children won't either," said Dr Blissett. Parental practices such as making children 'clear their plate', or using food as a reward for good behaviour or for eating something healthy, can also reinforce an unhealthy psychological approach to eating. "Using sweet food as a reward for eating their vegetables just doesn't work," said Dr Blissett. "All it does is increase the preference for the reward foods. Why is broccoli never the reward? From a very young age, children know exactly what we are trying to do by using these strategies." "These practices stop children listening to their internal signals of hunger and fullness and instead they start responding to external cues for when to start and stop eating." Using food to regulate children's emotions – for example, giving sweets to comfort a crying child – can also cause problems for the future, said Dr Blissett. "Most parents do this to a certain degree and it's not a problem. But if it's done all the time then this may set up significant problems in later years because it teaches children to respond to negative emotion by eating." Parental attitudes to dieting are also highly influential, said Dr Blissett. Some 77 per cent of eight to 13 year olds first hear about dieting from a family member and comments by a father about weight appear to be particularly important. "The message they are receiving about dieting is not the message we want to be getting across," said Dr Blissett. "For children who are slightly overweight, we want to be talking about staying weight stable and allowing normal growth to get children back in the healthy range. Parents have a profoundly important role in preventing weight problems at both ends of the spectrum." Peer pressure appears to have only a minor influence on weight concerns and dieting behaviour in childhood when compared to family influences, said Dr Blissett. However overweight children do report greater physical activity when in the presence of peers. It is also the case that the media may influence children's weight through the promotion of sedentary behaviour, food advertising and the fact that many children 'graze' by eating less healthy snacks while viewing television. Dr Blissett said the best way to encourage a healthy lifestyle for young children is to target their whole family environment. This involves the promotion of an 'authoritative feeding style' in which the parent models healthy eating behaviour and decides what goes on the plate, but the child decides what and how much to eat. "Parent and family factors are the critical determinants of healthy eating and healthy attitudes," said Dr Blissett. EARLY NUTRITION AND DENTAL HEALTH Dental decay in young children is often regarded as of little importance to the child's overall health. They are only baby teeth after all. But toothache can cause considerable distress and discomfort to a young child causing sleepless nights and absence from school. If the tooth has to be removed, then the experience can scar the child for life. Prof Welbury told the meeting that 44 per cent of children in the UK have dental decay by the time they are five years old. In fewer than ten per cent of cases is the decay actually treated. In Scotland 16 per cent of children have had a tooth extracted by the age of five. By the age of eight this figure has risen to 48 per cent. In most cases these teeth will be extracted under general anaesthetic (GA). "23 per cent of all general anaesthetics in Scotland in children are for the treatment of dental decay," said Prof Welbury. "In Glasgow 60-80 children per week have a GA for extraction of teeth and in about 50 per cent of children their parents will have had a GA at a similar age for the same reason." "The experience of a GA for extraction of teeth is often deeply traumatic for the child and it may result in them being terrified of dental treatment for life" said Prof Welbury. Yet much of this distress was totally avoidable, he stressed. "You can prevent caries. It's not rocket science." While there are many factors that govern who is more likely to develop dental decay – socioeconomic status, attitudes and behaviours toward dental treatment, level of parental education and levels of fluoride in the water – there are three preventative factors that can easily be addressed by everyone to prevent dental decay: plaque, fluoride and diet. "Plaque is the soft collection of micro organisms and food debris that collects around the teeth and concentrates the acids from sugary snacks and foods. It can be removed by good brushing." "Teeth become susceptible to decay when the enamel is softened. The enamel can be strengthened by using fluoridated toothpaste." "The diet provides the fermentable carbohydrates that are metabolised to organic acids which then cause demineralisation or softening of the enamel. This process can be prevented by reducing the frequency and amount of sugar intake." There are two micro organisms that have been mainly implicated in the development of dental caries, said Prof Welbury – Streptococcus mutans and Lactobaccillus. These colonise the mouth soon after the teeth erupt and are usually transmitted to the infant from the mother. 12 "So the next time you see a child throw their dummy on the floor and the mother picks it up and puts it in her mouth to clean it before giving it back to the child, think of Streptococcus mutans." Giving new mothers chewing gum impregnated with antimicrobial xylotol can significantly reduce the carriage of Streptococcus mutans in the mothers' mouth, he said, and delay the development of caries in their children 15 . Parents should be advised to start brushing their children's teeth as soon as the first teeth erupt, said Prof Welbury. "Brush daily with a smear of paste containing 1000ppm of fluoride up to the age of two and then use a pea-sized amount of 1500ppm paste," said Prof Welbury. Children should be supervised until the age of eight and always told to 'spit don't rinse'. "By having a good gargle you are actually removing the benefit of the fluoridated toothpaste," said Prof Welbury. Teeth should be brushed twice a day – once after breakfast and last thing at night, after which no drinks or food should be given. A child should go to bed having just had their teeth brushed. "All children should be registered with a dentist from the moment their teeth erupt. Dental practices should accept children on this basis". Dietary advice should be to choose foods with a low added sugar content. "Foods with added sugars should be eaten only at meal times," said Prof Welbury. "Drinks should be taken from a cup or glass, not from a bottle." Prof Welbury advised avoiding all baby juices and drinks constituted from fruit concentrates. 'Anything ending in ose' on the labelling was potentially damaging to teeth. Sugar free (SF) medicines should always be dispensed for children where an SF formulation exists. If an SF preparation is not available then the teeth should be cleaned immediately after a sugared preparation is given. "There's no evidence that milk as part of a normal diet is harmful but there's some evidence that prolonged exposure to milk at night can produce decay, so only water should be drunk at night after the age of one." Snacks should be chosen carefully, said Prof Welbury. "Pre-school children often have small appetites and need regular meals with snacks in between. These snacks should be nutritious but low in added sugars to prevent tooth decay," said Prof Welbury. "If you have three snacks a day and they are all sugar then you are going to get decay, there's no question about it." Snacks to avoid include: * soft drinks * sweets * chocolate * chocolate and cream-filled biscuits * sugary pastries * sugary desserts * highly sweetened cereals * sugary sticky yogurts Recommended snacks include: * mouth-sized chunks of fruit * raw vegetables * toast * mini-sandwiches * pitta bread * bread sticks * oatcakes * natural yogurt or fromage frais * muffins * low sugar breakfast cereal Prof Welbury stressed that if these measures are used it is perfectly possible to 'break the cycle' of dental decay. He presented evidence from a study in Sweden in which preventative measures offered to antenatal women and young infants and children had increased the percentage of three year olds who were free of caries from 51 per cent to 94 per cent and the proportion of caries free five year olds from 27 per cent to 72 per cent 16 . In 12 year olds the number of decayed or filled tooth surfaces decreased from six to one. In all age groups caries were reduced by 75 to 90 per cent. Scotland is now attempting something similar with tooth brushing schemes and healthy eating initiatives with daily fruit and water as opposed to other drinks in all nurseries, said Prof Welbury. HOW TO ADVISE ON HEALTHY EATING FOR TODDLERS You have offered the parents the latest evidence-based guidance, dispensed all the appropriate leaflets and taken the child's necessary measurements. Now comes the dreaded question. "So, what exactly should I be feeding my child?" For frontline practitioners it is a question that can be almost impossible to answer. Toddlers come in many sizes and grow at widely different rates. There are no national guidelines regarding specific portion sizes and data from the National Diet and Nutrition Survey shows that toddlers have a hugely varied intake. Nevertheless, Elaine Farrell, nutrition and dietetic services manager at Colchester Hospital University Foundation NHS Trust, grasped the nettle and offered the meeting some simple, practical advice. "It's quite difficult to give specific advice because toddlers vary in size. So you have to tailor your advice to particular families and children. You also have to remember that two year olds will grow 22 per cent of their body weight in a year. Three year olds grow 18 per cent. These are massive periods of growth so these children are programmed to eat." A "normal healthy diet" for a toddler is higher in fat and lower in fibre than an older child's needs, said Ms Farrell. There should be a regular daily routine of meals and snacks with: - three meals of toddler-sized portions - two to three snacks per day - six to eight drinks per day 14 The diet should include all of the five food groups: * bread, cereals and potatoes - breakfast cereal - rice, pasta, couscous - potatoes, sweet potatoes, yam, plantain - bread - breadsticks, crackers, crisp bread - flour-based foods e.g. pancakes, chapatti - a mix of white and wholegrain * fruit and vegetables - fresh, frozen, tinned and dried fruit - ideally, a variety of colours - cut up fruit - stir fry, bake or roast vegetables - add to pizzas, sauces and soups * milk, cheese and yogurt - 120mls cup/beaker - pot yogurt/fromage frais or milk pudding - count cheese on pizza or in sandwiches - milk or yogurt on breakfast cereal - tofu * meat, fish and vegetarian alternatives - meat - fish - eggs - nuts - pulses * foods high in fat and sugar - oils, butter, margarine, cakes, biscuits, ice cream, sweets and sweetened drinks - give in addition to but not instead of other four food groups. Ms Farrell stressed that parents should not worry if a child does not seem hungry at any specific meal. "Parents often underestimate how much their child is eating. Remember the amounts toddlers eat will vary from day-to-day and meal-to-meal so you should judge intake over a period of a week or so rather than day-to-day. If a child is growing well then their diet is probably OK." Finally Ms Farrell pointed out that concern over a child's eating habits should not be allowed to detract from the enjoyment of food. "Food is not just about eating," she said. "There's a social side and family socialisation that's just as important as the taking in of food." KEY LEARNING POINTS * Young infants gradually develop tastes and food preferences that can last for the rest of their lives * The earlier children are introduced to healthy foods the more likely they are to accept it * Key influences that guide the way children feel about their weight are their family, the media, and their peers, the family is by far the most important * The older they are introduced to lumpy foods the less likely they are to like fruit and vegetables * Multi-agency intervention, involving health, education and childcare professionals, is required to tackle childhood obesity * If you target families at risk early enough, you are more likely to reduce the risk of overweight * Parents are more receptive to lifestyle advice in the early stages - when they are pregnant or have young children - and this is the time when health visitors are able to make a significant difference * One in three obese three-to-five year olds will become obese adults * If you are obese as a child then you are ten per cent more likely to die of cardiovascular disease * If you grow too quickly in infancy you are at increased risk of obesity in later life * There's a huge variation of body shape and size among children. For this reason specially adjusted BMI centile charts have been produced * Omega 3 and omega 6 are the essential fatty acids. To strike a good balance between these in the toddler's diet: - eat more fish and seafood, green vegetables, nuts and seeds - eat less meat, dairy products, refined vegetable oil * Studies have shown beneficial effect of fatty acid supplements in children with inattention, hyperactivity and disruptive behaviour * Parents' own eating habits have a huge influence over how their children are likely to eat in later life * Practices such as making children 'clear their plate', or using food as a reward for good behaviour, can also reinforce an unhealthy psychological approach to eating * 44 per cent of children in the UK have dental decay by the time they are five years old * Three preventative measures that can be addressed by everyone to prevent tooth decay are: - good brushing to remove plaque - use of fluoridated toothpaste to strengthen enamel - reducing the frequency and amount of sugar intake * Brush teeth twice a day – once after breakfast and last thing at night, after which no drinks or food should be given * A 'normal healthy diet' for a toddler is higher in fat and lower in fibre than an older child's needs * There should be a regular daily routine of meals and snacks with: - three meals of toddler-sized portions - two to three snacks per day - six to eight drinks per day * Remember the amounts toddlers eat will vary from day-to-day and meal-to-meal so you should judge intake over a period of a week or so. All the Infant & Toddler Forum's educational resources are free to access or download from www.infantandtoddlerforum.org. Factsheets: Download / order Factsheets covering topics discussed here in more detail. Toddler Dietary Assessment Charts: Download charts to help record and assess what toddlers are eating and to know how closely this meets the recommendations for a toddler's daily and weekly intake. Open Book On Growth: Access 'Open Book On Growth', our new online educational resource designed to help healthcare professionals develop and update their skills and knowledge on child growth assessment as part of their continuing professional development. General Information * The Infant & Toddler Forum brings together representatives from paediatrics, neonatology, health visiting, dietetics and child psychology who share a common professional interest in infant and child health and nutrition * A goal of the Forum is to improve the access of healthcare professionals to reliable, evidence-based nutritional information relevant to their practice, which will equip them to advise and support the parents of infants and young children * The Forum is supported by an educational grant from Danone UK. References 1. Department of Health. Healthy Weight, Healthy Lives A Cross Government Strategy for England. 2008. 2. Department for Children, Schools and Families: Children and young people today - evidence to support the Children's Plan. 2007. 3. Smith G, Carroll D, Rankin S, and Rowan D. Socioeconomic differentials in mortality: evidence from Glasgow graveyards. BMJ. 1992;305(6868): 1554–1557. 4. Harris, G. Introducing the infant's first solid food. British Food Journal, 2003; 95, 9; 7-11. 5. Northstone K, Emmett P, Nethersole F. The effect of age of introduction to lumpy solids on foods eaten and reported feeding difficulties at 6 and 15 months. J Hum Nutr Diet. 2001;14(1):43-54. 6. Coulthard, Harris, Emmett, Northstone. In Press. Maternal and Child Nutrition. 2009. 7. Basterfield L, Adamson AJ, Parkinson KN, et al. Surveillance of physical activity in the UK is flawed: validation of the Health Survey for England physical activity questionnaire. Arch Dis Child. 2008;93(12):1054-8. 8. Gesch CB, Hammond SM, Hampson SE, Eves A, Crowder MJ. Influence of supplementary vitamins, minerals and essential fatty acids on the antisocial behaviour of young adult prisoners. Randomised, placebo-controlled trial. Br J Psychiatry. 2002;181:22-8. 9. Schab D, Trin, H. Do Artificial Food Colors Promote Hyperactivity in Children with Hyperactive Syndromes? A Meta- Analysis of Double-Blind Placebo-Controlled Trials. Journal of Developmental & Behavioral Pediatrics. 2004;25(6):423-434. 10. Freeman MP, Hibbeln JR, Wisner KL, et al. Omega 3 fatty acids: evidence basis for treatment and future research in psychiatry. J Clin Psychiatry. 2006;67(12):1954-67. 11. Richardson AJ, Puri BK. A randomized double-blind, placebo-controlled study of the effects of supplementation with highly unsaturated fatty acids on ADHD-related symptoms in children with specific learning difficulties. Prog Neuropsychopharmacol Biol Psychiatry. 2002;26(2):233-9. 12. Stevens L, Zhang W, Peck L, et al. EFA supplementation in children with inattention, hyperactivity, and other disruptive behaviors. Lipids. 2003;38(10):1007-21. 13. Richardson AJ, Montgomery P. The Oxford-Durham study: a randomized, controlled trial of dietary supplementation with fatty acids in children with developmental coordination disorder. Pediatrics. 2005;115(5):1360-6. 14. Government Office For Science. Foresight Tackling Obesities: Future Choices – Project Report. 2007. 15. Thorild I, Lindau B, Twetman S. Caries in 4-year-old children after maternal chewing of gums containing combinations of xylitol, sorbitol, chlorhexidine and fluoride. Eur Arch Paediatr Dent. 2006;7(4):241-5. 16. Axelsson P, Paulander J, Svärdström G, Tollskog G, Nordensten S. Integrated caries prevention: effect of a needsrelated preventive program on dental caries in children. County of Värmland, Sweden: results after 12 years. Caries Res. 1993;27 Suppl 1:83-94. 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Moringa Oleifera: A treatment for Diabetes Diabetes is a disease that is characterized by problems involving the hormone insulin. In healthy people, the pancreas releases insulin; insulin then works to help the body use and store the fat and sugar that is derived from the food that people eat. With diabetes, insulin can be compromised in a couple of different ways. In some cases, the pancreas doesn't produce any insulin at all. Other times, the body does not react in the right way to insulin this is known as "insulin resistance." Finally, diabetes is sometimes characterized by a pancreas that produces an insufficient volume of insulin. The Two Types of Diabetes It's important to understand that diabetes is a disease that has no cure. Once a person develops diabetes, they will suffer from the condition for the rest of their life. Although diabetes may be triggered by a variety of different phenomena involving the pancreas and insulin production - or lack thereof - it can also be divided into two distinct types. Type 1 Diabetes - Type 1 diabetes typically first arises in people under the age of 20, although it can happen at any age. Insulin-producing cells - known as beta cells - in the pancreas are completely destroyed by the body's immune system. In turn, the pancreas can no longer produce any insulin and insulin injections must be administered. Type 2 Diabetes - With type 2 diabetes, a person's pancreas still produces insulin; the problem is that it either doesn't create enough insulin, or the person's body is resistant to the insulin that is produced. Type 2 diabetes commonly occurs in obese and overweight individuals - usually over the age of 40 - and is sometimes called "adult onset diabetes." Managing Diabetes There is no cure for diabetes. However, there are several ways to manage the condition in order to keep insulin at the proper level. There are several different techniques and strategies for managing diabetes. Some of them include: * using insulin injections as needed to maintain optimal levels in those whose bodies don't produce the hormone; * carefully monitoring one's diet in order to keep blood sugar levels in check; * keeping a close eye on blood sugar levels by using special kits that measure insulin and sugar in the blood; and * following an exercise routine in order to keep blood pressure levels in check. Moringa Oleifera: A Natural Treatment for Diabetes As with any disease or condition, doctors and researchers are constantly seeking new ways to treat and manage diabetes. People are more concerned about using harsh, synthetic medications than ever before, which is what makes the promise of a tree called Moringa Oleifera all the more exciting. Moringa Oleifera is a tree that is originally native to India, but is now grown across the globe. As it happens, people in many developing countries particular in Africa - have been using Moringa Oleifera to treat and manage the symptoms of diabetes for years. Why does Moringa Oleifera hold so much promise for those who suffer from diabetes? Primarily because of its many amazing, natural benefits. Moringa Oleifera has been shown to naturally boost the immune system, which usually becomes compromised in those who suffer from type 1 and type 2 diabetes. Moringa Oleifera has also been shown to possess many key anti-inflammatory benefits; diabetes often causes circulatory problems which can be managed through anti-inflammatory supplements. There are no negative side effects associated with Moringa Oleifera use, meaning that it is a safe, natural way for people to manage their blood sugarand care for their diabetes symptoms. It's just one more option for the many people who have to cope with this serious condition. It's All About Diabetes! Moringa is a nutrient plant that can help maintain normal blood sugar levels. Diabetes is another medical conditions that I will always be researching. Whether you spell it diabetes, diabeties or diebeties it's still the same chronic conditions. Diabetes affects more and more people daily with some of you not knowing you have diabetes until you notice the major symptoms. Frequent urination (in children, a recurrence of bed-wetting after toilet training has been completed) Unusual thirst, especially for sweet, cold drinks Extreme hunger Sudden, sometimes dramatic, weight loss Weakness Extreme fatigue Blurred vision or other changes in eyesight Irritability *Nausea and vomiting (acute symptoms) When you are diagnosed with diabetes you have to carefully monitor you blood glucose levels. Dr. Monica Marcu states in her Miracle Tree book Even diabetics who switch from a high carbohydrate/low fat diet to a high fat (50% of calories coming from fat)diet, with most of that fat as olive oil, can lower their blood sugar levels so much that they require less insulin injections. The main fat in olive oil is oleic acid the healthy Mediterranean Diet's best kept secret! Olive oil is about 75% oleic acid where Moringa is 73%, sunflower is about 20% and canola is about 55% oleic acid. The most exciting property of oleic acid is the ability to regulate blood glucose levels. It just seems fitting to me to add Moringa to your diet, whether it's in a powder form to sprinkle over your cereals or salads or as a beverage supplement like Zija There are three types of diabetes, Type I, Type II or Gestational Diabetes. Type I is when your body is insulin dependent. Your bodies stops producing insulin to regulate your blood sugar levels. Usually diagnosis in early childhood or when your adult, however you can become Type I at any age. Type II is when insulin is produced however supply may not be enough for our bodies or our bodies stop utilizing the insulin hormone. Gestational is when a pregnant mother's blood sugar levels become unstable. I have met a gentleman from Australia who has written some very informative Notes that are available on eBay What Do I Do? What Do I Eat? How Do I Stay Healthy? I am a Type 2 Diabetic that has successfully rebuilt my body using Food alone.I want to share my knowledge with all Diabetics in the World. I have notes NOT BOOKS on What to Do ,Eat and How to stay Healthy. I CANNOT CURE Diabetes but I CAN help you become A Healthy and Happy Diabetic like myself. Another great sight that I would recommend for all diabetic to check out is Diabetes Health Talk .com I could add more information on diabetes, but I'll leave it up to you to check the links mentioned to get more information with people who are living with diabetes themselves. The common things on all diabetes sights are that we have to maintain our diets, get lots of exercise and of course keep in contact with your doctor. Which is great advise for everyone!!	<urn:uuid:8fca285f-ac6e-423d-86d5-910815729a3b>	CC-MAIN-2017-26	http://www.naturesbestmoringa.co.za/downloads/Diabetes.pdf	2017-06-24T07:05:09Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00072.warc.gz	634,124,870	1,404	eng_Latn	eng_Latn	0.998282	eng_Latn	0.998413	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3747, 5765, 6774 ]	[ 2.390625 ]	1	4
Reflections on the Monetary History of the West – 1700-1974 January 3, 2011 By Lewis E. Lehrman By 1700, the banking system of Europe had elaborated the institutions of money and credit we know today. And England had taken the lead. For almost 200 years, from 1717 until the onset of World War I in 1914, the British pound sterling, a weight unit of metallic money, set the example for modern monetary systems. Significantly, standard British money was called the pound. Equally important the English word money comes from the Latin word moneta, meaning literally coin or mint. Money is coin minted currency. Historic standard money of the Western world in general was coined metal. And in particular the standard unit of coin in England was the pound sterling, a pound weight of metal. The pound of precious metal would be "monetarized" by coining from its contents the standard unit money (coins) in circulation. Within a nation or community, the issuance of such money could never exceed the quantity of precious metal imported or mined – and, therefrom, minted into the standard units of coin such as the pound in England. But also, the value of mined and imported monetary metals in the community (i.e., money) was approximately equal to the value of all the products and services created in the community against which the monetary metals were exchanged. Thus, the quantity of (coined) money in circulation was always in reasonable balance with the quantity of goods and services produced in the economy of such a community. Under such a naturally balanced monetary system, there could be no great excess of money. Thus, there could be no great inflation. Nor could there be any "shortage" of money. Each producer made a supply of goods in the market for money, the quantity of which was determined by the amount mined or imported and then coined for those who desired to hold it instead of goods. Thus, there could be no great deflation caused by insufficient money because the community produced or imported the coin, or money, it desired to hold. The money prices of goods fluctuated, but workers got the money they desired to exchange for their labor. It is true that prices gradually rose when large, new discoveries amplified the quantity of monetary metal on the market. Such an example occurred during the 16th century known to historian as "The Price Revolution." But the average rise in the price level during this period, contrary to conventional wisdom, was about three percent, a veritable age of stability compared to our own. It is also true that the price level gradually declined during periods of diminished rates of discovery of the monetary metals. Such a period was the late 19th century in the United States, known to some historians as "The Great Deflation." But the average decline in the price level during this period never exceeded 2 percent and this fall in the price level was associated with one of America's greatest periods of economic growth. Compared to the Great Depression of 1930-1933, caused by protectionism, trade barriers, war preparations and central bankers, the monetary deflation of 1870-1900 was but a gentle decline amidst economic expansion. It was also no accident that the historic monetary unit of the Western world was a definite weight of a real article of wealth. The English currency took its name from the pound weight of precious metal which was the customary unit of value at the town of Sterling in Anglo-Saxon England. It is true that the metallic monetary unit, even in medieval Europe, never contained the precise weight indicated by its name. In addition, the weight measures of money actually varied from locality to locality and were arbitraged in market places by money changers. But the monetary unit, the measuring rod of value during the commercial and industrial revolutions was nevertheless, always a true weight unit of bullion or coin. Intentively, a weight unit of money enabled its users to compare the value (or "weightiness") of goods and services against the proportions of value contained by the different weights of national and local monetary units. Coined money, whatever its origin, had the earmarks of a universal standard of economic value. Even more important was the fact that a specific weight unit, not an empty abstraction, had emerged as the concrete standard of economic value; or, in other words, of the weightiness of other goods. And just as the inch is a unit of length, designed best to measure distance, so the unit weight was freely selected in the market as the best measure of economic value. Just as the true yardstick cannot vary from the prescribed length of 36", or all length measurement must break down in chaos; so the community of wealth producers decided upon a monetary unit of fixed value by weight, in the absence of which, the measurement of economic value would become unreliable and break down. Now, the reason a unit of weight, emerged as the measuring rod of economic value is very simple. Economic exchange is uniquely human activity. Wealth consists of the real products and services offered in the market, which originate in human action. Wealth is created by human intelligence and effort. Historic money, i.e., metallic money, was also a real article of wealth produced for the market. It was desired for beauty, ornament, and endurance. But metallic must be measured by weight. The pound coined at eSterling measured the amount of intelligence and effort and capital (saved effort) required to produce a certain quantity of metal which could be exchanged against other goods in the market. All goods require for their production a certain amount of intelligence, effort and capital; therefore, a proportionality, or underlying relationship of value among all goods, must be measured best by a unit of measure which is common to all these goods. Such is the weight unit of precious and desirable articles of wealth which can only be produced by the application of a relatively constant amount of human intelligence, effort, and capital. The market discovered over centuries, that a weight of gold metal, as we shall discuss later, exhibited the property of constant value better than all other potential and competing monetary standards. Thus, the value of human economic activity came to be measured by a constant weight unit of gold. The historic standard of economic measurement is still a gold weight. Thus did the gold standard become the unvarying yardstick of commercial civilization in the west and as we shall see, characterized its longest periods of expansion, peace, and price level stability. The historic pound sterling was divisible by law and practice into weight units of gold and silver money. Paper pound notes, or bank notes were issued and redeemable, as we know, into their equivalent weight in gold. By the early 19th century checks, or deposit withdrawals, drawn on the expanding demand deposits of the sterling banking system were acceptable throughout the commercial world. Acceptability was insured by redeemability in English bank notes and also into gold coin or money, a money which under British leadership had become the acknowledged world money. In a way, because gold money was the optimum monetary standard and because English money was primarily gold based, and moreover England dominated world commerce, gold rapidly became the world currency. The integrated and expanding industrial world economy of the 19th century was, above all, based on its common, efficient currency. Western capitalism comprised a family of competing nations with a global and impartial monetary system, the gold standard, the elaboration of which had developed in parallel with the industrial revolution. Their coincident occurrence was not fortuitous. Throughout history, a sound and efficient money had accompanied the development of an ordered and growing exchange economy. It was no accident that the destruction of stable money in ancient Greece and Rome brought inflation, price and wage controls, rationing, tyranny, decline and fall. The process for debasement occurred over centuries, but the hindsight of the historian shows the unassailable link of depreciating money and a doomed civilization. World War I ended the preeminence of the classical European states system and the world monetary system, the true gold standard, to which it gave rise. No less significantly, on the eve of war, the rules of the international gold standard – proven guarantor of one hundred years of price stability – was suspended by the belligerents. The onset of war, the inevitable fear, and the prospect of inflationary war finance made untenable from the standpoint of the politicians the link between European currency and credit monies and to gold. From the standpoint of today, we know that all-out war destroys all the institutions of civilization, and money could be no exception. No monetary standard can survive total war. In order to stem a run by fearstricken citizens on the limited gold supplies of the central banks, the governments of Europe ceased to honor the gold clauses which for a century had anchored the value of bank deposits and currency in circulation. Between 1914 and 1924 expansionary central bank credit policies of war-torn European nations destroyed or depreciated most national paper currencies. The Age of Inflation was upon us. While attending the Paris Peace Conference of 1919, before his later social-democratic phase, John Maynard Keynes argued that there was no surer means of "overturning the existing basis of society than to debauch the currency." The process of inflation, he warned, unconscious of the future irony of his influence, "engages all the hidden forces of economic law on the side of destruction, and does it in a manner which not one man in a million is able to diagnose." Keynes was a shrewd man, and in this single phrase he depicted the satanic force released by the destruction of the value of money. Keynes understood inflation. He knew its effects destroyed the future because he observed them first hand after the war. Shortly after World War I, he wrote that under the conditions of inflation "a country can, without knowing it, expend in current consumption those savings which it thinks it is investing for the future; … When the value of money is greatly fluctuating, the distinction between capital and income becomes confused. It is one of the evils of a depreciating currency that it enables a community to live on its capital unawares. The increasing money value of the community's capital goods obscures temporarily a diminution in the real quantity of the [capital] stock… For these profound reasons Europe is in danger of a lasting degradation of her standards, unless bold and conservative wisdom can take control." But Keynes was more than a mere analyst of the defects of inflation. He knew something about its remedies, for he wrote after World War I as if for our own age: "If gold standards could be introduced throughout Europe, we all agree that this would promote, as nothing else can, the revival not only of trade and production, but of international credit and the movement of capital to where it is needed most. One of the greatest elements of uncertainty would be lifted…and one of the most subtle temptations to improvident national finance would be removed; for it a national currency had once been stabilized on gold basis, it would be harder (because so much more openly disgraceful) for a Finance Minister so to act as to destroy this gold basis." So much for the man who, when he found it in England's interest and his own, would later expediently and contemptuously dismiss the discipline of the gold standard as "a barbarous relic." It is not fortuitous that the decline and fall of British capitalism is closely associated with the first British suspension of the gold standard (1914 amidst World War I), and the second British suspension (1931 and Depression). The end of the international gold standard in 1914 lead, during the next decade, to the great paper and credit money inflations in France (1924-1926) Germany (1920-1923) and Russia (1916-1918) – among other European countries. The ensuing convulsions of the European social order, and the virtual obliteration of the savings of its middle classes led directly to the rise of Bolshevism in Russia and Nazism in Germany. Revolution, during and following the great War of 1914, was closely associated with the ruination of inconvertible European paper currencies. Given the disorders of war and inflation we have learned that to desire a peaceful and prosperous world trading system is to desire the means by which to achieve it. A world trading system needs leadership and a common currency, independent of national currencies. To avoid war requires military preparedness of the leader. To desire a global market is to desire a common currency painstakingly developed and therefore accepted after centuries of trial and error. To desire an end without desiring the correct means by which to attain it is foolish. I would go so far as to say that under current circumstances to desire peace and world economic order is to desire U.S. leadership and the international gold standard. As history suggests, to desire insolation and to deny the gold standard is, unknowingly, to desire currency depreciation, beggar-thy-neighbor policies, protectionism, tariff and trade wars, and ultimately, autarky and military conquest. Today, three generations after the Great War of 1914, one observes – at home and abroad – the rapid disintegration and fluctuation of the value of all paper and credit monies. The scourge of inflation is again upon us; but today it is simplistically described as "too much money chasing too few goods." In fact, inflation represents a decline in the value of the preeminent economic institution of civilization – money. Similarly, the astronomical rise of the price of gold – from $20 to $35 per ounce in 1934, from $35 per ounce in 1971 to $500 in March of 1981 is merely the other side of the same coin – the decline and fall of the dollar. This corrosive process of inflation got underway in 1913 with the founding of the Federal Reserve System. World War I intensified the breakdown of monetary institutions, a process which temporarily corrected itself between 1920 and 1922. After the international monetary conference of Genoa in 1922, inflation picked up momentum again in Europe. After the early phase of the Great Depression (1929-1932) the process of worldwide inflation got underway which carries on to this very day. The historic signal for the great American inflation occurred in 1933-1934 when Franklin D. Roosevelt abruptly terminated the domestic gold standard (1933), and collected by force of law and paid $20 for all gold coins owned by United States citizens. In 1934 he reduced the value of the monetary standard by reducing the weight of the gold dollar; or as it is incorrectly stated, by raising its price from $20 to $35 per ounce. The effect of this devaluation was, overnight, to collect for the government the higher value for the gold which had rightfully belonged to the owners of the gold currency who had been dispossessed by the authorities. In this sense, the depreciation of the law of contract in a free society went hand-in-hand with the depreciation of the currency. It is important to remember that, under the gold standard, there is no such thing as "the dollar price for gold." This phrase improperly construes the definition of the monetary standard. Under the gold standard, the dollar is defined by statute as a weight of gold. The dollar is so many fractions, or grams, of a troy ounce of gold. Confusion arises when one refers to the "price of gold" in 1932 being $20.67, or $35.00 in 1934 or 1970. There are 480 grams of gold in a troy ounce. Therefore, if the dollar by law is c. 24 grams of gold; then 480 divided by 24 grams (one dollar) = 20.67 dollars. That is, 20.67 gold dollars can be coined from the weight of one troy ounce, or 480 grams of gold metal. This essential point must be kept in mind later, when we consider the riddle of the dollar price of gold under a future international gold standard. Constitutional questions arose during the 1930s over the authority of the President to violate the value of contracts and debts which stipulated payments in gold dollars. The doubtful power of Congress, subsequently to pass laws prohibiting the implementation of gold clauses in already existing U.S. contracts, gave rise to landmark Supreme Court Decisions. Congress was challenged by damaged plaintiffs but the Supreme Court upheld Roosevelt and the legislature. Existing gold contracts were pronounced dead: they were declared by congressional resolution to be "against public policy." In addition, otherwise free American citizens were prohibited by law from owning gold, a right only recently restored by law in January 1975 after years of public debate. It was clear that the dollar after 1934 was, as the phrase went, no longer quite "as good as gold." Americans could not exchange their paper and bank deposit money for a specified weight of gold, even though in law the dollar was still nominally defined as – grams of gold. Ironically, foreigners were still permitted to exchange their undesired paper dollars for American gold. But domestically the dollar would no longer be linked to a real article of wealth. The way was therefore open in the future for the dollar to become a fully managed currency, whose value would be substantially determined and regulated by the opinions of politicians and the Board of Governors of the Federal Reserve System. Ten years after Roosevelt's devaluation of the dollar, and thirty years after the founding of the Federal Reserve System, the Bretton Woods Agreement of 1944 elaborated a new international Monetary System. Bretton Woods codified and institutionalized certain central bank decisions taken at a previous world Monetary Conference in Genoa held in 1922. The inauguration in 1913 of the U.S. Federal Reserve System, followed by the conference in Genoa were two events which changed the financial history of the Western World. This view of accidental history has never been sufficiently recognized. In 1922 Europe was trying to recover from World War I. The price level, or gold prices, had doubled or more than doubled throughout Europe. But the statutory value of the gold currency remained the same in America and the British government even contemplated a restoration of the pre-war gold value of sterling. Naturally, under the conditions, a scarcity of the undervalued gold currencies developed. Therefore the central bankers of Europe agreed at Genoa in 1922 to three basic undertakings: (1) to attempt to stabilize the existing general price level or the gold value of the currency – instead of devaluing the monetary units which would have acknowledged the inflation of World War I; 2) to coordinate central bank credit policies in order to "manage" the value of their related currencies more effectively; and 3) to modify the rules of the international gold standard and to institute more or less officially the gold exchange standard in order "to conserve" the existing supply of gold while still facilitating the international movement of goods and capital. The first point was best exemplified by Chancellor of the Exchequer Churchill who in 1925 restored the prewar value of the pound, a policy which tended to create deflation and unemployment in Britain for the remainder of the decade of the 1920s. The 1925 restoration over valued sterling and the level of wages in England, and is therefore a forerunner of the austerity program of Margaret Thatcher today. J.M Keynes was inspired to write his General Theory, published in 1935, partially an analysis and remedy for the defects of profound unemployment and stagnation of the post-war economy in England. Keynes realized that deflation and unemployment were partly caused by overvaluation of the pound sterling at its pre-war parity. Thus England failed to permit stinking wages to adjust to falling world prices. It is true that British prices fell; but manufacturing wages remained high because of protection, subsidies, and the dole. Thus, foreign competitors invaded England and foreign markets formerly dominated by English manufacturers. This displacement created the havoc of unemployment in traditional British industries like coal, steel, textiles, and shipping. The second Genoa policy, central bank coordination of credit policies, began the practice of substituting central bank money market manipulation for the impartial and efficient adjustment mechanism which tended to preserve among nations true balance of payments equilibrium. The adjustment mechanism operated through gold flows and interest rate movements, the effect of which was to balance supply and demand in domestic and world markets. The third policy altered the method by which money was created under the original gold standard mechanism. Under the true gold standard, a central bank creates money (its liabilities, bank rates or deposits) by purchasing gold or domestic financial claims, such as commercial loans or securities (its assets). Under the gold-exchange standard, an early form of the reserve currency system of today, a bank, or central bank, can create money (deposits bank rates or bank liabilities) by purchasing foreign exchange or foreign securities (its assets). By this analysis one sees clearly that modern money is in part made up of the liabilities or the deposits of the banking system. But there are two sides to every balance sheet. The counterpart of money exists in the loans or securities, the bank assets against which the money (or deposit liabilities and banknotes) has been issued. Under the Genoa agreement central banks endorsed the risky practice of issuing domestic money (deposits or currency) say pounds or Francs, against the purchase of foreign assets, such as dollars or U.S. Treasury securities. The problem thus created is straightforward. Under the gold exchange standard, a reserve currency system, if the foreign currency assets (say dollars or pounds), held by the German central bank, decline in value, or collapse, the domestic money (the liabilities of the bank) cannot be redeemed at its par value because the assets, valued at market, are less than the value of the liabilities. The gold value of the mark must therefore be repudiated. There are simply insufficient depreciating dollar values backing the German currency. Devaluation is the consequence. Such a process occurred twice, in 1931 when sterling collapsed and destroyed the value of the sterling backing of currency values in many other countries; and in 1971 when the dollar collapsed and caused all nations to repudiate the implied Bretton Woods – gold link of their currencies. The gold-exchange standard had been officially confirmed at Genoa in 1922. The dollar and the pound sterling were acknowledged as de facto official reserve currencies. It was by means of this gold-exchange standard that gold was to be economized. To do so, dollars and pounds, instead of gold, were to be held as assets by foreign central banks and they were to be exchanged instead of gold by all central banks to settle balance of payments deficits. In 1944, the Bretton Woods Agreement reestablished the dollar alone as the post-World War II "official" reserve currency. Sterling continued until 1975 as an unofficial reserve currency for some nations tied closely to the so-called sterling bloc. But the dollar became the "numeraire" of all world monetary values between 1944 and 1971. The values of foreign currencies were to be determined by their relationship to the dollar. In turn, the paper dollar derived value, under the agreement, by virtue of its convertibility into a fixed weight of gold – for foreigners, but not for American citizens. Thus, the Bretton Woods Agreement wrote into international law the "official reserve currency status" of the dollar which, as a practical matter, had prevailed for at least the preceding 22 years. But the story of Genoa, World War I, and Bretton Woods is incomplete without grasping the importance of the Federal Reserve System. Established in 1913, the central bank of the United States was designed for the express purpose of creating an "elastic currency." An elastic currency was thought to be one which could expand with the needs of trade, one which could resist the contracting forces implicit in a financial panic. Briefly, the idea of the Federal Reserve System was born in the aftermath of the banking panic of 1907. A national monetary commission was appointed to study institutional remedies for the defects of the American banking system. The most profound influence on the legislature process was of course the bankers themselves, and certain foreign luminaries like Paul Warlburg of Germany. Five years of study and debate gave rise to the Federal Reserve System, which was modeled in the German Reichsbank and the Bank of England. Essentially, the Federal Reserve System is a private corporation, with a statutory monopoly over the currency issue and near monopoly over the regulations of the banking system. Just as the ICC regulates the railroads, so does the Fed regulate monetary institutions. The power of the Fed consists not only in its regulating power, but in its control over the supply of credit to the banking system. Under the original statute the Fed could create credit only by advancing money against secured promissory notes of merchants and producers. The government did not qualify for credit at the Fed, and thus a government deficit could not be financed by the central bank. Additionally, the Fed was limited by the gold standard. Since the dollar was a fixed weight of gold, and the law required the maintenance of this value, the Fed could create only a limited amount of credit, such as new deposits and Federal Reserve notes. If the limit was not observed, holders at arm and aboard of excess dollar deposits and currency would redeem them for gold, thus jeopardizing the guarantee of convertibility of bank deposits and currency for standard money, namely gold dollars. Oversimplified, this description characterizes the Federal Reserve System in 1913. But the World War changed everything. First European gold flowed to the United States in a panic and in order to finance war purchases. Second the Fed extended credit, at interest rates below market, to commercial banks in order to finance the "Liberty Bonds." Above all, the power to create and expand credit, inherent in the monopoly powers of the Federal Reserve System, became evident during the course of the war. During the recession of 1920-21, these credit creating powers we activated through mechanism, of open market operations, i.e., the technique of Fed purchases of government securities, now permitted since World War I. In a word the Fed was able to extend credit to the Federal government. Given hypothetical conditions of a permanent deficit and a need for government financing, all the potentialities of the Federal Reserve System as an engine of world inflation were opened up. Only one check on this engine remained the gold standard. In its absence, there would be no limit on the Fed's charter to create money and credit. In effect, World War I was a catastrophic and suicidal act which destroyed not only the European peace; it also destroyed the monetary system of Western civilization. World War II and its aftermath were the last historical acts of the unfolding drama. All European countries struggled with inflationary disorders during the war-torn 1940s and reconstruction during the 1950s. In the mid-1950s the world passed through what was forecast by the experts of the time to be a "permanent dollar scarcity." Remember if you will that the United States economy dominated the planet as no country ever had before. During this period the gold-linked Bretton Woods dollar remained the reasonably stable epicenter around which other fluctuating currency systems orbited. But after 1958, a great event occurred. The western European governments restored the mutual convertibility of their currency systems, abolished most exchange controls, sought to establish budgetary equilibrium and (?) dollar primacy began to wane. From that very year, when the once prostrate nations of Europe hardened the value of their national monies, the U.S. has experienced virtually a "permanent" balance-of-payments deficit. The economists and experts were confounded, as overnight, the "permanent dollar scarcity" of the 1950s became "the permanent dollar glut" of the 1960s and 1970s. Throughout the 1960s the inflation and external deficit of the dollar, generated by expansive U.S. monetary policies, led to annual foreign exchange crises and ultimately to foreign exchange controls under Kennedy and Johnson. This was the period of "the permanent balance of payments crises." The Bretton Woods system groaned under the flood weight of excess U.S. dollars, awash in financial markets abroad, where perforce they were accumulated in the official foreign exchange reserves of our trading partners. This was also the period when politicians and civil servants led by academic neo-Keynesians Professor Paul Samuelson and Walter Heller suggested that a little inflation was controllable and desirable. Since the U.S. dollar was the primary reserve currency, under the gold exchange standard embodied in the Bretton Woods treaty, foreign central banks were in effect required to purchase and to hold as reserves against the creation of their own money, undesired dollars received and sold by their citizens. It was also during this period (1920) that the Special Drawing Right (SDR), an international "paper" money, was invented by the International Monetary Fund in order, it was argued, to avoid a potential "liquidity shortage" in world reserves. Indeed, it was even said that the SDR, an artificially created reserve asset, to be allocated among its members by the International Monetary Fund, was necessary to finance growing world trade. But as one foreign economist remarked, the creation of the SDRs, under the existing conditions of inflation and permanent U.S. deficits, reminded him of irrigation plans during a flood. More was to come. From 1945 on, the Federal Reserve was required to hold gold reserves equal to 25 percent of the Federal Reserve notes and deposits it created against the purchase of government securities and other financial assets. Now when President Johnson decided simultaneously to expand the Vietnam War and to build the Great Society, he moved, with the consent of Congress, to void the statutes which limited, by virtue of a stipulated gold cover, the amount of currency and credit which the Bank of Issue, the Federal Reserve System, could create. The full inflationary potential inherent in the Federal Reserve Act of 1913 was about to be realized. The institution of financial discipline, the gold-link or legal gold cover, which had limited the creation of paper and credit dollars, was virtually terminated. And predictably, with the ultimate discipline of a legally-required gold cover brushed aside, budget deficits, Fed credit expansion, inflation, and the balance-of-payments crises intensified. Unimpeded by any statutory rule limiting either budget deficit or the growth of the money supply during the late 1960s, the Federal Reserve System had complete discretion to create, subject to demands for gold from generally foreigners, servile generally servile, the new credit and money required by the Congress to finance the President's war budgets and his Great Society deficits. Lyndon Johnson even put an end to the historic use of silver in the production of the subsidiary coinage of the United States. The vast silver hoard of the U.S. Treasury, part of the patrimony of every American taxpayer, was liquidated in the market at about 90 cents per ounce. (Footnote: Peter Grace chart) Next, in March 1968, Johnson suspended the London Gold Pool as the foreigners began to cash in their excess dollars for more gold than we were willing to supply. Between November of 1967 and March of 1969, the U.S. lost one-fifth of its gold reserves. Beginning in 1960-61, the Gold Pool had underwritten the Bretton Woods convertibility agreements, having grown increasingly shaky by excessive credit expansion in the United States and the United Kingdom. By selling gold at the stipulated dollar-gold parity of $35 per ounce in order to redeem excess dollars and sterling accumulating abroad, the Anglo-Saxon powers had been able to finance their inordinate domestic and foreign policies. After 1968 the U.S. refused to supply gold for dollars in London. The linchpin of Bretton Woods, the link between gold and the dollar, had been ruptured if not definitively broken. These dramatic changes in the international monetary system were welcomed by most of the academic and policy-making communities. The Bretton Woods agreement was an unnecessary discipline. Gold and silver were "outdated," declared these "experts." Professional economists – neo-Keynesians and monetarists alike – gladly dismissed the Bretton Woods fixed rate regime as the last vestige of the pre-World War I gold standard. They herald the coming of a new era of central bank "managed money" and floating exchange rates. From 1945 to 1965 the neo-Keynesians had ruled economic policy making and academic circles in Washington and in the universities. Their demand management policies, especially during recessions, relied on budget deficits, financed by the creation of new credit at the central bank, the Federal Reserve System. The neo-Keynesians were not very much interested in the consequences of credit and monetary policy. Fiscal policy was their primary tool. Then came the counter-revolution of the monetarists who captured much of the field of economic policy and university departments in the late 1960s. From them one learned in general that money matters as much, or more, than fiscal policy. And in particular, we learned from the monetarists that men can manage inconvertible paper currencies according to certain prescribed monetary rules. Their favorite technique for controlling the money supply was so-called open market operations, the buying and selling of government debt securities by the Federal Reserve System. Simply stated, monetarists promoted the idea of a gradual growth in money and credit by means of a so-called steady "quantity rule" – say, 3 to 4 percent money growth per annum. Neo-Keynesians had, of course, offered "countercyclical" monetary management, that is, a discretionary quantity rule, whereby money and credit growth was geared to demand management policies and adjusted as well to finance the budget deficits caused by their "compensatory" fiscal policies. Both warring schools of thought criticized the faltering Bretton Woods fixed exchange rate regime, itself a form of the ill-fated official gold exchange standard originating at Genoa in 1922. Ironically the warring monetarists and neo-Keynesians agreed – but not upon the reform of Bretton Woods. Instead they advocated its demolition. In its place, monetarists and neoKeynesians alike endorsed central bank managed currencies; floating exchange rates ("clean" for some, "dirty" for others); and the demonetization of gold. Simply put, they wanted an end to any international exchange rate regime. The idea of monetary standard had been destroyed. These monetary doctrines soon became the fashionable credo propagated by academic economists and policy makers everywhere. President Nixon followed Johnson and under the influence of his advisors gradually went through his own conversion to Keynesian economics ("We are all Keynesians now," he remarked.) But Nixon also absorbed some of the teachings of the Monetarist School – in particular, the importance of an independent monetary policy and the desirability of replacing the Bretton Woods fixed rate system with floating exchange rates. On August 15, 1971, the test came. The dollar had collapsed in May on the foreign exchanges and European governments became increasingly impatient to exchange their excess dollars for gold. Nixon responded by defaulting at the gold window: he refused to redeem the excess dollars for gold, as the British government a few days earlier had demanded under the contract terms of the Bretton Woods treaty. In one of those curious historical ironies, it was the anti-New Deal Nixon who affirmed in 1971 the final demonetization of gold, begun at home by the liberal FDR in 1934. The last vestiges of an official domestic and international gold standard had been abrogated by the undisputed leader of the free world. The dollar had ceased to be a real money, linked directly to an article of wealth such as gold. 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Maths How can we multiply and divide using formal written methods? What different ways can I use to show mixed numbers? What different ways can I use to show improper fractions? How can I convert fractions? How can I add and subtract fractions? How can I solve worded problems involving fractions? Music Listen to me Keyboard PE Tag rugby Dance SCMS Collaborative work – philosophy for children discussions, researching, problem solving, ABC discussions, circle time. Social – teamwork in PE, reflecting and discussing, practical activities, sharing our ideas and opinions. Cultural – learning about different beliefs and historical cultures. Spiritual – listening to and responding to reflections during circle time English Guided Reading: Alder: Stig of the Dump by Clive King Beech: War horse by Michael Morpurgo Fiction: defeating tale Non-Fiction: persuasive letter, diary entries and a non-chronological report ICT - Scratch (Times Table Game) How can I create sprites for the game (correct and incorrect)? How can I code my sprites to move and bounce? How can I code the sprites to move in different directions? How can I code sprites to hide when clicked? How can I code a scoring system? Year 5- Spring 1 Measly Monarchs Science How can we find out what works best for different purposes? How can we recover the optimum amount of a substance from a solution? How can you explain what happens when you mix vinegar and bicarbonate of soda? How can you find out if a change made after heating is irreversible? How can you find out the mass of a gas? History- measly monarchs Machiavellian, misguided or misunderstood? PDL – it's my body How and why do our emotions change as we grow up? How do our bodies change? What makes a healthy lifestyle? RE – God talk How good a king was King John? Was Richard III a better king than King John? Did Richard III deserve a royal funeral? What did James I do so wrong that his people tried to blow him up? Were female monarchs more successful than their male counterparts? Why does Anne look so sad? Does Victoria's long reign mean that she was a successful Queen? Which Monarch deserves the worst reputation in history? How do different people describe God? Does God really exist and can he perform miracles? DT- Labyrinth Game L.Q. How can I show what parts would be in a good ball and maze game? L.Q. How can I design an effective route? L.Q. How can we make sure our final product will work? L.Q. How can we make a robust game for year 3? Machiavellian, misguided or misunderstood? X-Curricular Maths and English History- timeline work. History- play scripts ICT – Counting using the Scratch number machine.	<urn:uuid:10f8bf35-dc6b-4266-a21e-3ee7a578ad7d>	CC-MAIN-2017-26	http://menghamjunior.co.uk/uploads/About%20the%20School/Year%205%20Spring%201%20half%20termly%20map%202017.pdf	2017-06-24T06:52:23Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00073.warc.gz	272,183,511	600	eng_Latn	eng_Latn	0.997485	eng_Latn	0.997485	[ "eng_Latn" ]	false	docling	[ 2711 ]	[ 3.890625 ]	2	0
EASTERN YACHT CLUB Junior Activities Program Parent Guidebook Summer 2016 Message from the EYC Junior Activities Committee Dear Parents, Summer is finally here! We are looking forward to having your camper join us for the EYC Camp from Wednesday, June 29th to Wednesday, August 10th. Included in your Handbook are important details about camp including rain plans, schedules and what to bring. Please plan to arrive early on Opening Day, Wednesday, June 29th – members of the Junior Activities Committee will be on the porch to greet the campers and answer questions. Parents will bring campers to their groups where they will meet their counselors and friends! Regular morning drop off is 8:45 AM. Please enter through the gate on Ballast Rd. by way of the circular drive. Please be on time so camp can begin promptly at 9:00 AM. When campers arrive late, it distracts the group and often makes parting very difficult for younger children. Pick up is promptly at 1:00 PM after lunch. Parents will be required to check in with the senior counselor. Campers will only be released to parents unless previous notification has been given to counselors. The Junior Activities Committee has been working hard to put together an experienced, caring and hard-working staff. This year we are thrilled to announce our new Camp Director, Zach Gobeil. For the past few years, Zach has been working with children at various camps throughout the area and at Shore Country Day. We are also excited to introduce our new Art Director, Mary Wall who is currently a senior at Marblehead High School and will be attending Boston University in the fall. In addition, our outstanding group of counselors includes a few new faces but many familiar ones. You will find biographies of the counselors on the following pages of the handbook. Please feel free to approach any member of the committee with questions, concerns or ideas. Lastly, we encourage members with younger children to join the committee so we can keep the camp going strong. Please contact us if you are interested in helping us organize a fun summer for next year! See you all on Wednesday, June 29th! Sincerely, The Junior Activities Committee Liz Gill, Co-Chair Chrissty Honos, Co-Chair Lee Becker Becca Beckman Heather Bush Meg Cashel Tania Doub Meg Finkle Erica Marinelli Cesca Morgan Julie O'Neil Introduction The EYC Junior Activities Program is open to any member's child who is age four by the first day of activities and no older than eight. This year, the children will be divided by age into four groups – Prams, Sloops, Schooners and Clippers. Children are organized strictly by birth date. There are no exceptions to this rule. We cannot take requests for group placement. Each group is led by one Senior Counselor and two or three Junior Counselors, who are overseen by the Camp Director. Children participate in daily activities including swimming, tennis, beach combing and arts & crafts. Games are incorporated into the weekly schedule as well as other special activities. All groups will get to sail the club's Sonars this summer. The 2016 Junior Activities Program runs Monday, Wednesday and Friday mornings for seven weeks— (this year the program will start and ends on a Wednesday) rain or shine beginning Wednesday, June 29 th through Wednesday, August 10th. Campers should arrive at 8:45 AM and be picked up promptly after lunch at 1:00 PM. 2016 Counselor Staff Zach Gobeil, Camp Director Mary Wall, Creative Arts Director PRAMS Veronica Rizzo (Senior Counselor) Ryan Sweeney (Junior Counselor) Niamh Healy (Junior Counselor) SLOOPS Cam O'Connor (Senior Counselor) Brandon Lappin (Junior Counselor) Annie Ronan (Junior Counselor) SCHOONERS Samantha Raisides (Senior Counselor) Nicki Bendickson (Junior Counselor) Cole Garaventi (Junior Counselor) Leanne Nisbet (Junior Counselor) CLIPPERS Griffin Butterfield (Senior Counselor) Jack Linehan (Junior Counselor) Holly Rowe (Junior Counselor) Counselor Backgrounds Camp Director Zach Gobeil. Zach has been working in camps for as long as he can remember. Starting out as a counselor at YMCA camps, moving on to lifeguard and administrative positions with Headfirst Camps, becoming the Waterfront Director at the Brooks School, and most recently as the Camp Director at Myopia Hunt Club in Hamilton. Zach is currently a Teaching Assistant at Shore Country Day School in Beverly, but was recently hired on as a Fourth Grade teacher at St. John the Baptist for the 2016-2017 school year. He loves working with kids because they are like sponges. Their eagerness to learn and excitement towards life keeps him motivated to be the best educator he can be. In his free time he is an avid runner, hiker, cyclist, and skier, and enjoys being in the White Mountains as much as possible with his wife Casey and our husky Bode. Art Director Mary Wall. My name is Mary Wall and I am a current senior at Marblehead High School, attending Boston University next fall. I love working with kids and have experience as both a religious education teacher and more recently teaching oilpainting classes at Acorn Art. I'm excited to be teaching arts and crafts and hope to make this a creative and fun summer! Senior Counselors Griffin Butterfield. Griffin will be returning for his fifth year as a counselor for the camp. Griffin is 19 years old and will be entering his sophomore year at Villanova University this fall. Griffin loves basketball and tennis. Griffin can't wait for camp this summer! Samantha Raisides. Sam will be going into her senior year at Tabor Academy. She is on the field hockey and crew team but also enjoys skiing and biking in her free time. This will be here second year working at the EYC camp and is very excited to return for another great summer. Veronica Rizzo. Veronica Rizzo is a rising senior at Swampscott High School. A lover of running, Veronica is a varsity member of the highschool's cross country, indoor, and outdoor track teams. A member of the National Honor Society, a high honor roll student, and an AP-level student, Veronica looks forward to her senior year of high school and her college-searching adventure. Veronica loves working with children, as she mentors young figure skaters during the winter season and enjoys her job as a camp counselor at the EYC. Excited to be a senior counselor this year, Veronica is expecting yet another wonderful summer at camp Cam O'Connor. Cam graduated from Marblehead High School where he was on the tennis and track team. He also plays the Ukulele, guitar, banjo, and mandolin. He worked as an LIT at Windsor International Camp in New Hampshire and loves kids of all ages. This is Cam's 4th year working at the EYC camp and he is very excited to see everyone! Junior Counselors Annie Ronan. My name is Annie Ronan and I have just finished my sophomore year at Marblehead High School. I am a member of the varsity lacrosse, field hockey, and swim team. Both of my siblings work at the EYC and I cannot wait to spend the summer with them. My favorite activities are going to the beach and boating with my friends. I am looking forward to this summer because it is my favorite time of year. Niamh Healy. My name is Niamh Healy. I'm 16 years old and will be entering junior year this fall at Marblehead High School. I love sports and participate in the high school soccer, track, and lacrosse teams. I also like working with children and being outside. I am very funny and energetic and enjoy the company of others. My favorite season is summer because I love the sunshine and warm weather. Ryan Sweeney. Ryan will be a senior next year at Saint John's Prep. At The Prep, Ryan plays lacrosse and participates in the outdoor and engineering clubs. This will be Ryan's second year as a counselor and he is looking forward to a great time. Nicki Bendicksen. My name is Nicki Bendicksen. I am going to be a senior at St. Mary's High School. This will be my third year returning to the Eastern Yacht Club summer camp as a junior counselor. During the winter, I work as a ski instructor at Attitash Mountain, which I have also done for three years. I play both varsity soccer and lacrosse. Holly Rowe. Holly has finished her freshman year at Marblehead High school and will be attending Kents Hill School in Maine for her sophomore year. She looks forward to spending her summer at the EYC camp for the first time. She has been a babysitter for four years and loves children, science experiments, and arts and crafts. She plays field hockey, and runs indoor, and outdoor track. Nicholas (Cole) Garaventi. Hello, my name is Nicholas Garaventi, but you can call me Cole. I am a 16 year-old boy and am currently enrolled at Marblehead High School, where I play varsity baseball are run winter track. I would describe myself as a sporty person but a majority of my interest and time goes towards art (specifically photography) and music, after school of course. My contact information is listed below so if you would like to speak to me, or if you have any questions feel free to contact me. I look forward to meeting you. Brandon Lappin Brandon will be a senior next year at Saint Johns Prep. At Saint Johns he is involved in photography club, investment club, and the best buddies program. When Brandon is not in school he enjoys mountain biking, road biking, fishing and skiing. Jack Linehan. My name is Jack Linehan, and I am fifteen years old. I attend St. John's Prep High School. I love the outdoors and various sports, such as baseball, soccer, hockey and tennis. In addition, I enjoy reading, writing and math. Leanne Nisbet. will be entering her senior year at High School in the fall. She plays varsity volleyball will be an upcoming co-captain for the season. She is member of the varsity softball team. In her free time listening to music, drawing and cosmetology. She is Swampscott where she also a she enjoys looking forward to being a counselor this season as she enjoys working with children. Lunch Format Children will eat lunch with their groups in designated eating areas; if the weather is poor, lunch will move indoors. Please pack your child's lunch in a well-marked lunch box. Snack-time is part of the daily schedule and snacks are provided as part of the program. Snacks will be screened to comply with the allergy requirements for camp. Children with food allergies will be handled with care to ensure safety around snack and lunchtime. Please outline all concerns on the medical forms submitted in with your registration and we will be happy to address allergy concerns with you, your child's counselors, and the director on Opening Day. Daily Agenda and Guidelines 1. JA hours: 8:45AM – 1:00PM Monday, Wednesday and Friday. 2. JA drop-off and Pick-up: - Please arrive promptly; first period begins at 9:00AM. Pick up is 1:00PM sharp. - Counselors will welcome each child and parent and get to know everyone's name. - Make sure to check in and check out with the Senior Counselor each day; counselors use mandatory attendance sheets for proper record of attendance and child safety. - We appreciate your effort to report absences from JA. Please let the Senior Counselor know if your child will be missing a day of camp. You can reach the Camp Director, Zach Gobeil, by calling the front desk of the Club (781) 631-1400. 3. Attire: Children are required to wear whites. White collared shirts and shorts are mandatory for boys; girls have the option of white tennis dresses, shorts, skirts and non-collared shirts. Please send your child in sneakers for tennis and sailing. 4. What to Bring: Pack all well-labeled items in a backpack. We recommend you apply sunscreen to your child before arriving. Items to pack daily in your child's backpack: - Life jackets are mandatory for children on the waterfront and sailing—children will need a comfortable, proper-fitting life jacket every day during camp! 5. Rain -- JA will continue in the event of rain until the normal end of day at 1:00PM. All camp groups will meet in the Sailing Center and organize into small groups. JA will run on an indoor rainy day schedule of activities, movies and games—sometimes children will have swimming so pack suits and towels even with a chance of rain. Parents have the option to pick their children up early. 6. JA Behavior -- Children are expected to behave as they would at school or at home. Age appropriate behavior differs from child to child, age to age. Counselors are asked not to expect all children in their group to 'act' a certain way. We want children to be themselves but keep in mind proper boundaries. Children are expected to show respect to all counselors, their fellow participants and the Club's facilities. If a child becomes disruptive during an activity and behaves in a manner that is detrimental and distracting to others, to the lesson or to the activity, we ask our counselors to use the following guidelines: - Take the child out of the activity quietly and calmly. - Discuss with the child proper behavior for the group and activity and ask the child to sit and observe for a 'few minutes'. - Talk with the child about what is being demonstrated in the activity. - Try to find out if something is bothering him/her. - Help the child return to the activity. Swimming EYC swimming program will provide your children an opportunity to begin or improve his/her current skills in the pool. A comfortable bathing suit and towel are all that are needed; goggles are optional. Sunscreen should be applied to your child before arriving. The EYC pool staff provides lessons to all groups according to age and ability levels. Our goal is to introduce children new to the water in a safe and comfortable way. For children with accomplished skills, the pool staff will focus on stroke development, pool safety and fun games. Swimming lessons are taught to one JA group at a time. Counselors are responsible for assisting children with a quick change of clothes in the pool locker rooms. The pool staff will meet children by the pool and be in charge of the lesson with assistance from the JA counselors both in and out of the water. Two counselors will be in the pool along with the swim instructors to maximize safety. Our focus is learning by developing a love of the water. We emphasize a low-key approach by giving each child time to progress at his/her own pace. Our curriculum is outlined below. For younger groups these tasks may be performed with or without a flotation device. Prams Children are introduced to basic water techniques. This group will have the opportunity to develop their comfort level in the water by practicing kicking exercises, paddle stroke games and basic water safety games. Safety/Rules of the pool Streamline method of swimming Rhythmic breathing Arm stroke and kick Swim on side Kick on back Jump in and swim back to the wall Sloops Children will continue development of proper stroke fundamentals and basic pool safety through a variety of water games. Safety/Rules of the Pool Streamline method of swimming Beginner rotary breathing Arm stroke and kick Swim on side Kick on back Jump in and swim back to the wall Schooners Children may swim the length of the pool at this age. Key skills in this group include rotary breathing, treading water with continued work on stroke development. Water polo and synchronized swimming games are included! Safety/Rules of the pool Streamline method of swimming Begin coordination for rotary breathing Arm stroke and kick Jump in, tread water and float on back without flotation device, return to wall Swim on front and roll over to back Work on swimming length of pool Clippers Children may swim the length of the pool and have some ability for rotary breathing. This group will continue work on proper use of swim strokes--back and front. Safety/Rules of the pool Streamline method of swimming Begin rotary breathing Arm stroke and kick Elementary backstroke Kick on back Jump in, streamline from wall on front and return on back for the length of the pool Emphasize change of position from front to back. Tennis Standard EYC tennis apparel rules apply to all participants. Sneakers and all-white tennis attire are required; any additional color on shorts, shirts, skirts and dresses must be limited to 10% or less. If there is inclement weather, children should bring a jacket or sweatshirt; this item does not have to be white. In addition to whites, children need their own, clearly labeled tennis racquet. Remember it can also get hot on the courts in the summer, so apply sunscreen and pack a hat. The EYC tennis program is designed to provide basic fundamentals to all children. Guided by our Tennis Staff, children will learn the rules of tennis, attire, equipment, grip and stance as well as basics of stroke development and game play. Along with the EYC tennis staff, counselors from each group will remain on the courts and assist in simple tennis instruction. Prams -Basics of tennis -Ground stroke fundamentals -Equipment -Volley fundamentals -Racquet holds -Concentration/patience/self-esteem -Watching the ball -Hand/eye coordination Sloops -Basics of tennis -Ground stroke -Equipment -Volley fundamentals -Racquet holds -Court basics -Watching the ball -Hand/eye coordination Schooners -Basics of tennis -Game skills -Racquet holds -Game play -General code of conduct -Stroke skills Clippers -Basic rules -Basics of tennis -Racquet holds -Code of conduct -Rules -Game skills -Forehand, backhand & overhead serve -Movement -Rally -Drop/hit forehand -Serve/return of serve -Score keeping Sailing All JA groups will sail. We are fortunate to have the use of two club Sonars and a great staff of Junior Sail instructors to manage sailing and waterfront activities with counselor assistance. Each JA group is split in half making two groups of ten; which alternate days between sailing and beach combing. The sailors will split in half again so that there are five campers per sailboat. The Senior Counselor will rotate groups on an alternating basis so that each has equal time in the boats. Two counselors will stay on the dock to assist with sailing, while the other two counselors manage campers on the beach. Counselors enforce the rules of waterfront safety; absolutely no rough housing, running or fooling around on the dock/boats. Lifejackets are mandatory and should be labeled on the front with your child's name to help the sailing instructors. We recommend applying sunscreen before arriving for the day and packing hat or visor for your child. Our intention is to introduce children to sailing and activities on the waterfront. Instructors direct the classes to each child's experience and confidence level. Children will receive instruction in the following areas: 1) Wind -- Visual indicators of speed and direction 2) Introduction to boating - Safety on pier, docks and on the water - Paddling and rowing - Boarding and getting out - Understanding of boat terms; bow, stern, oar locks, etc… 3) Knot tying - Develop skills identifying and tying basic knots: square, bowline, figure eight - Tie up boats to dock using cleats and/or line loops on dock 4) Introduction to Sonar sailing - Safety requirements - Help rig and de-rig - Basic parts of the boat and sail - Demonstrate boat handling skills with tiller, mainsheet and jib sheets - Introduction to points of sail and discussion of sail trim - Explain and demonstrate basic sailing: steer straight line, tack, jib, get out of irons - Tide and current Arts & Crafts Art Director Mary Wall runs the Arts & Crafts Program. Mary has worked diligently to organize a summer full of imaginative activities. Each JA group will have time to explore, design and complete weekly craft projects. Counselors are responsible for getting children started and helping as needed. Note: We may ask for donated materials such as old t-shirts, bottles, egg cartons, etc. Also, it is important to note that using water-based paints and markers can be messy—especially when the campers are in whites! If this is a concern, please send along an old shirt in your camper's backpack for use during Arts & Crafts. Counselors will do their best to have your child wear their art shirt and keep those whites white! Lawn Games & "Specials" In between tennis, swimming, sailing and arts & crafts, children participate in constructive, ageappropriate lawn games using playground balls and obstacle course cones. We are fortunate to offer a variety of "special events" throughout the summer, which include music, Joppa Flats Tide Pool tanks, Pirate/Mermaid Day, Fishing Day, along with many others. Your camper will definitely not want to miss these fun events! Daily Junior Activities Schedule BC is Beach Combing	<urn:uuid:4439ee85-5e21-490d-a6a7-c41427c42696>	CC-MAIN-2017-26	http://www.easternyc.org/files/Parent%20Handbook%20FInal%20jr%20activity%202016_TAD%20edits_051116.pdf	2017-06-24T07:02:28Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00073.warc.gz	525,828,250	4,587	eng_Latn	eng_Latn	0.944861	eng_Latn	0.998973	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 76, 2383, 4017, 5271, 6816, 7894, 9434, 10763, 13380, 15722, 17611, 19436, 20950, 21006 ]	[ 1.296875, 3.328125 ]	2	1
BRIARCLIFF MANOR UNION FREE SCHOOL DISTRICT 45 Ingham Road Briarcliff Manor, New York 10510 DISTRICT CODE OF CONDUCT POLICY 5300 Revised and Adopted on June 21, 2004 Revised and Adopted on July 14, 2005 Revised and Adopted on June 18, 2007 Revised and Adopted on July 1, 2010 Revised and Adopted on June 18, 2012 Revised and Adopted on August 12, 2013 Reprint August 2014 Reprint August 2015 Revised and Adopted on August 2016 Revised and Adopted on August 2017 Reprint August 2018 Reprint August 2019 Reprint August 2020 Revised and Adopted on August 26, 2020 Revised and Adopted on July 13, 2023 Code of Conduct I. Introduction The Briarcliff Manor Board of Education ("Board") is committed to providing a safe and orderly school environment where students may receive, and district personnel may deliver, quality educational services without disruption or interference. The District is committed to: * Ensuring each student is healthy, safe, engaged, supported, and challenged; * Helping students develop self-discipline and social and emotional growth; and * Guiding students in improvement and correction of inappropriate, unacceptable and unsafe behaviors. Responsible behavior by students, teachers, other district personnel, parents and other visitors is expected, as it is essential to achieving this goal. The District actively promotes equity, cultural competence, inclusion and academic readiness. We promote a culturally and ethnically sensitive environment where each student is valued equally and where diversity and inclusivity is the norm. In support of this culture of equity and fairness the Briarcliff Manor Union Free School District ("District") has a long-standing set of expectations for conduct on school property and at school functions. These expectations are based on the principles of civility, mutual respect, citizenship, character, acceptance, honesty, and integrity. In addition, the District is dedicated to creating an environment that promotes student success, balanced with student rights and responsibilities. All students have the right to a safe, inclusive, and equitable education that meets their individual needs. Students share in the responsibility of establishing and maintaining a safe school environment. All persons on school property must behave in a safe manner. When required by the District during an outbreak of a communicable disease, this may include maintaining appropriate distance from others and wearing face coverings and other personal protective equipment The Board recognizes the need to clearly define the District's expectations for acceptable conduct on school property and at school functions, to identify the consequences of unacceptable conduct, and to ensure that discipline, when necessary, is administered promptly and fairly, keeping in mind the goal is not to penalize, but to teach students there are consequences to actions and choices. To this end, the Board adopts this Code of Conduct ("Code"). Unless otherwise indicated, this Code applies to all students, school personnel, parents/guardians ("parents"), and other visitors when on school property or attending a school function, whether on or off school property. II. Definitions For purposes of this Code, the following definitions apply. "Behavior" is the way in which one acts or conducts oneself, especially towards others. It is expected that students, staff, and visitors will conduct themselves in such a way that is in line with this Code of Conduct. 6 "Disruptive student" means an elementary or secondary student under the age of 21 who is substantially disruptive of the educational process or substantially interferes with the teacher's authority over the classroom. "Firearm" means a firearm as defined in 18 USC §921 for purposes of the Gun Free Schools Act. "Gender" means actual or perceived sex and shall include a person's gender identity or expression. "Gender expression" is the manner in which a person represents or expresses gender to others, often through behavior, clothing, hairstyle, activities, voice or mannerisms. "Gender identity" is one's self-concept of gender as distinguished from actual biological sex or sex assigned at birth. "Gender nonconforming" is a general term for a person whose gender expression differs from stereotypic expectations. "Parent" means parent, guardian, or person in parental relation to a student. "Relationships" are the way in which two or more people regard and behave toward each other. "Removal" means the act of a teacher in discontinuing the presence of the student in his/her their classroom for being disruptive or interfering with the teacher's authority over the class. "Respect" is an act of treating everyone in the school community with dignity. This is demonstrated by: treating others with kindness and care, being polite and using manners, expressing thoughts in opinions in ways that are polite and courteous, using a polite tone of voice and body language, listening to others who are speaking to you, keeping one's hands to one's self and not violating others' personal space. "Responsibility" is an obligation to behave in accordance with social norms and being held accountable for one's actions. "Restorative Practices" are a response to student actions that violate the dignity, safety, or wellbeing of others by connecting the person responsible for the harm with those who have been harmed, in order to reach a resolution that guides, and assists the person responsible for the harm in accepting responsibility, apologizing for the harm, making meaningful reparation and improving the relationship between parties. "School function" means any school-sponsored event or activity, whether on or off school property, including virtual attendance for instruction, events and activities. "School property" means in or within any building, structure, athletic playing field, playground, parking lot or land contained within the real property boundary line of a public elementary or secondary school, or in a school bus, as defined in Vehicle and Traffic Law §142. School property also includes virtual attendance for instruction, events and activities. 7 "Sexual orientation" is a person's emotional attraction to other people based on the gender of the other person. "Transgender" is a general term and adjective used to describe a person whose gender identity or expression is different from that traditionally associated with the person's assigned sex at birth. "Violent Student" means a student under the age of 21 who: 1. Commits an act of violence upon a school employee, or attempts or threatens to do so; or 2. Commits, while on school property or at a school function, an act of violence upon another student or any other person lawfully on school property or at the school function, or attempts or threatens to do so; or 3. Possesses, while on school property or at a school function, a firearm, or a weapon such as a gun, knife, explosive or incendiary bomb, or other dangerous instrument capable of causing physical injury or death; or 4. Displays, while on school property or at a school function, what appears to be a firearm or weapon; or 5. Threatens, while on school property or at a school function, to use a firearm or weapon; or 6. Knowingly and intentionally damages or destroys the personal property of any school employee or any person lawfully on school property or at a school function; or 7. Knowingly and intentionally damages or destroys school district property; or 8. Threatens, verbally or by electronic means, to do harm to persons or property of others; "Weapon" means any other gun, BB gun, pistol, revolver, shotgun, rifle, machine gun, disguised gun, dagger, dirk, razor, stiletto, switchblade knife, gravity knife, brass knuckles, sling shot, metal knuckle knife, box cutter, cane sword, electronic dart gun, Kung Fu star, electronic stun gun, pepper spray or other noxious spray, explosive or incendiary bomb, or other device, instrument, lighter, material or substance, animate or inanimate, that can cause physical injury or death when used to cause physical injury or death. Weapon also includes any other instrumentality or device defined as a weapon under the New York State Penal Law or the U.S. Code. III. Student Rights and Responsibilities It is the District's belief that each student should be treated as a person who can reasonably be expected to be responsible for their own behavior. Students who cannot accept this responsibility and violate school rules will be required to accept the consequences of their misbehavior. This Code hereby sets forth rights and responsibilities of all District students. A. Student Rights * Students have the right to be informed of the rules and regulations to which they are subject. 8 * Students have the right to a safe school environment, free from discrimination and harassment. This includes transgender students and gender nonconforming students. To this end, the District will follow the July 2015 NYS Education Department Guidance to School Districts for Creating a Safe and Supportive School Environment for Transgender and Gender Nonconforming Students. * Students have the right to be respected as an individual, and treated fairly and with dignity by other students and school staff. * Students have the right to an appropriate education that prepares them to be productive members of our society. * Students have the right to be provided with clear expectations regarding (a) course objectives, requirements, and state standards; (b) grading criteria and procedures; (c) assignment requirements and deadlines; and (d) school and classroom rules and expectations regarding behavior. * Students have the right to participate in all aspects of school programs and activities regardless of actual or perceived race (including traits historically associated with race, such as hair texture and protective hairstyles), color, creed, religion, religious practice, national origin, ethnic group, weight, sex, gender (including gender identity, gender expression, and transgender status), sexual orientation, or disability. * Students have the right to freedom of expression and speech. However, such expression and/or speech is subject to limitation and may not disrupt the educational process by endorsing illegal activities, using profane language, or inciting violence. Any assembly or public expression on school grounds or at school activities that advocates the use of drugs or other substances that are illegal to minors is prohibited. Also, speech that materially and substantially disrupts the work and discipline of the schools may be subject to limitation. * Students have the right to present their version of the relevant events to school personnel authorized to impose a disciplinary penalty in connection with the imposition of the penalty, and access school rules and, when necessary, receive an explanation of those rules from school personnel. B. Student Responsibilities Students have the responsibility to know and follow the rules and regulations of the school, including this Code. Students have the following responsibilities regarding their environment: * to respect the rights and property of others. * to respect and care for school property. * to adhere to all school safety and health regulations and procedures. 9 * to contribute toward establishing and maintaining a safe and respectful atmosphere. * to actively discourage inappropriate behavior of other students and report incidents to the administration. Students have the following responsibilities regarding their education: * to attend school and all classes regularly and punctually unless legally excused. * to adhere to all school rules and policies. * to respect the rights of others to reach their educational goals. * to participate to the fullest extent in the educational process. * to participate with academic integrity and hold themselves to the highest standard in all aspects of school behavior. * to work to the best of their ability in all academic and extracurricular pursuits and strive toward their highest level of achievement possible. * to react to direction given by teachers, administrators and other school personnel in a respectful manner. * to ask questions when they do not understand. Students have the responsibility to demonstrate mutual respect for personal differences. Students have the responsibility to express themselves in a manner that does not disrupt the orderly operation of the school and does not interfere with the rights of others. Students have the responsibility to work to develop mechanisms to control their anger. Students have the responsibility to dress appropriately for school and school functions. Students have the responsibility to drive safely and behave responsibly as passengers on school grounds and at school functions. Students have the responsibility to accept responsibility for their own actions. Students have the responsibility to be truthful when speaking with school officials regarding violations of this Code. Violations of this Code will be considered and may be a factor in determining any schoolrelated honor or recognition. IV. Essential Partners A. Parents/Guardians All parents/guardians ("Parents") are expected to: 1. Recognize that the education of their children is a joint responsibility of the parents and the school community. 2. Send their children to school ready to participate and learn. 3. Ensure their children attend school regularly and on time. 4. Ensure that absences are excused. 5. Ensure that their children be dressed in a manner consistent with the standards set forth in this Code. 6. Help their children understand that appropriate rules are required to maintain a safe, orderly environment. 7. Know school rules and help their children understand them. 8. Convey to their children a supportive attitude toward education. 9. Build good relationships with teachers, other parents, and their children's friends. 10. Help their children deal effectively with peer pressure. 11. Inform school officials of changes in the home situation that may affect student conduct or performance. 12. Inform school officials on medical, legal, and other matters that may affect the student in school. 13. Assist their children in finding an appropriate place for study and insist upon good work habits. 14. Be respectful and courteous to staff, other parents/guardians and students while on school premises or at school events and activities, whether on or off school premises. B. Teachers All District teachers are expected to: 1. Maintain a climate of mutual respect and dignity, which will strengthen students' selfconcept and promote confidence to learn. 2. Be prepared to teach. 3. Conduct themselves professionally when engaged with students, staff, and the school community. 4. Demonstrate interest in teaching and concern for student achievement. 5. Know school policies and rules, and enforce them in a fair and consistent manner. 6. Promptly report violations of this Code that are reported to them or are directly observed by them (i.e., academic integrity). 7. Immediately report and refer violent students to the principal or Superintendent. 8. Communicate to students and parents: a) Course objectives and requirements b) Marking/grading procedures c) Assignment deadlines d) Expectations for students e) Classroom discipline plan f) How best to communicate with the teacher. 9. Communicate regularly with students, parents and other teachers concerning growth and achievement. 10. Address issues of harassment (including bullying) or any situation that threatens the emotional or physical health or safety of any student, employee, or other person lawfully on school property or at a school function. 11. Comply with education law and regulations regarding corporal punishment, reporting of suspected child abuse in the domestic setting and in the educational setting. 12. Maintain confidentiality in accordance with federal and state law. 13. Address personal biases that may prevent equal treatment of all students in the school or classroom setting. 14. Be open to active participation in resolving conflicts through a restorative process. C. School Counselors All District School Counselors are expected to (in addition to expectations for teachers): 1. Assist students in coping with peer pressure and emerging personal, social, and emotional problems. 2. Initiate teacher/student/counselor conferences and parent/teacher/student/counselor conferences, as necessary. 3. Regularly review with students their educational progress and post-secondary plans. 4. Provide information to assist students with career planning. 5. Encourage students to benefit from the curriculum and extracurricular programs based on their individual strengths and interests. 6. Be available throughout the school day to support student needs and respond to studentrelated emergencies. D. Principals and/or Assistant Principals All District Principals and Assistant Principals are expected to: 1. Promote a safe, orderly, and stimulating school environment, supporting active teaching and learning for all students regardless of actual or perceive race (including traits historically associated with race, such as hair texture and protective hairstyles), color, creed, religion, religious practice, national origin, ethnic group, weight, sex, gender (including gender identity, gender expression, and transgender status), sexual orientation, or disability. 2. Ensure that students and staff have an opportunity to communicate regularly with the principal and assistant principal and approach the principal and/or assistant principal for redress of grievances. 3. Evaluate on a regular basis all personnel and instructional programs. 4. Support the development of and student participation in appropriate extracurricular activities. 5. Be responsible for enforcing the Code and ensuring that all cases are resolved promptly and fairly. 6. Address issues of harassment (including bullying) or any situation that threatens the emotional or physical health or safety of any student, employee, or other person lawfully on school property or at a school function. 7. Comply with education law and regulations regarding corporal punishment, reporting of suspected child abuse in the domestic setting and in the educational setting. 8. Maintain confidentiality in accordance with federal and state law. 9. Address personal biases that may prevent equal treatment of all students and staff. 10. Be open to active participation in resolving conflicts through a restorative process. E. Superintendent of Schools The Superintendent is expected to: 1. Promote a safe, orderly, and stimulating school environment, supporting active teaching and learning for all students regardless of actual or perceive race (including traits historically associated with race, such as hair texture and protective hairstyles), color, creed, religion, religious practice, national origin, ethnic group, weight, sex, gender (including gender identity, gender expression, and transgender status), sexual orientation, or disability. 2. Review with District administrators the policies of the Board and state and federal laws and regulations relating to school operations and management. 3. Inform the Board about educational trends relating to student discipline. 4. Work to create instructional programs that minimize problems of misconduct and are sensitive to student and teacher needs. 5. Work with District administrators in enforcing the Code consistently and ensuring that all cases are resolved promptly and fairly. 6. Address issues of harassment (including bullying) or any situation that threatens the emotional or physical health or safety of any student, employee, or other person lawfully on school property or at a school function. 7. Comply with education law and regulations regarding corporal punishment, reporting of suspected child abuse in the domestic setting and in the educational setting. 8. Maintain confidentiality in accordance with federal and state law. 9. Address personal biases that may prevent equal treatment of all students and staff. F. The Dignity Act Coordinators The Dignity Act Coordinators are expected to: 1. Promote a safe, orderly and stimulating school environment supporting active teaching and learning for all students regardless of actual or perceived race (including traits historically associated with race, such as hair texture and protective hairstyles), color, creed, religion, religious practice, national origin, ethnic group, weight, sex, gender (including gender identity, gender expression, and transgender status), sexual orientation, or disability. 2. Identify curricular resources that support infusing civility in classroom instruction and classroom management and provide guidance to staff as to how to access and implement those resources. 3. Coordinate training in support of the District's Bullying Prevention and Intervention Policy. 4. Be responsible for monitoring and reporting on the effectiveness of the District's Bullying Prevention and Intervention Policy. 5. Address issues of harassment (including bullying) or any situation that threatens the emotional or physical health or safety of a student, school employee or person who is lawfully on school property or at a school function. 6. Address personal biases that may prevent equal treatment of all students and staff. 7. Comply with education law and regulations regarding corporal punishment, reporting of suspected child abuse in the domestic setting and in the educational setting. 8. Maintain confidentiality in accordance with federal and state law. G. Board of Education Board of Education trustees are expected to: 1. Collaborate with the Superintendent to develop a Code of Conduct that clearly defines expectations for the conduct of students, District personnel and visitors on school property and at school functions. 2. Review at least annually the District's Code to evaluate the Code's effectiveness and the fairness and consistency of its implementation. A public hearing will be held in advance of any changes proposed for adoption to the Code of Conduct. 3. Lead by example by conducting Board meetings in a professional, respectful, and courteous manner. 4. Comply with state education law and regulations regarding mandated reporting of suspected child abuse in an educational setting. 5. Maintain confidentiality in accordance with federal and state law. It is expected that all volunteers, District staff and District officers will familiarize themselves with Board policies on prohibited discrimination and child abuse reporting and will adhere to the required procedures for the same. V. Student Dress Code All students are expected to give proper attention to personal hygiene and to dress appropriately for school and school functions. Students and their parents have the primary responsibility for acceptable student dress and appearance. Teachers and all other District personnel should exemplify and reinforce acceptable student dress and help students develop an understanding of appropriate appearance in the school setting. Students must be dressed in appropriate clothing and protective equipment as required for physical education classes, participation in athletics, science laboratories and home and career skills classes. If directed by the Superintendent of Schools for reasons of safety and health, students must wear either a disposable surgical mask or appropriate multi-layered cloth mask while in buildings on campus or engaged in school-related activities, and on District provided transportation. A student's dress, grooming and appearance, including hairstyle/color, jewelry, make-up, and nails, shall: 1. Be unlikely to injure people or damage property, appropriate according to this Code, and not substantially disrupt or materially interfere with the educational process. 2. Not include clothing and other articles that are distracting or revealing. These might include, but are not limited to, see-through garments, plunging neck and waistlines, pants worn low, loose fitting tank tops, half shirts, bikini tops, and short shorts. 3. Ensure that undergarments are covered by outer clothing (visible waistbands and straps are not violations). 4. Include footwear at all times. Footwear that is a safety hazard will not be allowed. (For example open-toed shoes when using equipment or chemicals, during physical education, athletics and outdoor activities). 5. Not cover the student's face to the extent the student is not identifiable except for medical and religious purposes. 6. Not include items that are vulgar, obscene, libelous or denigrate, harass or discriminate against others on account of actual or perceived race (including traits historically associated with race, such as hair texture and protective hairstyles), color, creed, religion, religious practice, national origin, ethnic group, weight, sex, gender (including gender identity, gender expression, and transgender status), sexual orientation, or disability. 7. Not promote, endorse, or encourage the use of alcohol, tobacco, controlled substances, or illegal drugs and/or threaten or encourage other illegal or violent activities. Nothing in this Code will be construed to limit the ability of students to wear or express their gender identity through clothing, jewelry, makeup, nail color, or styles that allow them to express their gender identity, and will students not be disciplined for doing so. Likewise, nothing in this Code will be construed to restrict students from wearing hairstyles historically associated with race (such as hair texture and protective hairstyles like braids, locks and twists) and students will not be disciplined for doing so. Each building principal or their designee shall be responsible for informing all students and their parents of the student dress code at the beginning of the school year and any revisions to the dress code made during the school year. Students whose appearance violates the student dress code shall be required to modify their appearance by covering or removing the offending item and, if necessary or practical, replacing it with an acceptable item. Any student who refuses to do so shall be subject to discipline, up to and including in-school suspension for the day. Any student who repeatedly fails to comply with the dress code shall be subject to further discipline, up to and including out-of-school suspension. VI. Academic Conduct To realize Briarcliff's vision of educating all students for personal fulfillment and active and responsible engagement in a global community, it is the District's obligation to ensure that our students learn that academic integrity is the moral and ethical foundation of their educational experience and their future endeavors. In order to ensure that academic integrity is protected and upheld, the District will not tolerate academic misconduct of any kind. In subsequent academic professional and social environments, students will be expected to operate with integrity honor, and trust. These principles should be instilled in the elementary school and reinforced throughout the educational program. Teachers and parents need to work together to ensure that students understand the seriousness of all forms of academic misconduct, including, but not limited to cheating, plagiarism, inappropriately copying another student's work, altering records or academic materials, falsifying data or citations, assisting another student(s) in any of these activities, and other incidents of academic misconduct. These actions not only invalidate students' accomplishments, but also diminish confidence in the school and in school-wide assessments and achievements. There will be consequences for academic misconduct commensurate with the age of the student, the nature and magnitude of the act, and the number of offenses. All offenses will result in consequences as indicated in this Code of Conduct. These consequences will be for cases of intentional violations, where students knowingly appropriate or present another's work as their own in a testing or assignment situation or cheat in any way. Cases of inadvertent cheating or plagiarism due to misunderstanding of instructions or lack of knowledge of proper citation standards or form will be handled at the teacher's discretion in consultation with the principal. In addition, the role and responsibility of teachers in reporting violations will be emphasized as part of the District's Code. Parents will be notified in every instance of alleged academic misconduct. Building administrators will enforce the disciplinary process and report incidents to the Board of Education. The District is committed to supporting reliable reporters of violations and will thoroughly investigate all reported violations, protecting due process rights of those who are the subject of investigation. As stated above, examples of academic misconduct include but are not limited to: 1. Plagiarism. 2. Cheating. 3. Copying another student's work inappropriately. 4. Altering records or academic materials. 5. False Citation. 6. False Data. 7. Assisting another student(s) in any of the above actions. 8. Other incidents of academic misconduct. DEFINITIONS OF ACADEMIC MISCONDUCT 1. PLAGIARISM The act of intentionally representing the words, ideas or sequence of ideas, discoveries, research, facts, charts, or other graphics of another person as one's own without proper acknowledgement. The source of the materials plagiarized may be written or oral, published, or unpublished, from the Internet, database, video, audio recording, lecture, course text, encyclopedia or other reference book, class handout, or the work of another student. Plagiarism includes but is not limited to: * paraphrasing without acknowledgement * copying words verbatim without quotation marks or citation * purchasing or accepting prepared research papers or class work from others * freely using shareware graphics * utilizing research gathered by others NOTE: Certain information in any subject is considered "common knowledge" and may be used without citation. When in doubt, consult the teacher. Multiple Submission/Self Plagiarism means reusing your own work that has been previously submitted and given credit for in another course without direct prior teacher approval 2. CHEATING Using unauthorized information or materials or aids in any academic exercise. Such actions include but are not limited to: * giving or getting test answers before, during or after an exam unless explicitly allowed or instructed by the teacher * using prohibited electronic devices, signals, or deceptive strategies to communicate with others or obtain test related information inside or outside an exam room * using prohibited written materials to obtain or to reference information during tests * using an allowable device improperly to access information inappropriately * leaving an exam room without authorization in order to get information * creating deceptive signals or strategies to obtain information during an exam * knowingly or intentionally submitting assignments or papers created by someone else or copied from someone else. 3. COPYING Taking someone's work as your own, either for homework or on an exam 4. ALTERING ACADEMIC MATERIALS * Changing grade information on an exam, grade book, transcript, or other evaluative document * Destroying, damaging, or stealing another student's work 5. FALSE CITATION Giving credit to a source from which the material was not obtained (e.g., footnoting a paragraph and citing a work that was never used 6. FALSE DATA Making up or altering information to deliberately mislead e.g., changing data in experiments to show a better result) 7. ASSISTING ANOTHER STUDENT IN ANY OF THE ABOVE ACTIONS Providing assistance of any kind to another student attempting any of the above actions. 8. OTHER INCIDENTS OF ACADEMIC MISCONDUCT Any other action by a student deemed by the faculty or administration to be academic misconduct. Consequences for Academic Misconduct: Specific and clear consequences are indicated in the Code to establish the District's intention to ensure that students realize the seriousness of the District's response to academic misconduct. All offenses occurring at the middle school or high school will accumulate until the student graduates from that school. Teachers will report all incidents of academic misconduct to the principal or assistant principal electronically via eschool or other student management system. The following consequences will be applied in those cases where there is knowing intent. Todd Elementary Schoo l Each student in Todd School is expected to be a responsible class citizen. Good citizenship includes demonstrating proper conduct as well as being honest and truthful when taking tests, working on assignments, and writing reports. Students are on their honor to do their own work both in and out of class unless otherwise directed by the teacher. Examples of academic dishonesty that are not acceptable at the elementary level are: * copying another student's work * cheating on a test (getting or giving answers from another student, or using prohibited books or notes) * handing in a report written by another person * handing in a research paper that is copied directly from the Internet or other source. Demonstrating academic dishonesty can lead to a range of possible consequences depending on the student's age and nature of the offense including, but not limited to: * Verbal warning * Parent notification (verbal and/or written) * Student written reflection * Conference with student, parents, and administrator * Academic consequence (e.g., failure or reduced grade on the exam or assignment) Briarcliff Middle School Middle School students are expected to be good citizens at all times. They are expected to be students who demonstrate respect, responsibility, and integrity at all times. Students are accountable for doing their own work, unless directed otherwise by their teachers. Examples of academic dishonesty include, but are not limited to: * Copying another student's work or homework. * Cheating on a test (giving or getting answers from another student, or from prohibited books, notes or other means). * Handing in a report written entirely by another person or handing in a report written in any part by another person without citation or attribution. * Discussing or sharing information on a test in any way. Consequences: Demonstrating academic dishonesty in any way may lead to the following consequences: First offense - Verbal warning and explanation by teacher to student, parent notification, failing grade on assignment or test, and incident report to the principal's office. Second offense - All of the above as well as written reflection, and referral to school guidance team. Third offense - All of the above as well as suspension from participation in after-school activities. Briarcliff High School High School students are expected to comply with the principles of honesty, integrity, honor, and trust in all academic endeavors. Consequences: Demonstrating academic dishonesty in any way may lead to the following consequences: First offense – Zero or reduced grade for the assignment or test, not a "droppable" grade, parent notification and meeting with the principal or assistant principal. In addition, the following may be imposed: suspension of eligibility for honor societies or other student distinctions, such as distinguished students of the month, for up to one academic year (10-month period, excluding the summer months). Second offense – All of the above, as well as temporary suspension extra-curricular activity privileges, referral to support staff. Third offense - All of the above, as well as permanent removal from honor societies, referral to support staff, withdrawal from consideration as Valedictorian or Salutatorian or other honors and awards. Fourth offense – All of the above, as well as five-day suspension from school for insubordination, and Superintendent's hearing. VII. Prohibited Student Conduct The Board expects all students to conduct themselves in an appropriate and civil manner, with proper regard for the rights and welfare of other students, District personnel and other members of the school community, and for the care of school facilities and equipment with the goal of making school a community free of violence, intimidation, bullying, harassment and discrimination. The best discipline is self-imposed, and students must learn to assume and accept responsibility for their own behavior, as well as the consequences of their mistakes or misbehavior. District personnel who interact with students are expected to use disciplinary action only when necessary and to place emphasis on educating students so that they may learn from their behavior and grow in self-discipline. Discipline is most effective when it deals directly with the problem at the time and place it occurs, and in a way that is viewed as fair and impartial by the student. Therefore, before seeking outside assistance, teachers will first attempt to create a change of behavior in the classroom. Disciplinary action will be firm, fair, and consistent in order to be the most effective in changing behavior. The rules of conduct listed below are intended to focus on safety and respect for the rights and property of others. Students who will not accept responsibility for their own behavior and who violate these school rules will be required to accept the consequences for their behavior. Students may be subject to disciplinary action, up to and including suspension from school, when they: A. Engage in Conduct that is Disorderly Examples of disorderly conduct include but are not limited to: 1. Running or otherwise unsafe behavior in hallways. 2. Making unreasonable noise. 3. Using language or gestures that are profane, lewd, vulgar, or abusive. 4. Obstructing vehicular or pedestrian traffic. 5. Engaging in any willful act (whether on or off school property), that disrupts the normal operation of the school community. 6. Trespassing. Students are not permitted in any school building, other than the one they regularly attend, without permission from the administrator in charge of the building. 7. Misusing computer/electronic communications, including any unauthorized use of computers, software, or Internet/intranet account; accessing inappropriate websites/apps either on District equipment or personal equipment while on school property or attending a school function; or any other violation of the District's "acceptable use" policy regardless of location. B. Engage in Conduct that is Insubordinate Examples of insubordinate conduct include but are not limited to: 1. Failing to comply with the reasonable directions of teachers, school administrators or other school personnel or otherwise demonstrating belligerence or disrespect. 2. Being late for, missing or leaving school without permission. 3. Skipping detention. 4. If directed by action of the Board of Education or Superintendent of Schools, failure to wear either a disposable surgical mask or appropriate multi-layered cloth mask while on campus, on District provided transportation or engaged in school activities, whether on or off campus. C. Engage in Conduct that is Disruptive Examples of disruptive conduct include but are not limited to: 1. Any disturbances that disrupt instruction and/or the school environment (includes instigating or inciting others to commit any of the acts prohibited in this Code. 2. Taking photographic images at any time on school grounds unless authorized to do so by the principal, teacher, adviser and/or the individuals being photographed. 3. Using camera phones/digital cameras or other electronic devices for purposes of taking photographic images at any time on school grounds (unless authorized to do so by the principal, teacher, or adviser). 4. Misusing personal or District-owned electronic devices in school. 5. Inappropriate public displays of affection. 6. Inappropriate public sexual contact. D. Engage in Conduct that is Violent Examples of violent conduct include but are not limited to: 1. Committing an act of violence (such as hitting, kicking, punching, and scratching) upon a teacher, administrator, or other school employee, or attempting or threatening to do so. 2. Committing an act of violence (such as hitting, kicking, punching, and scratching) upon another student or any other person lawfully on school property, or attempting or threatening to do so. 3. Possession and/or distribution of a weapon while on school property or at a school function. 4. Displaying a weapon or what appears to be a weapon. 5. Threatening to use any weapon or to employ any form of physical force. 6. Intentionally or negligently damaging or destroying the personal property of a student, teacher, administrator, other District employee or any person lawfully on school property, including graffiti or arson. 7. Intentionally or negligently damaging or destroying School District property. E. Engage in Any Conduct That Endangers the Safety, Morals, Health or Welfare of Others Examples of such conduct include but are not limited to: 1. Lying to school personnel. 2. Subjecting other students, school personnel or any other person lawfully on school property or attending a school function to danger by recklessly engaging in conduct that creates a substantial risk of physical injury. 3. Stealing or attempting to steal the property of other students, school personnel or any other person lawfully on school property or attending a school function. 4. Engaging in defamation, which includes making false or unprivileged statements or representations about an individual or identifiable group of individuals that harm the reputation of the person or the identifiable group by demeaning them. 5. Engaging in discrimination, which includes the use of actual or perceived race (including traits historically associated with race, such as hair texture and protective hairstyles), color, creed, religion, religious practice, national origin, ethnic group, weight, sex, gender (including gender identity, gender expression, and transgender status), sexual orientation or disability as a basis for treating another in a negative manner or to deny rights, equitable treatment or access to facilities available to others. 6. Engaging in harassment, which includes a sufficiently severe action or a persistent, pervasive pattern of actions or statements directed at an identifiable individual or group which are intended to be or which a reasonable person would perceive as ridiculing, threatening or demeaning. See Policy 0115 for further definitions and examples of harassment and bullying. 7. Bullying, which includes use of force, threats, intimidation or ridicule, whether verbal or nonverbal, with another student. 8. Engaging in intimidation, which includes engaging in actions or statements that put an individual in fear of bodily harm or emotional harm. 9. Cyberbullying - bullying through the use of electronic/digital devices on school grounds or at a school function to willfully harm, bully, or threaten others; or that occurs off school property, including social media posts, and creates or foreseeably creates a risk of substantial disruption within the school environment, where it is foreseeable that the conduct, threats, intimidation or abuse might reach school property. 10. Hazing, which includes any act involving harassment directed against another for the purpose of initiation into, affiliating with or maintaining membership in any school sponsored activity, organization, club or team that produces public humiliation, physical or emotional discomfort, bodily injury or public ridicule, or creates a situation where public humiliation, physical or emotional discomfort, bodily injury or public ridicule is likely to occur. 11. Failing to report or summon assistance from a District staff person when a violation of this Code is observed. 12. Selling, using, possessing or distributing obscene material. 13. Using vulgar or abusive gestures or language, cursing, or swearing. 14. Smoking a cigarette, electronic cigarette, vaporizer or other nicotine delivery device, cigar, or pipe on school property or using chewing or smokeless tobacco or other tobacco products or smoking/vaping/ingesting cannabis or concentrated cannabis (includes cannabis products) or smoking cannabinoid hemp (except for lawful medical cannabis use in compliance with state law and regulation) on school property and within 100 feet of the entrances, exits or outdoor areas of any elementary or secondary school or at school functions. 15. Possessing, consuming, selling, offering, distributing, or exchanging alcoholic beverages or illegal substances, or being under the influence of alcohol or such illegal substances. "Illegal substances" include, but are not limited to, inhalants, marijuana, cocaine, LSD, PCP, amphetamines, heroin, steroids, look-alike drugs, and any synthetic version thereof, whether specifically illegal or not, commonly referred to as "designer drugs" which are substances designed and synthesized to mimic the intended effects and usages of, which are chemically substantially similar to, illegal drugs, which may or may not be labeled for human consumption. It is understood that in cases where prescription medications that are controlled substances might be required for students' use, the District's medication policy must be followed through the health office of the schools. 16. Inappropriately using or sharing prescription and over-the-counter drugs. 17. Gambling. 18. Engaging in indecent exposure, that is, exposure to sight of the private parts of the body in a lewd or indecent manner. 19. Engaging in sexual conduct. 20. Initiating a report warning of fire, bomb or other catastrophe, without valid cause, misusing 911, summoning police or local authorities falsely, or discharging a fire extinguisher. 21. Subjecting other students, school personnel or any other person lawfully on school property or attending a school function to danger by recklessly engaging in conduct which creates a substantial risk of physical injury. F. Engage in Misconduct While on a School Bus Examples of such misconduct include, but are not limited to, conduct prohibited by subsections A-E, above, or failure to remain seated, keep objects and body parts inside the bus, or obey the directions from the bus driver or monitor. It is crucial for students to behave appropriately while riding on District buses to ensure their safety and that of other passengers and to avoid distracting the bus driver. Students are required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior. Conduct such as excessive noise, pushing, shoving, bullying, and fighting will not be tolerated. G. Engage in any form of Academic Misbehavior Examples of academic misbehavior include, but are not limited to: 1. Plagiarism. 2. Cheating. 3. Copying. 4. Altering Records. 5. Assisting another student in any of the above actions. H. Engage in Off-Campus Misconduct that endangers the health and safety of students or staff or substantially disrupts the educational process within the school or at a school function. Examples of such misconduct include, but are not limited to: 1. Threatening or harassing students or school personnel through any means off-campus, including cyberbullying (see above and Policy 0115 for definitions of harassment, bullying, and cyberbullying). 2. Using any means, digital or otherwise, to convey threats, derogatory comments or posting pornographic pictures of students or school personnel. 3. A student may be subject to discipline for conduct constituting a crime that is engaged in offschool premises or at non-school sponsored activities to the extent that the Superintendent of Schools and/or Board of Education reasonably believes that the continued attendance in school of the student would constitute an endangerment to the health, safety, welfare, or morals of the student and/or others in our schools. 4. A student may be subject to discipline for off-campus conduct that does not involve criminality that the Superintendent of Schools and/or Board of Education reasonably believe has a nexus to the educative process, i.e., student-student, student-personnel interactions that foreseeable would have a detrimental or disruptive effect upon school programs or activities. VIII. Reporting Violations All students are expected to promptly report violations of the Code to a teacher, guidance counselor, nurse, the building principal or their designee. Any student observing a student possessing a weapon, alcohol, or illegal substance on school property or at a school function or engaging in any violent action shall report this information immediately to a teacher, the building principal, the principal's designee, or the Superintendent. Students are prohibited from knowingly making false statements or knowingly submitting false information to school staff during a disciplinary process. All District staff that are authorized to impose disciplinary consequences are expected to do so in a prompt, fair and lawful manner. District staff that are not authorized to impose disciplinary consequences are expected to promptly report violations of the Code to their supervisor who shall, in turn, impose an appropriate disciplinary consequence, if so authorized, or refer the matter to a staff member who is authorized to impose an appropriate consequence. Any weapon, alcohol or illegal substance found shall be confiscated immediately, if possible, and secured, followed by notification to the parent of the student involved and the appropriate disciplinary consequence if warranted, which may include long-term or permanent suspension and referral for prosecution. The building principal or their designee will confer with the Superintendent of Schools and District legal counsel immediately and, where appropriate, immediately notify the appropriate local law enforcement agency of those code violations that constitute a crime and substantially affect the order or security of a school as soon as practical, but in no event later than the close of business the day the principal or their designee learns of the violation. The notification may be made by telephone, followed by a letter mailed on the same day as the telephone call is made. The notification must identify the student and explain the conduct that violated the Code and constituted a crime. IX. Disciplinary Consequences, Procedures and Referrals The District believes in an approach to discipline that recognizes developmental differences based on age and grade level. While historically, the discipline of students in schools has been largely punitive, understanding discipline as a "teachable moment" is fundamental to a positive approach to discipline with the ultimate goal of teaching pro-social behavior. Therefore, the Board authorizes and encourages restorative justice practices to be employed where appropriate, such as using conflict resolution, restitution to those harmed, and group, classroom, community and re-entry circles to address misbehaviors with the ultimate goal of teaching pro-social behavior. This approach seeks concurrent accountability and behavioral change. The main principles of restorative justice are valuing and restoring relationships, repairing the harm done to affected parties, respecting others' opinions, and reintegrating into the school community. In the application of restorative principles, the process is always voluntary for the students. Any parent (or student over the age of 18) can request to go to the traditional disciplinary route and not participate in the restorative process. This may happen at any time during the process. Similarly, the District may revert to the traditional disciplinary route if a student is unwilling to accept responsibility for their actions, and is not demonstrating willingness to make amends. Consequences and, if needed, discipline are most effective when they deal directly with the problem at the time and place it occurs, and in a way that students view as fair and impartial. School personnel who interact with students are expected to use disciplinary action only when necessary and to place emphasis on the students' ability to grow in self-discipline. Consequences and disciplinary action, when necessary, will be firm, fair, and consistent to be the most effective in changing student behavior. In determining the appropriate disciplinary consequence, school personnel authorized to impose disciplinary consequences will consider the following: 1. The student's age. 2. The nature of the offense and the circumstances, which led to the offense. 3. The student's prior disciplinary record. 4. The effectiveness of other forms of discipline. 5. Information from parents, teachers and/or others, as appropriate. 6. Other relevant circumstances. As a general rule discipline will be progressive. This means that a student's first violation will usually merit a lighter penalty than subsequent violations. However, District staff are empowered to utilize the consequence most reasonably calculated to ensure the student learns from their behavior and engages in more pro-social behavior in the future. If the conduct of a student is related to a disability or suspected disability, the student shall be referred to the Committee on Special Education and discipline, if warranted, shall be administered consistent with the separate requirements of this Code for disciplining students with a disability or presumed to have a disability. A student identified as having a disability shall not be disciplined for behavior related to their disability, unless the discipline is consistent with the student's individualized education plan (IEP). A. Consequences Practices which allow educators to address disciplinary matters as opportunities for learning instead of punishment are expected by the Board, rather than a reliance on increasing punitive measures. When choosing interventions and consequences of a student's behavior, teacher, administrators, and staff must balance the District's dual goals of eliminating school disruptions and maximizing student instruction time. Students who are found to have demonstrated inappropriate behavior may be subject to the following interventions and consequences, either alone or in combination. The school personnel identified after each consequence are authorized to to assign that consequence consistent with the student's right to due process. In conjunction with the list below, administration (with supports from counselors) can employ conflict resolution meetings, restitute to those harmed, and group, classroom, community and/or re-entry circle. Except in limited circumstances, restorative justice practices will be considered first in dealing with disciplinary issues. Should a parent or student over the age of 18 opt-out of participating in the restorative practices, or if restorative practices have not been effective with the student in question, the list below will be utilized to determine consequences. 1. Verbal warning, teacher/student conference, parent contact, in-class time out, brief time out of class, loss of classroom privileges - any member of the District staff 2. Written warning - guidance counselors, teachers, assistant principal, principal, superintendent, coaches 3. Written notification to parent - guidance counselors, teachers, assistant principal, principal, superintendent, coaches 4. Detention - teachers, assistant principal, principal, superintendent 5. Suspension from transportation - director of transportation, assistant principal, principal, superintendent 6. Suspension from athletic participation - coaches, assistant principal, principal, superintendent 7. Suspension from school functions including social or extracurricular activities (includes senior trip, the prom etc.) - activity director, assistant principal, principal, superintendent 8. Suspension of other privileges – assistant principal, principal, superintendent 9. In-school suspension – assistant principal, principal, superintendent 10. Removal from classroom for being disruptive or interfering with the teacher's authority over the class - teachers 11. Other removal from the classroom - assistant principal, principal 12. Short-term (five days or less) suspension from school – principal, assistant principal as designated acting principal in absence of the principal, superintendent, Board 13. Long-term (more than five days) suspension from school - superintendent, Board 14. Permanent suspension from school - superintendent, Board B. Procedures The amount of due process a student is entitled to receive before a consequence is imposed depends on the consequence being imposed. In all cases, regardless of the consequence imposed, the school personnel authorized to impose the consequence must inform the student of the alleged inappropriate behavior and must investigate, to the extent necessary, the facts surrounding the alleged misbehavior. All students will have an opportunity to present their version of the facts to the school personnel imposing the disciplinary consequence in connection with the imposition of the consequence. Students who are to be given consequences other than a verbal warning, written warning or written notification to their parents are entitled to additional rights before the consequence is imposed. These additional rights are explained below. 1. Detention Teachers, assistant principals, principals, and the superintendent may use after-school or inschool detention as a consequence for student misbehavior in situations where removal from the classroom or suspension would be inappropriate. Detention will be imposed as a consequence only after the student's parent has been notified to confirm that there is no parental objection to the consequence and the student has appropriate transportation home following detention. 2. Suspension from transportation If a student does not conduct themselves properly on a bus, the bus driver is expected to bring such misbehavior to the building principal's attention. Students who continue to exhibit misbehavior may have their riding privileges suspended by the building principal or the superintendent or their designees. In such cases, the student's parent will become responsible for seeing that their child gets to and from school safely. Should the suspension from transportation amount to a suspension from attendance because the student is unable to find alternate transportation, the District will provide the student with the additional due process rights explained herein for a short or long term suspension. A student subjected to a suspension from transportation is not entitled to a full hearing pursuant to Education Law §3214. However, in all cases, the student and the student's parent will be provided with a reasonable opportunity for an informal conference with the building principal or the principal's designee to discuss the conduct and the penalty involved. 3. Suspension from athletic participation, extra-curricular activities, and other privileges. Extra-curricular and co-curricular activities, and school functions (including dances, prom, and graduation) are privileges, not rights. A student subjected to a suspension from athletic participation, school functions, extra-curricular activities or other privileges is not entitled to a full hearing pursuant to Education Law §3214. However, the student and the student's parent will be provided with a reasonable opportunity for an informal conference with the district official imposing the suspension to discuss the conduct and the consequence involved. 4. In-school suspension The Board recognizes the schools must balance the need of students to attend school and the need for order in the classroom to establish an environment conducive to learning. As such, the Board authorizes building assistant principals, principals, and the superintendent to place students who would otherwise be suspended from school as the result of a code of conduct violation in "in-school suspension." The in-school suspension teacher will be a certified teacher. A student who receives an in-school suspension will be provided continued educational programming and therefore is not entitled to a full hearing pursuant to Education Law §3214. However, the student and the student's parents will be provided with a reasonable opportunity for an informal conference with the district official imposing the in-school suspension to discuss the conduct and the consequence involved. 5. Teacher removal of disruptive students A student's behavior can affect a teacher's ability to teach and can make it difficult for other students in the classroom to learn. In most instances the classroom teacher can control a student's behavior and maintain or restore control over the classroom by using good classroom management techniques. Teachers will first use interventions aimed at teaching appropriate and responsible behaviors so students can learn and demonstrate safe and respectful academic, social and emotional behavior. Examples of these include using affective statements, using affective questions, establishing rapport with students, giving positive directives that state expectations, and giving positive and specific feedback, etc. On occasion, a student's behavior may become disruptive. For purposes of this Code, a disruptive student is a student who is substantially disruptive of the educational process or substantially interferes with the teacher's authority over the classroom. A substantial disruption of the educational process or substantial interference with a teacher's authority occurs when a student demonstrates a persistent unwillingness to comply with the teacher's instructions or repeatedly violates the teacher's classroom behavior rules. A classroom teacher may remove a disruptive student from class for up to two days. The removal from class applies to the class of the removing teacher only. If the disruptive student does not pose a danger or ongoing threat of disruption to the academic process, the teacher must provide the student with an explanation for why they are being removed and an opportunity to explain their version of the relevant events before the student is removed. Only after the informal discussion may a teacher remove a student from class. If the student poses a danger or ongoing threat of disruption, the teacher may order the student to be removed immediately. The teacher must, however, explain to the student why they were removed from the classroom and give the student a chance to present their version of the relevant events within 24-hours. The teacher must complete a District-established Disciplinary Removal form and meet with the principal or designee as soon as possible, but no later than the end of the school day, to explain the circumstances of the removal and to present the removal form. If the principal or designee is not available by the end of the same school day, the teacher must leave the form with the secretary and meet with the principal or designee prior to the beginning of classes on the next school day. Within 24 hours after the student's removal, the principal or another district administrator designated by the principal must notify the student's parents, in writing, that the student has been removed from class and why. The notice must also inform the parent that they have the right, upon request, to meet informally with the principal or the principal's designee to discuss the reasons for the removal. The written notice must be provided by personal delivery, express mail delivery, or some other means that is reasonably calculated to assure receipt of the notice within 24 hours of the student's removal at the last known address for the parents. Where possible, notice should also be provided by telephone or email if the school has been provided with a telephone number(s) or email for the purpose of contacting parents. The principal will require the teacher who ordered the removal to attend the informal meeting except in unusual circumstances. If, at the informal meeting, the student denies the charges, the principal or the principal's designee must explain why the student was removed and give the student and the student's parents a chance to present the student's version of the relevant events. The informal meeting must be held within 48 hours of the student's removal. The timing of the informal meeting may be extended by mutual agreement of the parent and principal. The principal or designee may overturn the removal of the student from class if the principal finds any of the following: 1. The charges against the student are not supported by substantial evidence. 2. The student's removal is otherwise in violation of law, including the District's Code. 3. The conduct warrants suspension from school pursuant to Education Law §3214 and a suspension will be imposed. The principal or designee may overturn a removal at any point between receiving the referral form issued by the teacher and the close of business on the day following the 48-hour period for the informal meeting if a meeting is requested. No student removed from the classroom by the classroom teacher will be permitted to return to the classroom until the earlier of the principal making a final determination, or the period of removal expiring. Any disruptive student removed from the classroom by the classroom teacher shall be offered continued educational programming and activities until they are permitted to return to the classroom. Each teacher must keep a complete log (on a District provided form) for all cases of removal of students from their class. The principal must keep a log of all removals of students from class. Removal of a student with a disability, under certain circumstances, may constitute a change in the student's placement. Accordingly, no teacher will remove a student with a disability unless the teacher has verified with the principal or the chairperson of the Committee on Special Education that the removal will not violate the student's rights under state or federal law or regulation. 6. Suspension from school Suspensions will be limited to students who pose an immediate or ongoing threat to oneself or others, or are repeatedly substantially disruptive, or for whom restorative practices have not been effective. Suspensions will be used to the minimum degree necessary to promote improved student behavior and maximize student attendance. Suspension from school is a severe consequence which may be imposed only upon students who are severely insubordinate, disorderly, violent or disruptive, or whose conduct otherwise poses a threat to or endangers the safety, morals, health or welfare of others. The Board retains its authority to suspend students, but places primary responsibility for the suspension of students with the superintendent and the building principals. Any staff member may recommend to the superintendent or the principal that a student be suspended. All staff members must immediately report and refer a violent student to the principal or the superintendent for a violation of the Code. All recommendations and referrals will be made in writing unless the conditions underlying the recommendation or referral warrant immediate attention. In such cases a written report will be prepared as soon as possible by the staff member recommending the suspension. The superintendent or principal, upon receiving a recommendation or referral for suspension or when processing a case for suspension, shall gather the facts relevant to the matter and record them for subsequent presentation, if necessary. Students who participate in restorative practices ending in a restorative conference and written agreement may be permitted to return to school sooner than those who do not. Early return is entirely at the discretion of the District. a. Short-term (5 days or less) suspension from school. When the superintendent, principal, or acting principal in the principal's absence (referred to as the "suspending authority") proposes to suspend a student charged with misconduct for five days or less pursuant to Education Law §32l4(3), the suspending authority must immediately notify the student orally. If the student denies the misbehavior, the suspending authority must provide an explanation of the basis for the proposed suspension. In addition, the suspending authority must also notify the student's parents in writing that the student may be suspended from school. The written notice must be provided by personal delivery, express mail delivery, or some other means that is reasonably calculated to assure receipt of the notice within 24 hours of the decision to propose suspension or to immediately suspend at the last known address for the parents. Where possible, notice should also be provided by telephone or email if the school has been provided with a telephone number(s) or email for the purpose of contacting the parents. The written notice will provide a description of the charges against the student and the incident for which suspension is proposed or immediately imposed and shall inform the parents of the right to request an immediate informal conference with the principal and their right to question complaining witnesses. Both the notice and informal conference shall be in the dominant language or mode of communication used by the parents, If the parents have difficulty understanding the English language, they may request the charges and other communications in their dominant language. At the conference, the parents shall be permitted to ask questions of complaining witnesses under such procedures as the principal may establish. The notice and opportunity for an informal conference will take place before the student is suspended unless the student's presence in school poses a continuing danger to persons or property or an ongoing threat of disruption to the academic process. If the student's presence does pose such a danger or threat of disruption, the notice and opportunity for an informal conference will take place as soon after the suspension as is reasonably practicable. After the conference, the principal shall promptly advise the parents in writing of their decision. The principal shall advise the parents that if they are not satisfied with the decision and wish to pursue the matter, they must file a written appeal to the superintendent within five business days, unless they can show extraordinary circumstances precluding them from doing so. The superintendent shall issue a written decision regarding the appeal within 10 business days of receiving the appeal. Only final decisions of the superintendent may be appealed to the Commissioner of Education ("Commissioner") within 30 days of the decision. b. Long-term (more than 5 days) suspension from school. When the superintendent or building principal determines that a suspension for more than five days may be warranted, they must give reasonable notice to the student and the student's parents of their right to a fair hearing. At the hearing, the student shall have the right to be represented by counsel, the right to question witnesses against them, and the right to present witnesses and other evidence on their behalf. The superintendent may personally hear and determine the proceeding or may, in their discretion, designate a hearing officer to conduct the hearing. The hearing officer shall be authorized to administer oaths and to issue subpoenas in conjunction with the proceeding before them. A record of the hearing shall be maintained, but no stenographic transcript shall be required. A tape recording shall be deemed a satisfactory record. The hearing officer shall make findings of fact and recommendations to the superintendent as to the appropriate measure of discipline. The report of the hearing officer shall be advisory only, and the superintendent may accept all or any part thereof. An appeal of the decision of the superintendent may be made to the Board of Education that will make its decision based solely upon the record before it. All appeals to the Board of Education must be in writing and submitted to the District clerk within 30 days of the date of the superintendent's decision, unless the parents can show that extraordinary circumstances precluded them from doing so. The Board may adopt, in whole or in part, the decision of the superintendent. Final decisions of the Board may be appealed to the Commissioner within 30 days of the decision. c. Permanent suspension Permanent suspension is reserved for extraordinary circumstances such as where a student's conduct poses a life-threatening danger to the safety and well-being of other students, school personnel or any other person lawfully on school property or attending a school function. d. Procedure after suspension The Board of Education may condition a student's early return from a suspension on the student's voluntary participation in a restorative conference, reentry circles, counseling or specialized classes, such as anger management or dispute resolution. The Board retains discretion in offering this opportunity. If and when the student and/or parent agree to this option, the terms and conditions shall be specified in writing. However, if the student violates the agreed-upon terms and conditions within a certain time period, the unserved portion of the suspension may be re-imposed. C. Minimum Periods of Suspension 1. Students who bring a firearm or weapon to school or possess a firearm or weapon in school. Any student found guilty of bringing a weapon onto school property will be subject to suspension from school for at least one calendar year. Before being suspended, the student will have an opportunity for a hearing pursuant to Education Law §3214. The Superintendent has the authority to modify the one-year suspension on a case-by-case basis. In deciding whether to modify the suspension, the Superintendent may consider the following: 1. The student's age. 2. The student's grade in school. 3. The student's prior disciplinary record. 4. The superintendent's belief that other forms of discipline maybe more effective. 5. Input from parents, teachers and/or others. 6. Nature of the offense. 7. Other relevant circumstances. A student with a disability may be suspended only in accordance with the requirements of state and federal law. 2. Students who commit violent acts other than bringing or possessing a weapon to on school property. Any student who is found to have committed a violent act, other than bringing a firearm or weapon onto school property, shall be subject to suspension from school for at least five days. If the proposed consequence is the minimum five-day suspension, the student and the student's parents will be given the same notice and opportunity for an informal meeting given to all students subject to a short-term suspension. If the proposed penalty exceeds the minimum five-day suspension, the student and the student's parents will be given the same notice and opportunity for a hearing given to all students subject to a long-term suspension. The superintendent has the authority to modify the minimum five-day suspension on a case-by-case basis. In deciding whether to modify the consequence, the superintendent may consider the same factors considered in modifying a one-year suspension for possessing a weapon. 3. Students who are repeatedly substantially disruptive of the educational process or who repeatedly substantially interfere with the teacher's authority over the classroom. Any student who repeatedly is substantially disruptive of the educational process or substantially interferes with the teacher's authority over the classroom will be suspended from school for at least one day. For purposes of this Code, "repeatedly is substantially disruptive" means engaging in conduct that results in the student being removed from the classroom by a teacher(s) pursuant to Education Law §3214(3-a) and this Code on four or more occasions during a semester. If the proposed consequence is the minimum one-day suspension, the student and the student's parent will be given the same notice and opportunity for an informal conference given to all students subject to a short-term suspension. If the proposed consequence exceeds five days of suspension, the student and the student's parent will be given the same notice and opportunity for a hearing given to all students subject to a long-term suspension. The superintendent has the authority to modify the minimum one-day suspension on a case-by-case basis. In deciding whether to modify the consequence, the superintendent may consider the same factors considered in modifying a one-year suspension for possessing a weapon. 4. Use and/or possession of drugs and/or alcohol on school grounds, at school-sponsored activities and events, on or off school grounds, or on school- sponsored trips. Any student who is under the influence of, or who uses, possesses, consumes, sells, distributes or exchanges alcoholic beverages or illegal or controlled substances as defined in Public Health Law Section 3306 or synthetic drugs whether specifically illegal or not, on school grounds or at off-campus school related events, including school-sponsored trips, will be suspended out of school for at least five days. (It is understood that in cases where prescription medications that are controlled substances might be required for students' use, the District's medication policy must be followed through the health office of the schools. Similarly, all over-the-counter medications must be brought to the nurse's office and monitored by the nurse.) If the proposed consequence is the minimum five-day suspension, the student and the student's parent will be given the same notice and opportunity for an informal conference given to all students subject to a short-term suspension. If the proposed consequence exceeds the minimum five-day suspension, the student and the student's parent will be given the same notice and opportunity for a hearing given to all students subject to a longterm suspension. The superintendent has the authority to modify the suspensions on a case-by-case basis. In deciding whether to modify the consequence, the superintendent may consider the same factors considered in modifying a one-year suspension for possessing a weapon. D. Referrals 1. Counseling The Guidance Office shall handle all referrals of students to counseling. 2. Person in Need of Supervision (PINS) Petitions The district may file a PINS petition in Family Court on any student under the age of 18 who demonstrates that they require supervision and treatment by: a. Being habitually truant and not attending school as required by part one of Article 65 of the Education Law. b. Engaging in an ongoing or continual course of conduct which makes the student ungovernable or habitually disobedient and beyond the lawful control of the school. c. Knowingly and unlawfully possesses illegal or controlled substances in violation of the Penal Law. A single violation of the Penal Law will be a sufficient basis for filing a PINS petition. d. Engaging in prostitution in violation of Penal Law §230.00 (engaging or agreeing or offering to engage in sexual conduct with another person in return for a fee). e. Appearing to be a sexually exploited child under Social Services Law §447-a(1)(a), (c), or (d), but the student must consent to filing the PINS petition. f. For students with disabilities, a CSE meeting will be held, and a manifestation determination will be made before filing a PINS petition. For items 'a" and 'b' above, when filing the petition, the District must describe the diversion efforts it has undertaken or services provided to the student, and the grounds for concluding the allegations cannot be resolved without the petition. 3. Juvenile Delinquents and Juvenile Offenders The superintendent is required to refer the following students to the County Attorney for a juvenile delinquency proceeding before the Family Court and to appropriate enforcement authorities. a. Any student under the age of 16 who is found to have brought a weapon to school, or b. Any student at least 13,14 or 15 years old who qualifies for juvenile offender status under the Criminal Procedure Law §1.20 (42). The superintendent is required to refer students age 16 and older or any student 14 or 15 years old who qualifies for juvenile offender status under Criminal Procedure Law §1.20(42) to the appropriate law enforcement authorities. X. Alternative Instruction When a student of any age is removed from class by a teacher or a student of compulsory attendance age is suspended from school pursuant to Education Law §3214, the District will take immediate steps to provide alternative means of instruction for the student. Students with disabilities will receive alternative instruction in accordance with their Individual Education Programs (IEPs). The Board of Education expects students, administrators, teachers, and parents to make every effort to maintain student academic progress in the event of removal or suspension, and support student re-entry to the classroom at the conclusion of the disciplinary action. XI. Discipline of Students with Disabilities The Board recognizes that it may be necessary to suspend, remove or otherwise discipline students with disabilities who violate this code of conduct and/or to temporarily remove a student with disabilities address disruptive or problem behavior that is substantially likely to result in injury to the student or to others. The Board expects that this will be a sparingly used option and staff will employ restorative practices, such as conflict resolution meetings, restitution to those harmed, and group, classroom or community circles, as appropriate, for a particular student. Restorative justice practices will be considered first in dealing with disciplinary issues, as long as the student with disabilities is able to meaningfully participate in the process, and such practices are allowable under their IEP. The Board also recognizes that students with disabilities deemed eligible for special education services under the IDEA and Article 89 of New York State Education Law enjoy certain procedural protections that school authorities must observe when they decide to suspend or remove from school or class. Under certain conditions those protections extend, as well, to students presumed to have a disability for discipline purposes. The Board is committed to ensuring that the procedures followed for suspending, removing or otherwise disciplining students with disabilities are consistent with the procedural safeguards required by applicable laws and regulations. This Code affords students with disabilities and students presumed to have a disability for discipline purposes, who are subject to disciplinary action no greater or lesser rights than those expressly afforded by applicable federal and state law and regulations. A. Authorized Suspensions or Removals of Students with Disabilities 1. For purposes of this section of the Code, the following definitions apply. A "suspension" means a suspension pursuant to Education Law § 3214. A "removal" means a removal for disciplinary reasons from the student's current educational placement other than a suspension, a change in the placement to an interim alternative educational setting (IAES) by a superintendent for behavior involving weapons, illegal drugs, or controlled substance and change in placement to an interim alternative educational setting ordered by an impartial hearing officer because the student poses a risk of harm to themselves or others. "Interim alternative educational setting" (IAES) means a temporary educational placement, other than the student's current placement at the time the behavior precipitating the IAES placement occurred for a period of up to 45 school days recommended by the CSE, that enables the student to continue to progress in the general curriculum, as well as to continue to receive those services and modifications set forth on the student's current IEP, that will enable the student to meet the goals set out in such IEP, and include services and modifications, including, if appropriate, a functional behavior assessment and behavioral intervention plan, to address the behavior which precipitated the IAES placement that are designed to prevent the behavior from recurring. 2. School personnel may order the suspension or removal of a student with a disability from their current educational placement as follows: a. The Board, the superintendent, the district (BOCES) superintendent or a building principal, who are authorized to suspend students under the Education Law, may order the placement of a student with a disability into an IAES, another setting or suspension for a period not to exceed five consecutive school days and not to exceed the amount of time a non-disabled student would be subject to suspension for the same behavior. b. The superintendent may order the placement of a student with a disability into an IAES, another setting or suspension for up to 10 consecutive school days, inclusive of any period in which the student has been suspended or removed under subparagraph (a) above for the same behavior, if the superintendent determines that the student has engaged in behavior that warrants a suspension and the suspension or removal does not exceed the amount of time non-disabled students would be subject to suspension for the same behavior. c. The superintendent may order additional suspensions of not more than 10 consecutive school days in the same school year for separate incidents of misbehavior, as long as the removals do not constitute a disciplinary change of placement. d. The superintendent may order the placement of a student with a disability into an IAES, another setting, or suspension for a period in excess of 10 consecutive school days if the manifestation team determines that the student's behavior was not a manifestation of the student's disability. In such an instance, the superintendent may discipline the student in the same manner and for the same duration as a non-disabled student. e. The superintendent may order the placement of a student with a disability in an IAES to be determined by the committee on special education (CSE), for the same amount of time that a student without a disability would be subject to discipline, but not more than 45 school days, if the student (1) carries or possesses a weapon to school or at school, on school premises, or to or at a school function, (2) the student engages in conduct involving "serious bodily injury" while at school or at a school function, or (3) the student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school or a school function. 1) "Weapon" means the same as "dangerous weapon" under 18 U.S.C. §930(g) (w) which includes "a weapon, device, instrument, material or substance, animate or inanimate, that is used for, or is readily capable of causing death or serious bodily injury, except [for] a pocket-knife with a blade of less than 2 ½ inches in length." While a pocket-knife with a blade of less than 2 ½ inches in length is not a weapon for purposes of Commissioner's Regulation §201.7, the student will, however, be subject to discipline under the Code of Conduct, including suspension from school. 2) "Controlled substance" means a drug or other substance identified in certain provisions of the federal Controlled Substances Act specified in both federal and state law and regulations applicable to this policy. 3) "Illegal drugs" means a controlled substance except for those legally possessed or used under the supervision of a licensed health-care professional or that is legally possessed or used under any other authority under the Controlled Substances Act or any other federal law. 4) "Serious bodily injury" means bodily injury which involves a substantial risk of death; extreme physical pain; protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ or mental faculty. 3. Subject to specified conditions required by both federal and state law and regulations, the Board of Education may initiate a "dangerousness" impartial hearing. An impartial hearing officer may order the placement of a student with a disability in an IAES setting for up to 45 school days at a time, if maintaining the student in their current educational placement is substantially likely to result in injury to the student or others. This authority applies whether or not the student's behavior is a manifestation of the student's disability. B. Change of Placement Rule 1. A disciplinary change in placement means a suspension or removal from a student's current educational placement that is either: a) For more than 10 consecutive school days or b) For a period of 10 consecutive school days or less if the student is subjected to a series of suspensions or removals that constitute a pattern because they cumulate to more than 10 school days in a school year and because of such factors as the length of each suspension or removal, the total amount of time the student is removed and the proximity of the suspensions or removals to one another. 2. School personnel may not suspend or remove a student with disabilities if imposition of the suspension or removal would result in a disciplinary change in placement based on a pattern of suspension or removal. However, the District may impose a suspension or removal, which would otherwise result in a disciplinary change in placement, based on a pattern of suspensions or removals if the CSE has determined that the behavior was not a manifestation of the student's disability, or the student is placed in an IAES for behavior involving weapons, serious bodily injury, illegal drugs or controlled substances. C. Special Rules Regarding Suspension/Removal of Students with Disability 1. The District's CSE shall: a) Conduct functional behavioral assessments to determine why a student engages in a particular behavior and develop or review behavioral intervention plans whenever the District is first suspending or removing a student with a disability for more than 10 school days in a school year or imposing a suspension or removal that constitutes a disciplinary change in placement, including a change in placement to an lAES for misconduct involving weapons, illegal drugs or controlled substances. If subsequently, a student with a disability who has a behavioral intervention plan and who has been suspended or removed from their current educational placement for more than 10 school days in a school year is subjected to a suspension or removal that does not constitute a disciplinary change in placement, the members of the CSE shall review the behavioral intervention plan and its implementation to determine if modifications are necessary. If one or more members of the CSE believe that modifications are needed, the school District shall convene a meeting of the CSE to modify such plan and its implementation, to the extent the CSE determines necessary. b) Conduct a manifestation determination review of the relationship between the student's disability and the behavior subject to disciplinary action whenever a decision is made by the Superintendent of Schools to place a student in an IAES either for misconduct involving weapons, serious bodily injury, illegal drugs or controlled substances or a decision is made by an impartial hearing officer to place a student in an IAES in a dangerous situation, or a decision is made by the Board, Superintendent of Schools or building principal to impose a suspension that constitutes a disciplinary change in placement. 2. The parents of a student who is facing disciplinary action, but who has not been determined to be eligible for services under IDEA and Article 89 at the time of misconduct, shall have the right to invoke applicable procedural safeguards set forth in federal and state law and regulations if, in accordance with federal and state statutory and regulatory criteria, the District is deemed to have had knowledge that their child was a student with a disability before the behavior precipitating disciplinary action occurred. If the District is deemed to have had such knowledge, the student will be considered a student presumed to have a disability for discipline purposes. a) The superintendent, building principal or other school official imposing a suspension or removal shall be responsible for determining whether the student is a student presumed to have a disability. b) A student will not be considered a student presumed to have a disability for discipline purposes if, upon receipt of information supporting a claim that the district had knowledge the student was a student with a disability, the district either: * conducted an individual evaluation and determined that the student is not a student with a disability, or * determined that an evaluation was not necessary and provided notice to the parents of such determination, in the manner required by applicable law and regulations. If there is no basis for knowledge that the student is a student with a disability prior to taking disciplinary measures against the student, the student may be subjected to the same disciplinary measures as any other non-disabled student who engaged in comparable behaviors. However, if a request for an individual evaluation is made while such non-disabled student is subjected to a disciplinary removal, an expedited evaluation shall be conducted and completed in the manner prescribed by applicable federal and state law and regulations. Until the expedited evaluation is completed, the non-disabled student who is not a student presumed to have a disability for discipline purposes shall remain in the educational placement determined by the District which can include suspension. 3. The District shall provide parents with notice of disciplinary removal no later than the date on which a decision is made to change the placement of a student with a disability to an IAES for either misconduct involving weapons, serious bodily injury, illegal drugs or controlled substances or because maintaining the student in their current educational setting is substantially likely to result in injury to the student or others, or a decision is made to impose a suspension or removal that constitutes a disciplinary change in placement. The procedural safeguards notice prescribed by the Commissioner shall accompany the notice of disciplinary removal. 4. The parents of a student with disabilities subject to a suspension of five consecutive school days or less shall be provided with the same opportunity for an informal meeting available to parents of non-disabled students under the Education Law and this Code. 5. Superintendent hearings on disciplinary charges against students with disabilities subject to a suspension of more than five school days shall be bifurcated into a guilt phase and a penalty phase in accordance with the procedures set forth in the Commissioner's regulations incorporated into this Code. 6. The removal of a student with disabilities other than a suspension or placement in an IAES shall be conducted in accordance with the due process procedures applicable to such removals of non- disabled students, except that school personnel may not impose such removal for more than 10 consecutive school days or for a period that would result in a disciplinary change in placement, unless the CSE has determined that the behavior is not a manifestation of the student's disability. 7. During any period of suspension or removal, including placement in an IAES, students with disabilities shall be provided services as required by the Commissioner's regulations incorporated into this Code. D. §504/ADA Disability For a student solely with a disability under §504 of the Rehabilitation Act of 1973 ("§504")/Title II of the Americans with Disabilities Act (hereinafter referred to as the "ADA"), the §504 multi- disciplinary committee must make a determination whether the conduct underlying the charges was a manifestation of the student's disability. * If a nexus is found between the disability and the conduct, no additional discipline shall be imposed, and the record of discipline imposed to date shall be expunged. * If no nexus is found, yet a disability is indicated, or has been identified, discipline may be imposed upon remand to the §3214 hearing officer. A change in placements i.e., a suspension, removal, or transfer in excess of ten (10) school days, must be preceded by notice and an evaluation conducted by the §504 team. * Students with a recognized §504/ADA disability who are known to be currently engaged in the illegal use of drugs or alcohol or who are found to be using or in possession of alcohol or drugs may be disciplined, regardless of their disability status, in the same manner and to the same extent as non-disabled students. E. Expedited Due Process Hearings 1. An expedited due process hearing shall be conducted in the manner specified by the Commissioner's regulations incorporated into this Code, if: a. The District requests such a hearing to obtain an order of an impartial hearing officer placing a student with a disability in an IAES where school personnel maintain that it is dangerous for the student to be in their current educational placement, or during the pendency of due process hearings where school personnel maintain that it is dangerous for the student to be in their current educational placement during such proceedings. b. The parent requests such a hearing from a determination that the student's behavior was not a manifestation of the student's disability, or relating to any decision regarding placement, including but not limited to any decision to place the student in an IAES. 1. During the pendency of an expedited due process hearing or appeal regarding the placement of a student in an IAES for behavior involving weapons, illegal drugs or controlled substances, or on grounds of dangerousness, or regarding a determination that the behavior is not a manifestation of the student's disability for a student who has been placed in an IAES, the student shall remain in the IAES pending the decision of the impartial hearing officer or until expiration of the IAES placement, whichever occurs first, unless the parents and the District agree otherwise. 2. If school personnel propose to change the student's placement after expiration of an IAES placement, during the pendency of any proceeding to challenge the proposed change in placement, the student shall remain in the placement prior to removal to the IAES, except where the student is again placed in an IAES, by a hearing officer in an expedited due process hearing where the District maintains that it is dangerous for the student to remain in their current educational placement. 3. An expedited due process hearing shall be completed within 15 business days of receipt of the request for a hearing. Although the impartial hearing officer may grant specific extensions of such time period, they must mail a written decision to the District and the parents within five business days after the last hearing date, and in no event later than 45 calendar days after receipt of the request for a hearing, without exceptions or extensions. F. Referral to Law Enforcement and Judicial Authorities In accordance with the provisions of IDEA and its implementing regulations: 1. Consistent with its authority under applicable law and regulations, the District may report a crime committed by a child with a disability to appropriate authorities, and such action will not constitute a change of the student's placement. 2. The superintendent shall ensure that copies of the special education and disciplinary records of a student with disabilities are reported in accordance with the Family Educational Rights and Privacy Act (FERPA) and transmitted for consideration to the appropriate authorities to whom a crime is reported. XII. The Dignity Act The District is committed to providing an educational environment that promotes respect, dignity and equality in accordance with The Dignity Act, and creates and maintains high behavioral standards and expectations. All students have the right and responsibility to attend and participate in school regularly, be respectful and considerate of others and follow the Code of Conduct in school buildings, on school grounds, on school buses, field trips, and at all other school functions and events. Students are expected to treat others as they would like to be treated. All students have the right to feel safe at school, to grow and learn without worry or fear of physical or emotional harm. To that end, the administrators, faculty, staff and students will participate in activities designed to support a school climate of caring and respect, and to proactively prevent discrimination, harassment, and bullying, including cyberbullying. These developmentally appropriate activities are designed to foster an acceptance and understanding of differences, provide alternative behaviors and responses, and build the capacity to prevent and reduce bullying. All students have the responsibility to treat each other with caring and respect. No student shall be treated differently or unfairly because of actual and/or perceived differences. This includes saying hurtful words and/or doing hurtful things either in person, on a computer or other electronic device, or in any other way. Students who feel uncomfortable and/or unsafe because of the words or actions of others should immediately speak with a teacher, administrator, coach, or other adult. The School District, in accordance with The Dignity Act, specifically prohibits discrimination, harassment, bullying, taunting, hurtful teasing, and cyberbullying that negatively impact the ability of a student to focus on schoolwork and participate in school activities. Definitions: Bullying: A form of harassment (see below). Cyberbullying: Harassment through any form of electronic communication. Discrimination: The act of denying rights, benefits, justice, equitable treatment or access to facilities available to others, to an individual or group of people because of the group, class or category to which that person belongs. Harassment: Creating a hostile environment by conduct or by threats, intimidation or abuse, whether verbal or non-verbal, including cyberbullying, that (a) has or would have the effect of unreasonably and substantially interfering with a student's educational performance, opportunities or benefits, or mental, emotional or physical well-being; (b) reasonably causes or would reasonably be expected to cause a student to fear for their physical safety; (c) reasonably causes or would reasonably be expected to cause physical injury or emotional harm to a student; or (d) occurs off school property and creates or would foreseeably create a risk of substantial disruption within the school environment, where it is foreseeable that the conduct, threats, intimidation or abuse might reach school property. The harassing behavior may be based on any characteristic, including but not limited to a person's actual or perceived: race (including traits historically associated with race, such as hair texture and protective hairstyles, including but not limited to braids, locks, and twists), color, weight, national origin, ethnic group, religion, religious practice, disability, sex, sexual orientation, or gender (including gender identity, gender expression and transgender status). XIII. Physical Restraint Corporal punishment is any act of physical force upon a student for the purpose of punishing that student. Corporal punishment of any student by any district employee is strictly forbidden. However, in situations where alternative procedures and methods that do not involve the use of physical force cannot reasonably be used, reasonable physical force may be used to: 1. Protect oneself, another student, teacher or any person from physical injury. 2. Protect the property of the school or others. 3. Restrain or remove a student whose behavior interferes with the orderly exercise and performance of school district functions, powers and duties, if that student has refused to refrain from further disruptive acts. The district will file all complaints about the use of corporal punishment with the Commissioner of Education in accordance with Commissioner's regulations. XIV. Student Searches and Interrogations The Board is committed to ensuring an atmosphere on school property and at school functions that is safe and orderly. To achieve this kind of environment, any school official authorized to impose a disciplinary consequence on a student may question a student about an alleged violation of law or the District Code. Students are not entitled to any sort of "Miranda"-type warning before being questioned by school officials, nor are school officials required to contact a student's parent before questioning the student. However, school officials will tell all students why they are being questioned. In addition, the Board authorizes the superintendent, building principals, the assistant principals, the school nurse and district security officials to conduct searches of students and their belongings if the authorized school official has reasonable suspicion to believe that the search will result in evidence that the student violated the law or the District Code. Whenever practicable, a second authorized person should be present at any search. An authorized school official may conduct a search of a student's belongings that is minimally intrusive, such as touching the outside of a book bag, without reasonable suspicion, so long as the school official has a legitimate reason for the very limited search. An authorized school official may search a student or the student's belongings based upon information received from a reliable informant. Individuals, other than District employees, will be considered reliable informants if they have previously supplied information that was accurate and verified, or they make an admission against their own interest, or they provide the same information that is received independently from other sources, or they appear to be credible and the information they are communicating relates to an immediate threat to safety. Certificated professional employees will be presumed to be reliable informants. Before searching a student or the student's belongings, the authorized school official should encourage the student to voluntarily admit that they possess physical evidence that they violated the law or the District Code, or urge the student to voluntarily consent to the search. Searches will be limited to the extent necessary to locate the evidence sought. Whenever practicable, searches will be conducted in the privacy of administrative offices and students will be present when their possessions are being searched. A. Student Lockers, Desks and other School Storage Places The rules in this Code regarding searches of students and their belongings do not apply to student lockers, desks and other school storage places, including computers. Students have no reasonable expectation of privacy with respect to these places and school officials retain complete control over them. This means that student lockers, desks and other school storage places, including computers, may be subject to search at any time by school officials, without prior notice to students and without their consent. B. Personal Electronic Devices Teachers and administrators are authorized to confiscate student personal electronic devices that are being used in violation of this code of conduct. Teachers and administrators are permitted to look at the screen of the device and can request the student's cooperation to search the device further. Without a student's permission, teachers and administrators should not undertake a more extensive search until conferring with the Superintendent or school attorney. C. Documentation of Searches The authorized school official conducting the search is responsible for promptly recording the following information about each search: 1. Name, age and grade of student searched. 2. Reasons for the search. 3. Name of any informant(s). 4. Purpose of search (that is, what item(s) were being sought). 5. Type and scope of search. 6. Person conducting search and their title and position. 7. Witnesses, if any, to the search. 8. Time and location of search. 9. Results of search (that is, what items(s) were found). 10. Disposition of items found. 11. Time, manner and results of parental notification. The building principal or the principal's designee shall be responsible for the custody, control and disposition of any illegal or dangerous item taken from a student. The principal or designee shall clearly label each item taken from the student and retain control of the item(s), until the item(s) is turned over to the police. The principal or designee shall be responsible for personally delivering dangerous or illegal item(s) to police authorities. D. Police Involvement in Searches and Interrogations of Students District officials are committed to cooperating with police officials and other law enforcement authorities to maintain a safe school environment. Police officials, however, have limited authority to interview or search students in schools or at school functions, or to use school facilities in connection with police work. Police officials may enter school property or a school function to question or search a student or to conduct a formal investigation involving students only if they have: 1. A search or an arrest warrant; or 2. Probable cause to believe a crime has been committed on school property or at a school function. Before police officials are permitted to question or search any student, the building principal or designee must first try to notify the student's parent to give the parent the opportunity to be present during the police questioning or search. If the student's parent cannot be contacted prior to the police questioning or search or the parent does not consent, the questioning or search shall not be conducted. The principal or designee will also be present during any police questioning or search of a student on school property or at a school function. Students who are questioned by police officials on school property or at a school function will be afforded the same rights they have outside the school by police officials. This means: 1. They must be informed of their legal rights. 2. They may remain silent if they so desire. 3. They may request the presence of an attorney. E. Child Protective Services Investigations Consistent with the District's commitment to keep students safe from harm and the obligation of school officials to report to child protective services (CPS) when they have reasonable cause to suspect that a student has been abused or maltreated or educationally neglected, the District will cooperate with local child protective services workers who wish to conduct interviews of students on school property relating to allegations of suspected child abuse, maltreatment, and/or neglect, or custody investigations. All requests by child protective services to interview a student on school property shall be made directly to the building principal or their designee. The principal or designee shall set the time and place of the interview. The principal or designee shall require professional identification from the CPS worker and also request the CPS worker to identify the specific child or children they are seeking to interview. The principal or designee shall decide if it is necessary and appropriate for a school official to be present during the interview, depending on the age of the student being interviewed and the nature of the allegations. If the nature of the allegations is such that it may be necessary for the student to remove any of their clothing in order for the CPS worker to verify the allegations, the school nurse or other district medical personnel must be present during that portion of the interview. No student may be required to remove their clothing in front of a CPS worker or school district official of the opposite sex. The CPS worker must provide official identification. A CPS worker may not remove a student from school property without a court order, unless the worker reasonably believes that the student would be subject to danger of abuse if they were not removed from school before a court order can reasonably be obtained. If the worker believes the student would be subject to danger of abuse, the worker may remove the student without a court order and without the parent's consent. XV. Visitors to the Schools Since schools are a place of work and learning, and to ensure safety and security in the schools, limits must be set for visits to the campuses. The building principal or their designee is responsible for all persons in the building and on the grounds. For these reasons, the following rules apply to visitors to the schools: 1. Anyone who is not a regular staff member or student of the school will be considered a visitor. 2. All visitors to the school must enter through the designated single point of entry and report to the office of the principal upon arrival at the school. 3. There they will be required to present photo identification, sign the visitor's register and will be issued a visitor's identification badge, which must be worn at all times while in school or on school grounds. The visitor must return the identification badge to the principal's office before leaving the building. 4. After school hours, visitors attending school functions that are open to the public, such as parent teacher organization meetings or public gatherings, are not required to register. 5. Parents or citizens who wish to observe a classroom or school activity while school is in session are required to arrange such visits in advance with the classroom teacher(s), so that class disruption is kept to a minimum. 6. Teachers are expected not to take class time to discuss individual matters with visitors. 7. Any unauthorized person on school property will be reported to the principal or designee. Unauthorized persons will be asked to leave. The police may be called if the situation warrants. 8. All visitors are expected to abide by the rules for public conduct on school property contained in this Code. XVI. Public Conduct on School Property The District is committed to providing an orderly, respectful environment that is conducive to learning. To create and maintain this kind of an environment, it is necessary to regulate public conduct on school property and at school functions. For purposes of this section of the Code, "public" shall mean all persons when on school property or attending a school function including students, teachers, and District personnel. The expectations for public conduct on school property and at school functions contained in this Code are not intended to limit freedom of speech or peaceful assembly. The District recognizes that free inquiry and free expression are important to the objectives of the District. The purpose of this Code is to maintain public order and prevent abuse of the rights of others. All persons on school property or attending a school function shall conduct themselves in a respectful and orderly manner. In addition, all persons on school property or attending a school function are expected to be properly attired for the purpose they are on school property. A. Prohibited Conduct No person, either alone or with others, shall while on school property or attending a school function: 1. Intentionally injure any person or threaten to do so, or endanger the safety of themselves or others. 2. Intentionally damage or destroy school district property or the personal property of a teacher, administrator, other district employee, student or any person lawfully on school property, including graffiti or arson, or remove or use such property without authorization. 3. Disrupt the orderly conduct of classes, school programs or other school activities. 4. Distribute or wear materials that are vulgar, obscene, and libelous or denigrate others on account of race (including traits historically associated with race, such as hair texture and protective hairstyles), color, religion, religious practice, creed, national origin, ethnic group, weight, age, sex, gender (including gender identity, gender expression, and transgender status), sexual orientation, or disability, or that promote, endorse or encourage illegal or violent activities, or are disruptive to the school program. 5. Intimidate, harass, or discriminate against any person on the basis of actual or perceived race (including traits historically associated with race, such as hair texture and protective hairstyles), color, creed, religion, religious practice, national origin, ethnic group, weight, sex, gender (including gender identity, gender expression, and transgender status), sexual orientation, or disability. 6. Enter any portion of the school premises without authorization or remain in any building or facility after it is normally closed. 7. Refuse to leave any building or facility after being directed to do so by an administrator, member of the faculty, employee, or Board member. 8. Obstruct the free movement of any person in any place to which this Code applies. 9. Violate the traffic laws, parking regulations or other restrictions on vehicles (e.g., drive recklessly, speed, fail to follow traffic directions, park in unauthorized areas); 10. Possess, consume, sell, offer, manufacture, distribute, or exchange alcoholic beverages, illegal or controlled substances, including synthetic drugs whether specifically illegal or not, or be under the influence of any of such items on school property or at a school function. 11. Smoke cigarettes, electronic cigarettes/vapes, cigars, or pipes on school property or within 100 feet of any entrance, exit or property of an elementary or secondary school building or at school functions, or use tobacco, chewing or smokeless tobacco, or any other tobaccorelated products on school property or at school functions. 12. Smoke, vape and/or ingest cannabis or concentrated cannabis (including cannabis products) or smoking cannabinoid hemp (except for lawful medical cannabis use in compliance with state law and regulation). 13. Possess or use weapons in or on school property or at a school function, except in the case of law enforcement officers or except as specifically authorized by the superintendent or their designee. 14. Loiter on or about school property. 15. Spit or engage in other unhygienic behavior on school property or at school functions. 16. Gamble, including on-line gambling, on school property or at school functions. 17. Refuse to comply with any reasonable order of identifiable District officials performing their duties. 18. Willfully incite others to commit any of the acts prohibited by this Code. 19. Violate any federal or state statute, local ordinance, or Board policy while on school property or while at a school function. B. Consequences Persons who violate this Code will be subject to the following penalties: 1. Visitors. Their authorization, if any, to remain on school grounds or at the school function will be withdrawn and they will be directed to leave the premises. If they refuse to leave, they will be subject to ejection. 2. Students. They will be subject to disciplinary action as the facts may warrant, in accordance with the due process requirements and provisions of this Code. 3. Tenured faculty members. They will be subject to disciplinary action as the facts may warrant in accordance with Education Law §3020-a or any other legal rights that they may have. 4. Staff members in the classified service of the civil service entitled to the protection of Civil Service Law §75. They will be subject to immediate ejection and to disciplinary action as the facts may warrant in accordance with Civil Service Law §75 or any other legal rights that they may have. Staff members other than those described in subdivisions 3 and 4 will be subject to warning, reprimand, suspension or dismissal as the facts may warrant in accordance with any legal rights they may have. C. Enforcement The building principal or their designee shall be responsible for enforcing the provisions of this Code. When the building principal or their designee sees an individual engaged in prohibited conduct, which in their judgment does not pose any immediate threat of injury to persons or property, the principal or their designee will tell the individual that the conduct is prohibited and attempt to persuade the individual to stop. The principal or their designee will also warn the individual of the consequences of failure to stop. If the person refuses to stop engaging in the prohibited conduct, or if the person's conduct poses an immediate threat of injury to persons or property, the principal or their designee will have the individual removed immediately from school property or the school function. If necessary, local law enforcement authorities will be contacted to assist in removing the person. The District will initiate disciplinary action against any student or staff member, as appropriate, according to the "Consequences" section above. In addition, the District reserves its right to pursue a civil or criminal legal action against any person violating the code. XVII. Dissemination and Review A. Dissemination of Code of Conduct The District will work to ensure that the community is aware of this Code of Conduct by: 1. Providing copies of the Code to all students at a general assembly or class meeting (as appropriate at each grade level) held at the beginning of each school year. 2. Providing access to the Code to all parents, students, faculty, staff and the community through the District website. 3. Mailing a summary of the Code written in plain language to all parents of district students before the beginning of the school year and making this summary available later upon request. 4. Providing all current teachers and other staff members with electronic access to the Code and any amendments to the Code as soon as practicable after adoption. 5. Providing all new employees with electronic access to the current Code when they are first hired. 6. Providing a printed copy of the Code of Conduct to parents, students, faculty and staff, and community members upon request. The District will sponsor an in-service education program for all District staff members to ensure the effective implementation of the Code. The superintendent may solicit the recommendations of the District staff, particularly teachers and administrators, regarding in-service programs pertaining to the management and discipline of students. The Code of Conduct is available on the school web site at www.briarcliffschools.org. The District will review this Code every year and update it as necessary. In conducting the review, the Board will consider how effective the Code's provisions have been and whether the code has been applied fairly and consistently. The Board may appoint an advisory committee to assist in reviewing the Code. The committee will be made up of representatives of student, teacher, administrator, and parent organizations, school safety personnel and other school personnel. Before adopting any revisions to the Code, the Board will hold at least one public hearing at which school personnel, parents, students and any other interested party may participate. 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WA L K I N G N OT E S Lake St Clair DAY WALKS A walk to Shadow Lake, Little Hugel or Mt Rufus takes in beautiful alpine landscapes and glacial lakes. Cynthia Bay to Mt Rufus Mt Rufus has significance for Aboriginal people because a type of rock (cherty hornfels) used for hand tools, is found here. It continues to be an important area for today's Tasmanian Aboriginal community. 5 hours (15 km) return, 680 m climb. Steep in places, suitable for families with older children. Note: There are no shelter huts on any of the walks. Record your walk details in the log book at the visitor centre and sign out when you have finished your walk. This walk is the most direct way to approach Mt Rufus from Cynthia Bay. Start at the visitor centre and follow the Watersmeet Nature Walk through the peppermint gum forest (Eucalyptus amygdalina) until you come to the Mt Rufus summit track junction. From here it is about 7½ km to the summit. As the altitude increases vegetation changes from eucalypt forest to patches of cool-temperate rainforest in the gullies. As you climb higher, the vegetation changes again to subalpine forest, dominated by snow gums (Eucalyptus coccifera) and stunted rainforest. Alpine plant communities dominate nearer the summit. During late spring and early summer they provide a colourful display of fragrant flowers. In clear weather the summit (1,416 m) gives views of Frenchmans Cap and Mt Gell to the west, and the King William Range to the south. Return to Cynthia Bay is via the same route. Depar tment of Primary Industries, Parks, Water and Environment Mt Rufus Circuit (Cynthia Bay – Mt Rufus – Shadow Lake – Cynthia Bay) 7 hours (18.5 km) return, 680 m climb. Steep in places, suitable for families with older children. This circuit includes the Mt Rufus summit as well as alpine lakes, wind sculptured sandstone formations, extensive views across to the headwaters of the Franklin River, and the opportunity to walk through alpine meadows and sub-alpine pandani communities. From the summit of Mt Rufus descend the ridge line north towards Mt Hugel. Below the summit is an area of wind and rain sculptured sandstone. These rocks are almost 300 million years old and once formed a continuous layer across most of Tasmania. About 165 million years ago magma intruded up through the sandstone to form dolerite, which covered the sandstone layer. Both layers have been eroded over time by wind, rain, snow and glacial action. Below the saddle between Mt Rufus and Mt Hugel the track winds through Richea Valley, named for the pandani and scoparia plants that grow here. These plants belong to the Richea genus. The beautiful colours of the summer-flowering scoparia include reds, pinks, yellows and whites. Descend through rainforest, buttongrass moorlands and snow gum forest to Shadow Lake. From here follow the track back to Cynthia Bay. Cynthia Bay to Shadow and Forgotten Lakes 3-4 hours (13 km) return, 220 m climb. Moderate grade. Suitable for younger children with bushwalking experience. Follow the Watersmeet Nature Walk to Watersmeet where the Cuvier and Hugel Rivers meet. Turn left and follow the signposted track to Shadow Lake. The track winds through rainforest and across a bridge over the Hugel River. As you leave the valley you enter a forest dominated by gumtopped stringybarks (Eucalyptus delegatensis). A fire here many years ago disturbed the understorey vegetation. Rainforest species, including myrtles, are slowly establishing themselves here. During November and December the native waratah can be seen with its bright red, nectar-laden flowers. Near Shadow Lake the vegetation changes to sub-alpine forest. Snow gums, buttongrass and sedges flourish and pencil pines fringe the lake edge. The lake contains introduced brown and rainbow trout. These can be fished if you have a licence. Picnic spots can be found around the lake edge but please remember that campfires are not permitted. Forgotten Lake is approximately 20 minutes from Shadow Lake mostly walking along www.parks.tas.gov.au raised boardwalks. You may notice large, round cushion plants between the two lakes. They are made up of hundreds or thousands of separate tiny plants. Even though they look hardy they are very fragile, so please avoid walking on them. Cynthia Bay to Shadow Lake and Little Hugel 6 hours (18 km) return, 440 m climb. Grade - Difficult. Muddy track, boots and gaiters recommended. (Involves boulder scrambling) Follow the directions to Shadow Lake above. At Shadow Lake take the Hugel Track past Forgotten Lake. From the lake the track is sometimes wet and muddy. The track turns uphill through a forest of pandani, myrtle, deciduous beech and snow gums. The last section of the track is steep, up across a cairned route on boulders and scree to the summit. From the summit (1,274 m) there is a panoramic view of Lake St Clair and several mountain peaks, including Olympus, Byron and Hugel. Shadow Lake Circuit 4-5 hrs (15km) return, 330m climb. Moderate grade. Suitable younger children with bushwalking experience. This track can be walked in either direction. Clockwise, the route will be steeper uphill, gentler downhill. Clockwise, follow the Watersmeet Nature Walk and turn left at the Mt Rufus track junction. The vegetation near Shadow Lake is subalpine with snow gums, buttongrass and flourishing sedges. Pencil pines fringe the lake edges. Camping is available along the eastern shoreline and on the beach on the eastern shore of Shadow Lake. Remember that campfires are not permitted.From the lake follow the track across a plateau past a small pond and then head downhill through the forest to return to Cynthia Bay. What you need to take Weather conditions can change quickly. Snow, hail, and strong winds can occur at any time. Warm and waterproof clothing should always be carried including gloves and hat. Sturdy walking boots are best but walking shoes will suffice in dry weather conditions on the Shadow Lake Mt Hugel and Mt Rufus tracks. Mt Rufus February 2015 © State of Tasmania	<urn:uuid:02d10421-2bea-4e6b-9b4e-36226ccfab69>	CC-MAIN-2017-26	http://www.parks.tas.gov.au/file.aspx?id=19307	2017-06-24T07:13:00Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00073.warc.gz	636,978,904	1,389	eng_Latn	eng_Latn	0.9971	eng_Latn	0.997025	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1592, 6087 ]	[ 3.296875 ]	2	5
What do I do with the items that I can't place in my recycle cart? - Needles: Place needles in a plastic container and secure the lid with heavy duty tape. Then place container in garbage for pick-up. - Plastic bags: return to stores such as a grocery store or place in your garbage cart. - Hazardous Waste: Alamance County Landfill (376-8902) (see below) - Fluorescent/lamp Bulbs: Bulbs must be taken to the Household Hazardous Waste Events held by the Alamance County Landfill twice a year. CFL (curly) bulbs must be returned to home improvement stores. Older-type traditional bulbs may be placed in the regular garbage. - E-Waste: the City hosts quarterly dropoff events for e-waste disposal. Visit www.BurlingtonNC.gov/ewaste for scheduled dates. - Paint & Pesticides: Collection events are hosted by Alamance County Landfill (376-8902. Household Hazardous Waste, Electronic Waste (E-Waste) & the Plastic Bottle Ban Household Hazardous Waste: The Alamance County Landfill does not accept household hazardous waste (HHW); however, they do hold periodic HHW collection events. HHW includes items such as antifreeze, brake fluid, car batteries, cleaners, gasoline, liquid paints, poisons, pesticides, solvents, transmission fluid, weed killer, and etc. These items are prohibited from your weekly garbage or recycling collection. Call (336) 376-8902 for additional information. Electronic Waste (E-Waste): The State Discarded Computer Equipment and Television Management Law, otherwise known as the E-Waste Ban took effect July 1, 2011. This ban regulates the disposal of electronic equipment. This ban will no longer allow landfill disposal of electronics and computers. E-waste includes: computers, monitors, printers, cell phones, TVs, etc. Working computer components may also be taken to Goodwill Stores for FREE and some office supply stores (fee may apply). TV's (If less than 32") can be taken to Best Buy stores. Please refer to www.BurlingtonNC.gov/ewaste for additional electronic recycling resources. Plastic Bottle Ban: Effective Oct. 1, 2009 North Carolina has banned all rigid plastic containers from landfills. This includes any bottles with a neck smaller than the container itself. How should I care for my cart? When needed, you should clean your cart by washing it with mild soap and water. Doing this regularly should reduce odor and insect issues. Recycling Guide The City of Burlington contracts with Waste Industries for the bi-weekly collection of recyclables. If you have any questions or comments about your recycling services, you may call Waste Industries at 336-229-0525 or visit us at www.BurlingtonNC.gov/recycle. The recycling, garbage, leaf collection and holiday schedules are advertised through media announcements and on the City's website. Using Recycling Carts The City provides one 95-gallon recycling cart to residents. Additional carts, if necessary, may be requested for a fee of $2.29 per month. These carts are property of the City and must remain with the house to which they have been assigned. If you move, leave the cart behind. To request a recycling cart or to report a stolen cart, call the City of Burlington Sanitation Division at (336) 222-5111. Place your green recycling cart at the curb by 7:00am and remove the cart from the curb by 7:00pm. Carts need to have 5 feet of clearance from all obstructions (garage cart, mail box, shrubs, etc.) and not blocked by vehicles. The cart handle and wheels should face your house. All recyclables must be placed inside the cart; any loose materials that are placed outside of your container will not be picked up. What can be recycled? Refer to the educational information on the lid of the cart for what is acceptable to place in the cart and what should not be placed in the cart. Do not mix garbage with recyclables in the cart. If garbage is found in the recycling cat, the cart will be tagged and recorded for violating the City's Solid Waste Ordinance. Continued violations will result in the material not being collected and/or fines being issued. The City accepts the following materials for recycling: Paper: All newspapers, office paper, cereal/food boxes, phone books, magazines, junk mail, etc. Cardboard: Any corrugated boxes (completely flattened to fit in the recycling cart) Plastics: Emptied and rinsed PETE and HDPE #1#7 plastics, including drink bottles, detergent bottles, milk jugs, yogurt cup and food tubs. Aluminum and Metal Cans: Emptied and rinsed aluminum and tin cans with tops removed. Glass Bottles and Jars: Emptied and rinsed bottles of any color. Items prohibited from recycling carts. Placing prohibited items in your trash or recycling cart may result in fines. The following items are prohibited from being placed in your recycling cart…. - Needles or medical waste - Plastic bags - Bubble wrap - Styrofoam - Household hazardous waste - Electronics/ E-Waste - Toys, or clothing - Light bulbs - Window glass - Scrap metal, pots/pans - Paints - Garbage - Construction material - Yard waste -When bagging recyclables, use only paper bags.- Questions About Recycling? Contact Waste Industries Recycling at 336-229-0525. \\	<urn:uuid:f1f12731-82f7-4a72-a287-ab7762029003>	CC-MAIN-2017-26	http://nc-burlington2.civicplus.com/DocumentCenter/View/4714	2017-06-24T07:08:21Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00074.warc.gz	275,209,707	1,153	eng_Latn	eng_Latn	0.994388	eng_Latn	0.995476	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2399, 5193 ]	[ 2.34375 ]	2	4
KATHERINE BUTLER JONES REFLECTS ON HER FAMILY'S HISTORY…THEN AND NOW. "Deeper Roots" means deeper knowledge. Wanting to know more. It means that you go out and learn about the people who were in your family, about previous generations, and making that historic trip back to your place of origin. I had no idea how deep this was going to go. I'm at an age in life when one starts looking back and thinking about the people who made you what you are. In your adult life, you're too busy doing things. No time to reflect. In our family, nothing was talked about. For many African American families the experiences were such negative ones that they wanted to forget what happened to them in times of slavery, so those stories weren't really handed down. Reading Alex Haley's book was a great inspiration toward writing my own autobiography. In fact, in our house, Hubie and I always celebrated Black History Month, with our children giving presentations and adult judges invited to comment on them. They'd write stories about figures like Harriet Tubman, or they'd read poetry, anything at all that was related to African American history, and now as adults those are the things that they remember. I did most of the research before there was an Internet. The only thing I'd heard is that my father's father had been an escaped slave from Richmond, Virginia. And I'd discovered some Revolutionary War-era farm records from where my people had been for generations. So I went down there. I remember one family that I had visited unannounced. I knocked on the door, and the woman says come right in. She had just come in from bagging a deer. I shared some of the records that I had found, and we realized that our families lived right next to each other many years ago. This kind of research is much more exciting when you're doing it with other people than sitting in a library or staring at a computer screen. My mother was very much hung up on Britain and the class system. She came from Jamaica, but with not a trace of a West Indies accent. She had a British accent, drank tea, had her pinky up, wore fur coats. When we interviewed at the Ethical Culture School, she told them she had gone to Oxford. I believed her and for years that's what I had thought and that's what I told people. Of course, it wasn't true. My mother was getting considerably older – she passed just before her 99th birthday – and came to live with us in Newton, vacating the New York apartment I grew up in. Going through my father's papers and photographs, I came across many artifacts that reveal so much of my ancestry. Among them was my great grandparents' marriage certificate. They were married in Troy, New York, by Bishop Henry Highland Garnet, an escaped slave and fiery abolitionist. They went on to establish the Liberty Street Presbyterian Church, so that the African American congregants would no longer be relegated to the back pews and the balcony. As I grew up, I had reservations about the colonial system in Jamaica that exploited people and left them in very bad condition. That was something I had to confront, I never heard about the people who retreated to the hills to fight off the colonizers. Nor, anything of depth regarding Africa, so that was a part of my story that was missing. As long as we are breathing on this earth, we have a contribution to make. To make a connection between people from different walks of life, from different parts of the world. It's very important in our lives. My children have all been working around important issues of education and change. One of my daughters went down to Ghana, and stayed with a family there, and that family has become very close to us. They've come here for weddings, and we've gone there for visits because I want to know the culture, I want to understand the political system, Life is all about people working together, living together, and trying to effect change. That's what my life has been about and I continue to try to do that. What's my motto? God grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference.	<urn:uuid:bd9ed72c-8645-43f9-9071-9343059be4f5>	CC-MAIN-2017-26	http://katherinebutlerjones.com/content/deeper_roots_interview.pdf	2017-06-24T06:51:32Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00076.warc.gz	217,281,630	876	eng_Latn	eng_Latn	0.999177	eng_Latn	0.999177	[ "eng_Latn" ]	false	docling	[ 4153 ]	[ 2.296875 ]	1	2
PROGRAM CONCENTRATION: Marketing Sales & Service CAREER PATHWAY: Optional Course for All Marketing Pathways COURSE TITLE: International Business & Marketing International business and marketing will focus on raising awareness of the interrelatedness of one country's political policies and economic practices to another; learning to improve international business relations through appropriate communication strategies; understanding the global business environment and the interconnectedness of cultural, political, legal, economic, and ethical systems; identifying forms of business ownership and international business opportunities; exploring basic concepts underlying international finance, management, and trade relations; and developing an understanding of marketing functions in an international setting. In order to increase the number of application experiences, students should participate in work-based learning activities and the student organization, DECA, An Association of Marketing Students. It is also highly advantageous for students to participate in a school-based enterprise. FUNDAMENTALS OF INTERNATIONAL BUSINESS AND MARKETING Students will understand the fundamental concepts of international business and marketing and the various factors that influence the international business environment. MKT-IBM-1. Students will develop an understanding of the fundamental concepts of international business and marketing. a. Explain the difference between a domestic and international company. b. Report on historical developments illustrating the past experience of the United States' role in international trade and in the international landscape for business. c. Identify international trade partners and point out the trading patterns of companies based on region, state, and country. d. Demonstrate an understanding of the relationship between international events and the daily conduct of business. e. Determine the impact of geography on international business to include areas such as climate, time zones, distance, topography, and social, economic, and natural resources. f. Explain the role of international business at local, regional, and national levels citing examples at each level and how each level affects the world economy. Fall 2008 g. Analyze the potential impact (on a community, region, state, and country in which it is located) of a domestic company involving itself in international trade opportunities. Academic Standards: SSEIN1. The student will explain why individuals, businesses, and governments trade goods and services. SSWG1. The student will explain the physical aspects of geography. SSWH21. The student will analyze globalization in the contemporary world. MKT-IBM-2. Students will analyze various factors and influences affecting the international business environment. a. Identify international cultural differences in food, dress, language, gift-giving, social behaviors, and major holidays of various cultures and discuss how they are celebrated as well as their impact on the business community. b. Analyze the components of the Foreign Corrupt Practices Act and its impact on a company's activities. c. Identify and differentiate between types of governments and political environments and determine the impact of the government on international business through the use of barriers, tariffs, quotas, and taxation policies. d. Recognize legal differences that exist between and among countries in areas such as consumer protection, product guidelines, labor laws, contract formulation, liability, and taxation. e. Describe the decision-making process, opportunity costs, and scarcity as they relate to international business situations. f. Define terms such as GDP (GNP), balance of trade, foreign debt, and cost of living. g. Analyze the availability of resources (natural, human, and capital) in a country and the economic potential of the country to improve its quality of life by engaging in international trade. h. Identify the economic systems used to decide what to produce, how it is produced, and for whom it is produced in a country. Academic Standards: SSWG2. The student will explain the cultural aspects of geography. SSEF4. The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce. Fall 2008 SSWH20. The student will examine change and continuity in the world since the 1960's. SSWH21. The student will analyze globalization in the contemporary world. TECHNOLOGY AND ETHICS AFFECTING INTERNATIONAL BUSINESS AND MARKETING Students will examine the information technology/communication strategies and ethical issues associated with international business and marketing. MKT-IBM-3. Students will apply appropriate informational technology and communication strategies for international business and marketing situations. a. Determine how to communicate internationally using electronic communications (i.e., telephone, fax, telex) and channels (i.e., Internet, email). b. Evaluate electronic communications and channels as appropriate for given international business and marketing situations. c. Apply communication strategies (oral, written, and non-verbal) necessary and appropriate for effective and profitable international business and marketing relations. d. Analyze complications involved in communication strategies (oral, written, and non-verbal) in an international business and marketing environment. Academic Standards: ELA11W3. The student will use research and technology to support writing. ELA11W1. The student will produce writing that establishes an appropriate organizational structure, sets a context and engages a reader, maintains a coherent focus throughout and signals a satisfying closure. MKT-IBM-4. Students will analyze the importance of ethical business operations in an international business environment. a. Identify the levels of regulation applied to intellectual properties (e.g., copyrights, trademarks, and patents) in different countries. b. Discuss the Marketing Code of Ethics and the application of the Marketing Code of Ethics in international business. c. Discuss the importance of maintaining integrity in dealing with others. d. Demonstrate awareness of social responsibilities. e. Define terms such as ethics, social responsibility, and bribe. Fall 2008 f. List business actions that may positively or negatively impact the environment and consumer well-being of a society. g. Identify groups to whom international companies are responsible. h. Analyze the components of the Foreign Corrupt Practices Act and its impact on a company's activities. i. Analyze the effect of an international business organization's actions on a host country, the company's home country, owners, employees, consumers, and society. Academic Standards: SSWG2. The student will explain the cultural aspects of geography. SSWH21. The student will analyze globalization in the contemporary world. ELA11W3. The student will use research and technology to support writing. ORGANIZATIONAL STRUCTURES IN THE INTERNATIONAL BUSINESS ENVIRONMENT The student will demonstrate knowledge of the organizational structure of international business. MKT-IBM-5. Students will determine characteristics of various organizational structures in the international business environment. a. Suggest an appropriate form of business ownership (e.g., sole proprietorship, corporation, partnership) for different international business situations. b. Determine social and cultural influences on the form of business ownership used or required in different countries. c. Identify companies doing business in a foreign market and identify potential new international business ventures for locally based companies. d. Identify risks and rewards related to doing business in a foreign market. e. Identify organizations, government agencies, and other resources that a small and/or medium-size business might use to investigate international trade opportunities. f. Describe situations appropriate for indirect and direct exporting. g. Distinguish between licensing and franchising for international business activities. h. Describe internal and external factors which influence a company's international expansion. Academic Standards: SSEF5. The student will describe the role of government in a market economy. Fall 2008 SSEIN1. The student will explain why individuals, businesses, and governments trade goods and services. SSEIN2. The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade. INTERNATIONAL MARKETING FUNCTIONS Student will demonstrate knowledge of international marketing functions. MKT-IBM-6. Students will determine the importance of market research, product development and pricing strategies in successful international marketing strategies. a. Describe how marketing mix elements need to be adapted for international marketing efforts for goods and services. b. Identify characteristics of international consumer markets and commercial markets including social, cultural, and political factors that would affect international marketing. c. Explain how the marketing research process, including secondary data and primary data collection, differs in an international application. d. Create a data collection survey instrument for an international marketing research study based on knowledge of social and cultural factors in a specific foreign market. e. Explain how brands and packages are affected by culture and determine situations in which global (standardized) versus international (adapted) products would be sold. f. Describe how the product life cycle differs in the international business environment. g. Develop an international marketing plan for a company entering a foreign market. Academic Standards: SSWG2. The student will explain the cultural aspects of geography. SSEM13. The student will explain how markets, prices, and competition influence economic behavior. SCSh5. The student will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh4. The student will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh3. The student will identify and investigate problems scientifically. Fall 2008 SCSh8. The student will understand important features of the process of scientific inquiry. MM1D1. The student will determine the number of outcomes related to a given event. MM1D2. The student will use the basic laws of probability. MM1D3. The student will relate samples to a population. MM1P3. The student will communicate mathematically. ELA11W3. The student will use research and technology to support writing. ELA11W1. The student will produce writing that establishes an appropriate organizational structure, sets a context and engages a reader, maintains a coherent focus throughout and signals a satisfying closure. MKT-IBM-7. Students will evaluate effective methods of professional sales and promotional activities in the international business and marketing environment. a. Define the promotional mix and provide examples of each aspect of the promotional mix as used in international marketing strategies. b. Discuss media used in different foreign markets. c. Analyze the influence of social and cultural factors affecting promotions used in foreign markets. d. Develop an understanding of major laws and regulations governing advertising in foreign markets. e. Create a sales presentation for a product which is appropriate to a foreign market. f. Discuss social and cultural factors in various countries that will affect a successful sales presentation. g. Evaluate the effectiveness of a promotional campaign used by a company in a foreign market. Academic Standards: SCSh5. The student will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SSWG2. The student will explain the cultural aspects of geography. SSWH21. The student will analyze globalization in the contemporary world. Fall 2008 MKT-IBM-8. Students will analyze channels of distribution and appropriate logistics required to successfully complete an international business transaction. a. Contrast direct and indirect distribution channels for international business and marketing by identifying various distribution intermediaries (i.e., agents, wholesalers, retailers, freight forwarders, export companies, trading companies, and customs brokers) and discuss their functions in international business and marketing. b. Describe main methods of transporting (i.e., surface, air, water, electronic) used for international business activities and the situation in which a method would be most appropriate. c. Identify how products are prepared for international distribution, including packing and documentation. d. Identify different shipping documents and define their purpose. e. Evaluate trade barriers and trade agreements and their effect on the company, product, and economics involved in a specific international business and marketing transaction. f. Analyze security measures that are needed to protect businesses and products in an international business and marketing transaction. Academic Standards: SCSh7. The student will analyze how scientific knowledge is developed. SCSh4. The student will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. FINANCE, RISK MANAGEMENT AND MANAGEMENT FUNCTIONS Students will demonstrate knowledge of finance, risk management and management in the international environment. MKT-IBM-9. Students will explain the impact of foreign exchange rates, international finance issues and risk management techniques on international business operations. a. Develop an understanding of currencies and currency exchange rates from various countries. b. Describe how economic conditions, balance of payment situations, and political issues affect currency values. c. Describe the international monetary system and different types of international banking organizations within the system including securities markets and financial markets. Fall 2008 d. Describe the mechanics, terminology, conditions, and terms of letters of credit and other documents. e. Identify major country, foreign exchange, and commercial risks associated with international business and marketing activities. f. Discuss strategies to minimize overall risk in international business and marketing transactions. Academic Standards: SSEIN3. The student will explain how changes in exchange rates can impact the purchasing power of individuals in the United States and in other countries. SSWH21. The student will analyze globalization in the contemporary world. MM1P3. The student will communicate mathematically. MM1P1. The student will solve problems using appropriate technology. MKT-IBM-10. Students will analyze various management theories and concepts in an international business and marketing setting and the effects of the theories and concepts on human resources and overall business operations. a. Identify environmental factors that influence the use of a particular organizational structure for global business operations (e.g., functional, product, geographic, or matrix). b. Describe how quality control, quality circle, and total quality management relate to an organization's international business operations. c. Discuss the effect of economic and cultural factors on common styles of management found in foreign countries. d. Identify the factors that influence the application of managerial styles in different countries. e. Compare ethnocentric, polycentric, regiocentric, and geocentric approaches to managing human resources. f. Describe how compensation and employee benefits differ in various cultures. g. Identify how differences in occupational health and safety standards impact the conduct of business internationally. Academic Standards: SSWH21. The student will analyze globalization in the contemporary world. CAREERS IN INTERNATIONAL BUSINESS AND MARKETING Students will explore careers in the field of international business and marketing and identify credentials required for future advancement. MKT-IBM-11. Students will identify potential career opportunities in international business and marketing and appropriate career path credentials. a. Identify appropriate individual career titles and career paths within international business and marketing. b. Determine the skill requirements and educational qualifications to enter a selected international business and marketing career. c. Create a career plan to obtain the skills and educational qualifications to enter a selected international business and marketing career. Academic Standards: ELA11W3. The student will use research and technology to support writing. SSWH21. The student will analyze globalization in the contemporary world. CTAE Foundation Skills The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit in order to be to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state's academic performance standards. The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education's 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEC), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy. CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level. CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. Implementation Date Fall 2008 CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions. CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. CTAE-FS-10 Career Development: Learners plan and manage academiccareer plans and employment relations. CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance. Marketing, Sales, and Service National Cluster Knowledge and Skill Standards International Business and Marketing Marketing, Sales, and Service National Cluster Knowledge and Skill Standards International Business and Marketing Fall 2008 and marketing and appropriate career path credentials. 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TERM 1 WEEK 9 31st March 2017 General News and Housekeeping , We have had a busy beginning to the year and the children have been learning some interesting topics. As a whole school focus, we are learning new mathematical strategies to develop a deeper understanding of Number Sense. The children have enjoyed reflecting on the different strategies that their peers have used. We enjoyed meeting our buddies from Monica‟s class especially when we worked together for Harmony Day. l Thank you very much to Sally, Charley‟s Nanna, for coming into the classroom to test times tables and the Home Spelling Words, we wouldn‟t be able to run the spelling programme without her help. The children have chosen a topic from the term to review for this newsletter. There are a lot of activities that we have covered. With Kind Regards, Jeanette & Vira Special Events Interview Week Term 1 Week 10 Please book online for a time End of Term 1 Friday 14 th April Gold coin donation to wear casual clothes for our sponsored child Early dismissal 2 pm 1 st Day Term 2 2 nd May 2017 Monday 1 st May is a Pupilfree day Site West Casey's Building Newsletter Jeanette and Vira's Year 4/5 Class Students' reviews of the term English, Morning Talk Question Time – Our class does morning talk question time when we have counters, people talk for 1 minute and then we have questions. Alexis Narrative Writing – We did narratives in the class and for the school assessment and we learnt speech, eg "Can I go too?" asked Bob. Both were fun! Riley Reading Groups – Reading Group is fun when you read with another person, you read one by one and then you ask comprehension questions. Leo Maths, Secret Codes – In maths secret codes are like ND, which stands for Near Double and it helps you to remember strategies. Abel Mental Routines – I love doing mental routines because it teaches me different and new strategies like Landmark Numbers and Rainbow Facts. Eshal Maths Journal – I enjoyed doing the Maths Journal because we put in good examples for people who are stuck and it feels nice to help them. Nathan NapLAN – For homework every Wednesday we practise doing our NapLAN to prepare for it in Term 2 so that we understand the questions that will be asked. An Fractions – In maths we‟ve been working on fractions like representing fractions, counting fractions and subtracting fractions. Ash Counting in fractions – I was confident counting in fractions because I did this before and you have to put a number on top of the other number. Kevin Health and PE – Beep Test – I like the beep test because it is fun and I got a 6.90. Youssef Tennis – I‟ve really enjoyed tennis this term because it‟s been teaching us how to play pro tennis and teaches us the real rules of tennis. Sam Cross Country – In PE this term we‟ve been doing laps of the oval 50m, 100m, 200m and 500m for practice for the people that want to do cross country. Morodok Wall Ball – Wall Ball is where you‟ve got whacky sticks and 1 ball and you have to hit the ball to the other side wall but if you get hit in the feet then you‟re out. Luke Digital Technologies - In About Me we had 10 success criteria, to write about ourselves on the computer then decorate it beautifully and print it on the printer. Dhara History – I enjoy doing the history project because it gets us excited about what we will learn next because we‟re interested in the historical information. Kayla The Arts – Visual Art – We have been doing visual art sketching dolls and bottles, it‟s really fun. Fatima Drama – My group‟s play is called, „The finest shoes in the kingdom‟. I really love my play because I get to be Queen Belva the most royal person of them all. Disha Script Writing - This term in The Arts we have been doing script writing based on a book, we are doing this because we are going to do plays. Sreya Science – I like to do Life Cycles because you have your own ideas. Kitty Plant germination – Some plants need moonlight and some need sunlight. Some plants need no water and some need water. Silas Japanese – In Japanese we learnt how to write our names and we got autographs from each other. It was fun! Tyreese Japanese schools – Japanese schools have different bags to Australian school bags. The teachers hit the children on the knuckle with a ruler or cane. Thomas Origami - In Japanese we have been creating origami school bags and origami roosters. I‟m still looking forward to more origami. Andrei RADAR – In RADAR students can do reading, which is fun, drawing, which helps you with your artistic side and relaxing, which lets everyone cool down. Sophia Buddy Class – I really liked meeting my buddy and doing wonderful activities with him because it was very fun, we also got to know different people. Nada Powerful Learners – We have powerful learners and the main aims are confidence, getting along, organisation, persistence, quality, co-operation, respect and pride. Alexa Anti-bullying Day – We learnt that people should stop being mean to each other and be nice. People should treat people the way they want to be treated. Laura Harmony Day – For Harmony Day we did activities with our buddy class and sang a song called Everyone Belongs, it is a good song. Giorgia Gathering – In our gathering we have to sing a beautiful song and perform it to the whole school. Charley TERM 1 WEEK 9 31st March 2017 Site West Casey's Building Newsletter Jeanette and Vira's Year 4/5 Class Kitty & Alexia We met with our buddies from Monica's class. On Harmony Day we worked together to make some craft. Abel, Sam, Riyaan & Nameer We had a great time with our buddies! Luke, Nathan & Andrew Riley & Aiken Eshal & Archer	<urn:uuid:6a790262-d0cb-4de6-afa4-cc9311065493>	CC-MAIN-2017-26	http://mawsonlakes.sa.edu.au/newsletters/W11/W11trm1wk9.pdf	2017-06-24T06:54:42Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00074.warc.gz	247,089,707	1,401	eng_Latn	eng_Latn	0.987527	eng_Latn	0.995813	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5391, 5733 ]	[ 2.609375 ]	1	0
Breanna Bauer - Sacred Heart of Jesus School - Mount Notre Dame Page 1 of 2 "The deeds you do may be the only sermon some persons will hear today." Saint Francis of Assisi once said. Throughout my life as a Catholic, I have been influenced to help all those around me who are in need physically and emotionally. Helping others has made me a better person than I was yesterday. No matter how big or small of a deed, I have positively affected my family, classmates, and all those around me through different activities and organizations. Youth Group is one organization I devote a lot of my time to. We gather food, clothing, and personal care items to donate to those in need. During the holidays, especially Christmas, we buy and wrap gifts for needy children, who are then given the gifts at dinner hosted by Youth Group. In past years, we have made peanut butter and jelly sandwiches for the homeless so they can eat something before they leave the shelter they stay at. Helping Hands, a volunteer organization, is another group that I participate in at my school. Like Youth Group, we donate food, clothing, and personal care items to those in need. Also, we help rake leaves and do yard work for those who are elderly or disabled. As a Helping Hands volunteer, I also donate my time to be a "Buddy" at Joe Nuxhall Miracle Fields for disabled children, helping them play sports, like baseball. A third activity I have devoted time to is serving my parish by being an alter server and a communion distributor for Sacred Heart Church. Being an alter server helps Father during masses to make sure everything is where it needs to be during the mass. Not only do I serve at masses, but also at weddings and funerals. When serving at a wedding, I have to make sure that the priest gets the rings and has the book to do readings for the ceremony. After the wedding is over I make sure to always congratulate the bride and groom. At funerals, I make sure Father has his the book for readings and is able to do the incensing. Being a communion distributor also helps father during communion to distribute the body or blood to the parish. Another organization I have volunteered at many times is the Norwood and Clinton County Health Departments working in immunization clinics, WIC (Women, Infant, and Children) clinics, bike rodeos and helmet fittings, youth running clubs, and other children health and safety activities. Volunteering at the health departments helps keep people and their families well. Not only have I helped people, but animals as well. Every few weeks, I go to the Animal Adoption Center (AAC) to socialize with kittens and older cats. The center takes in cats and dogs from off the streets and take care of them until they are healthy then Breanna Bauer - Sacred Heart of Jesus School - Mount Notre Dame Page 2 of 2 adopted. I play with the cats, feed them and read to them to see if their behavior changes. Walking into school saying "good morning" to other students and teachers and having short conversations throughout the day can make every day better for everyone. When I am at home with my family, I can also make their day by asking them how their day was at work or school. Jesus tells us that we are to help the poor. Poor just doesn't mean poor in money but also poor in spirit. Doing acts like being generous and nice to classmates can make their day.	<urn:uuid:6addb0d7-b335-44fe-aa1e-06af96868bdb>	CC-MAIN-2017-26	http://aubreyrose.org/assets/uploads/2017/06/2017-Breanna-Bauer-ESSAY.pdf	2017-06-24T07:09:48Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00076.warc.gz	31,750,062	707	eng_Latn	eng_Latn	0.99897	eng_Latn	0.998876	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2765, 3392 ]	[ 2.578125 ]	1	5
Geometry Worksheet 8.5 (Angles of Elevation & Depression) Name__________________________________ Date___________________Period__________ Draw a picture, write a trig ratio equation, rewrite the equation so that it is calculator ready and then solve each problem. Round measures of segments to the nearest tenth and measures of angles to the nearest degree. ________1. A 20-foot ladder leans against a wall so that the base of the ladder is 8 feet from the base of the building. What is the ladder's angle of elevation? ________2. A 50-meter vertical tower is braced with a cable secured at the top of the tower and tied 30 meters from the base. What is the angle of depression from the top of the tower to the point on the ground where the cable is tied? ________3. At a point on the ground 50 feet from the foot of a tree, the angle of elevation to the top of the tree is 53. Find the height of the tree. ________5. Richard is flying a kite. The kite string has an angle of elevation of 57. If Richard is standing 100 feet from the point on the ground directly below the kite, find the length of the kite string. ________7. A person at one end of a 230-foot bridge spots the river's edge directly below the opposite end of the bridge and finds the angle of depression to be 57. How far below the bridge is the river? 230 ________4. From the top of a lighthouse 210 feet high, the angle of depression of a boat is 27. Find the distance from the boat to the foot of the lighthouse. The lighthouse was built at sea level. ________6. An airplane rises vertically 1000 feet over a horizontal distance of 5280 feet. What is the angle of elevation of the airplane's path? ________8. The angle of elevation from a car to a tower is 32. The tower is 150 ft. tall. How far is the car from the tower? ________9. A radio tower 200 ft. high casts a shadow 75 ft. long. What is the angle of elevation of the sun? ________10. An escalator from the ground floor to the second floor of a department store is 110 ft long and rises 32 ft. vertically. What is the escalator's angle of elevation? ________12. A ladder on a fire truck has its base 8 ft. above the ground. The maximum length of the ladder is 100 ft. If the ladder's greatest angle of elevation possible is 70, what is the highest above the ground that it can reach? ________14. Electronic instruments on a treasure-hunting ship detect a large object on the sea floor. The angle of depression is 29, and the instruments indicate that the direct-line distance between the ship and the object is about 1400 ft. About how far below the surface of the water is the object, and how far must the ship travel to be directly over it?	<urn:uuid:afd9de3d-713a-4dc2-bdaf-698fd08d9b82>	CC-MAIN-2017-26	http://pchsmath2h.weebly.com/uploads/8/2/0/5/82051828/p21-22-_elevation_and_depression.pdf	2017-06-24T06:55:01Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00074.warc.gz	304,153,792	649	eng_Latn	eng_Latn	0.998949	eng_Latn	0.99887	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1806, 2699 ]	[ 3.984375 ]	2	2
A Faith Encounter New York event gathers thousands around the beauty of human experience What is your greatest hope, your highest aspiration in life? Do you reach to achieve, or seek to receive? We don't often give deep thought to these questions, yet our Catholic faith is immersed in them and so many other issues that give purpose and meaning to life. Such issues are at the heart of a popular threeday Catholic gathering called New York Encounter, founded and hosted by members of Communion and Liberation. Scheduled for January 1315, 2017, the ninth annual Encounter will be held at Manhattan's Metropolitan Pavilion, on the theme, "Reality Has Never Betrayed Me," a saying of Msgr. Luigi Giussani, founder of Communion and Liberation. Fathers for Good spoke with Maurizio Maniscalco, president of New York Encounter, about the faith extravaganza held in the heart of Manhattan. Born in Italy and living in New York for the past 23 years, Maniscalco is a musician, writer and human resources professional, who runs a school for English as a second language. Married for 37 years, he and his wife have three grown children and nine grandchildren. Fathers for Good:When a person comes to New York Encounter for the first time, what do you hope he or she will experience? Maniscalco:That this person may experience a "human encounter" in which hope and charity are the dominant, visible, perceivable factors, and faith the engine. If you allow me a simple allegory, you can look at the Encounter as a beautiful car, unexpectedly simple to drive. You sit in there and you feel at home, but the complexity of the engine is not in plain sight. Hopefully, the attractiveness and simplicity of the car will open up your door to curiosity and desire to discover what makes it all work. FFG:Where did the idea for New York Encounter come from? Maniscalco:Gratuitously we received, gratuitously we give back. Bringing our faith to the public arena, following in St. Paul's footsteps when he invites us to test everything and retain what is good, being aware that the intelligence of faith has to become the intelligence of reality, and bringing all this to the peripheries of this world – this is how we want to live. This is the journey I've been following since I met Father Luigi Giussani and the movement of Communion and Liberation at age 19. When you love something, and when you belong to what you love, creativity is not an issue. When we started nine years ago we had no idea, no strategy, except offering our witness to this world. Same as we've been doing by following the Cross over the Brooklyn Bridge on Good Friday for the past 22 years. It's the same group of friends that started both. FFG:When I look at your printed materials and website, I think: HEART/ART. Maniscalco:I would say HEART/BEAUTY. Beauty is the reflection of the truth. Beauty will save the world. Beauty makes your head turn, makes you change direction. That's the meaning of "conversion." The human heart has infinite need for love. As you get older you understand that that's not sentimentalism, that's the truth. Only this love must be real! Where can I find it? Beauty always points the way. FFG:This year's theme deals with "Reality" – yet people today think they can make their own reality, or invent virtual reality. What is the message for them? Maniscalco:Come and see the faces, the humanity and beauty of the faces. Come and see how people theoretically so far apart can share their deepest hopes. Come and see if, in this piece of new world within the world that is the Encounter, there is something for you. Something worth embracing and willing to embrace you for who and what you really are. Come and see! For more information, visitnewyorkencounter.org. Name: Email: New Picture Type the characters you see in the picture below. Letters are casesensitive. Submit Comment We invite polite commentary and insights on this article. Postings are monitored. Comments(1) Show Comments Refresh Post a new comment Home About Courageous Dads BookShelf Video Contact Kofc.org Privacy Policy Site Index © Copyright 2017, Knights of Columbus, All Rights Reserved	<urn:uuid:ad7ddc41-1f37-4de9-8ee3-e167d0c074f2>	CC-MAIN-2017-26	https://static1.squarespace.com/static/52c1cc70e4b054ed0b4b884e/t/5875213b893fc054477f6ab2/1484071233059/A_Faith_Encounter_Fathers_for_Good_1_10_2017.pdf	2017-06-24T06:51:25Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00075.warc.gz	800,963,848	1,609	eng_Latn	eng_Latn	0.996925	eng_Latn	0.998173	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3346, 4174 ]	[ 2.0625 ]	2	5
1. Which word is the synonym of "squalid" A. fervid C. pristine E. abundant 2. The material used widely in dessert climate is A. Brick B. fervid D. extraneous B. Wood C. Metal D. Plastic 3. The 3 D problem figure shows the view of an object.Identify it's top view from among the answer figure. 4. In each of the following questions one of the figures is different from the rest. Spot the figure. C. C E. E 5. Identify the displayed type of brick bonding A. Stretcher bond B. English bond C. Header bond D. Header bond 6. Choose the alternative which is closely resembles the mirror image of the given combination. A. 1 B. 2 C. 3 D. 4 7. Tree' is related to "Root" in the same way as "Smoke" is related to; A. Cigarette B. Fire C. Heat D. Chimney E. Wood 8. identify the correct 3 D figure from among the answer figure, which has the elevation, as the problem figure given below. A. A 9. In each of the following questions one of the figures is different from the rest. Spot the figure. A. A C. C 10. plaster of paris comes in the form of ? A. powder C. pebbles 11. Identify the given image A. Hanging gardens B. B D. D B. liquid D. rolls B. Remnants of persepolis C. Great mountains D. Great mountains 12. Select the odd one out among the following given words. A. Hawk B. Porrot C. Falcon E. Vulture 13. Identify the given image D. Eagle A. Ancient colossus C. Liberty Statue B. Statue of Zeus D. None of the above 14. Victoria memorial is at A. bombay B. coimbatore C. new delhi D. culcutta 15. the 3 D problem image shows the given of an object. identify the correct front view from among the answer figures looking in the direction of the arrow 16. In each of the following questions one of the figures is different from the rest. Spot the figure. A. A C. C 17. Where is Shore Temple situated? A. kochi B. B D. D B. Goa C. Mahabalipuram D. kanyakumari 18. Select a figure from amongst the Answer Figures which will continue the same series as established by the five Problem Figures. A. A C. C E. E 19. Hockey Game A. King; Rule C. Book; Read E. None of the about 20. Identify the location of the given Building A. Delhi C. Mumbai B. B D. D B. Constitution; Assembly D. Latin; Language B. Hyderabad D. Kolkata 21. Rashtrapathi Bhavan in new delhi is designed by A. Edward Samuel B. Edwin Lutyens C. Eugene D. Edwd howin 22. FIND THE TOTAL NO. OF RECTANGLES GIVEN IN THE PROBLEM FIGURE. C. 30 D. NONE OF THESE 23. In each of the following questions, choose the water image of the Fig.(X) from amongst the four alternatives (1), (2), (3) and (4) given along with it. C. 3 D. 4 24. The Percentage of drinlable water in the Entire water avalilable on earth is A. 4% B. 3% C. 5% D. 10% 25. the 3 D problem figure shows the view of an object.Identify it's top view from among the answer figure. 26. In each of the following questions, choose the water image of the Fig.(X) from amongst the four alternatives (1), (2), (3) and (4) given along with it. A. 1 C. 3 B. 2 D. 4 27. Captain' related to soldier in the same way as Leader is relad to; A. Chair B. Follower C. Party D. Minister E. Vote 28. In each of the following questions, you are given a combination of alphabets and/or numbers followed by four alternatives (1), (2), (3) and (4). Choose the alternative which is closely resembles the water-image of the given combination. A. 1 B. 2 C. 3 D. 4 29. The building popularly known as "Palace of Winds" is A. Jantar Mantar B. Sky Tower C. Hawa Mahal 30. Sheila ____ her case book A. packed C. had packed 31. The famous Eiffel Tower is in? A. Paris D. Light House B. has packed D. none B. France C. Italy D. Germany 32. In each of the following questions one of the figures is different from the rest. Spot the figure. 33. the 3 D problem image shows the given of an object. identify the correct front view from among the answer figures looking in the direction of the arrow D. D 34. a car needs a standard parking size of A. 1.52.5m B. 2.04.0m C. 2.55.0m D. 3.0m6.0m 35. Find out from amongst the four alternatives as to how the pattern would appear when the transparent sheet is folded at the dotted line. 36. Red fort in Delhi is constructed with A. sandstone C. marble 37. Contamination; Food; Infection;? A. Germs C. Disease E. Midicines 38. Who built the Jantar Mantar at Delhi in 1710? A. Shahjahan C. Scindia Kingdom B. granite stone D. kadapa stone B. Disease D. Microbes B. Raja Jai Shing II D. Edwin LutyenS 39. Which word is the antonyms of "divulge" A. converge B. intake C. involve D. conceal 40. WHAT IS THE MATERIAL USED FOR THIS BUILDING? A. ASBESTOSE C. STONE B. CONCRETE D. TERRACOTTA Ans: 40. 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How the Butterflies Came to Be by Joseph Bruchac Long ago, not long after Earth-Maker shaped the world out of dirt and sweat he scraped from his skin, Iitoi, our Elder Brother, was walking about. It was just after the time of year when the rains come. There were flowers blooming all around him as he walked. The leaves of the trees were green and bright. He came to a village and there he saw the children playing. It made his heart glad to see the children happy and playing. Then he became sad. He thought of how those children would grow old and weaken and die. That was the way it was made to be. The red and yellow and white and blue of the flowers would fade. The leaves would fall from the trees. The days would grow short and the nights would be cold. A wind brushed past Elder Brother, making some fallen yellow leaves dance in the sunlight. Then an idea came to him. "I will make something," Elder Brother said. "It will make the hearts of the children dance and it will make my own heart glad again." Then Iitoi took a bag and placed in it the bright-colored flowers and the fallen leaves. He placed many things in that bag. He placed yellow pollen and white cornmeal and green pine needles in that bag and caught some of the shining gold of the sunlight and placed it in there, as well. There were birds singing around him and he took some of their songs and put them into that bag, too. "Come here," Elder Brother called to the children, "come here. I have something here for you." The children came to him and he handed them his bag. "Open this," he said. The children opened Elder Brother's bag and out of it flew the first butterflies. Their wings were bright as sunlight and held all of the colors of the flowers and the leaves, the cornmeal, the pollen and the green pine needles. They were red and gold and black and yellow, blue and green and white. They looked like flowers, dancing in the wind. They flew about the heads of the children and the children laughed. As those first butterflies flew, they sang and the children listened. But as the children listened to the singing butterflies, the songbirds came to Elder Brother. "Iitoi," the songbirds said, "those songs were given to us. It is fine that you have given these new creatures all the brightest colors, but it is not right that they should also have our songs." "Ah," Elder Brother said, "you speak truly. The songs belong to you and not to the butterflies." So it is to this day. Though they dance as they fly, the butterflies are silent. But still, when the children see them, brightly dancing in the wind, their hearts are glad. That is how Elder Brother meant it to be. 1. What is the main purpose of this selection? A to tell how the world was created B to reveal the powers of Elder Brother C to describe what butterflies are like D to explain why butterflies were created 2. What does the first paragraph include? A information about how butterflies were created B information about why the children liked butterflies C information about how Elder Brother changed the children D information about why Elder Brother decided to create butterflies 3. What made Elder Brother saddest? A leaves falling from the trees B the color of flowers fading C the idea of children getting old D the village without butterflies 4. Based on the selection, why did Elder Brother make butterflies? A as companions for birds B to please children C to make nature beautiful D to decorate the sky 5. What is true about the materials Elder Brother used to create butterflies? A They are from the natural world. B They are all bright flowers. C They are all fallen leaves. D They are from the songbirds' feathers. 6. How did the songbirds behave toward Elder Brother when they tried to get their songs back? A They got angry. B They began to cry. C They were humorous. D They were reasonable. 7. What happened when Elder Brother took song away from the butterflies? A The children stopped liking the butterflies. B The butterflies became sad. C The butterflies continued to dance. D The children liked the butterflies even more. 8. Which statement about Elder Brother is most clearly supported by the selection? A He was the son of Earth-Maker. B He was concerned about children. C He created the world from his own skin. D He liked butterflies better than birds. 9. Based on the information in the selection, which of the following relationships is most similar to the relationship below? butterflies : dance A gold : sunlight B flowers : leaves C birds : sing D children : happy End of Set In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, the Department of Public Instruction does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability, or military service in its policies, programs, activities, admissions or employment. 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APPENDIX A STRATEGY OF THE MAIZE FORUM AND MAIZE TRUST FOR CONSERVATION AGRICULTURE RESEARCH IN SOUTH AFRICA (October 2011) (Draft ) 1. Background to conservation agriculture "The condition of our soils ultimately determines human health by serving as a major medium for food and fibre production and a primary interface with the environment, influencing the quality of the air we breathe and water we drink. Thus, there is a clear linkage between soil quality and human and environmental health. As such, the health of our soil resources is a primary indicator of the sustainability of our land management practices." - Acton and Gregorich, 1995 Introduction: Conservation agriculture (CA) aims to achieve sustainable and profitable agriculture and subsequently aims at improved livelihoods of farmers through the application of the three CA principles: minimal soil disturbance, permanent soil cover and crop rotations. CA holds tremendous potential for all sizes of farms and agro-ecological systems, but its adoption is perhaps most urgently required by smallholder farmers, especially those facing acute labour shortages. It is a way to combine profitable agricultural production with environmental concerns and sustainability and it has been proven to work in a variety of agro ecological zones and farming systems. It is been perceived by practitioners as a valid tool for Sustainable Land Management (SLM). Internationally the FAO's view is that CA can only work optimally if the different technical areas are considered simultaneously in an integrated way. What is Conservation Agriculture (CA)? Conservation Agriculture (CA) is an approach to managing agro-ecosystems for improved and sustained productivity, increased profits and food security while preserving and enhancing the resource base and the environment. CA is characterized by three linked principles, namely: - Continuous minimum mechanical soil disturbance. - Permanent organic soil cover. - Diversification of crop species grown in sequences and/or associations. CA principles are universally applicable to all agricultural landscapes and land uses with locally adapted practices. CA enhances biodiversity and natural biological processes above and below the ground surface. Soil interventions such as mechanical tillage are reduced to an absolute minimum or avoided, and external inputs such as agrochemicals and plant nutrients of mineral or organic origin are applied optimally and in ways and quantities that do not interfere with, or disrupt, the biological processes. CA facilitates good agronomy, such as timely operations, and improves overall land husbandry for rain fed and irrigated production. Complemented by other known good practices, including the use of quality seeds, and integrated pest, nutrient, weed and water management, etc., CA is a base for sustainable agricultural production intensification. It opens increased options for integration of production sectors, such as crop-livestock integration and the integration of trees and pastures into agricultural landscapes. Conventional "arable" agriculture is normally based on soil tillage as the main operation. The most widely known tool for this operation is the plough, which has become a symbol of agriculture. Soil tillage has in the past been associated with increased fertility, which originated from the mineralization of soil nutrients as a consequence of soil tillage. This process leads in the long term to a reduction of soil organic matter. Soil organic matter not only provides nutrients for the crop, but it is also, above all else, a crucial element for the stabilization of soil structure. Therefore, most soils degrade under prolonged intensive arable agriculture. This structural degradation of the soils results in the formation of crusts and compaction and leads in the end to soil erosion. The process is dramatic under tropical climatic situations but can be noticed all over the world. Mechanization of soil tillage, allowing higher working depths and speeds and the use of certain implements like ploughs, disk harrows and rotary cultivators have particularly detrimental effects on soil structure. Soil erosion resulting from soil tillage has forced us to look for alternatives and to reverse the process of soil degradation. The logical approach to this has been to reduce tillage. This led finally to movements promoting conservation tillage, and especially zero-tillage, particularly in southern Brazil, North America, New Zealand and Australia. Over the last two decades the technologies have been improved and adapted for nearly all farm sizes; soils; crop types; and climatic zones. Experience has shown that these techniques, summarized as conservation agriculture (CA) methods, are much more than just reducing the mechanical tillage. In a soil that is not tilled for many years, the crop residues remain on the soil surface and produce a layer of mulch. This layer protects the soil from the physical impact of rain and wind but it also stabilizes the soil moisture and temperature in the surface layers. Thus this zone becomes a habitat for a number of organisms, from larger insects down to soil borne fungi and bacteria. These organisms macerate the mulch, incorporate and mix it with the soil and decompose it so that it becomes humus and contributes to the physical stabilization of the soil structure. At the same time this soil organic matter provides a buffer function for water and nutrients. Larger components of the soil fauna, such as earthworms, provide a soil structuring effect producing very stable soil aggregates as well as uninterrupted macro pores leading from the soil surface straight to the subsoil and allowing fast water infiltration in case of heavy rainfall events. This process carried out by the edaphon, the living component of a soil, can be called "biological tillage". However, biological tillage is not compatible with mechanical tillage and with increased mechanical tillage the biological soil structuring processes will disappear. Certain operations such as mouldboard or disc ploughing have a stronger impact on soil life than others as for example chisel ploughs. Most tillage operations are, however, targeted at loosening the soil which inevitably increases its oxygen content leading in turn to the mineralization of the soil organic matter. This inevitably leads to a reduction of soil organic matter which is the substrate for soil life. Thus agriculture with reduced, or zero, mechanical tillage is only possible when soil organisms are taking over the task of tilling the soil. This, however, leads to other implications regarding the use of chemical farm inputs. Synthetic pesticides and mineral fertilizer have to be used in a way that does not harm soil life. As the main objective of agriculture is the production of crops, changes in the pest and weed management become necessary with CA. Burning plant residues and ploughing the soil is mainly considered necessary for phytosanitary reasons: to control pests, diseases and weeds. In a system with reduced mechanical tillage based on mulch cover and biological tillage, alternatives have to be developed to control pests and weeds. Integrated Pest Management becomes mandatory. One important element to achieve this is crop rotation, interrupting the infection chain between subsequent crops and making full use of the physical and chemical interactions between different plant species. Synthetic chemical pesticides, particularly herbicides are, in the first years, inevitable but have to be used with great care to reduce the negative impacts on soil life. To the extent that a new balance between the organisms of the farm-ecosystem, pests and beneficial organisms, crops and weeds, becomes established and the farmer learns to manage the cropping system, the use of synthetic pesticides and mineral fertilizer tends to decline to a level below that of the original "conventional" farming system. Why CA? Conservation Agriculture, understood in this way, provides a number of advantages on global, regional, local and farm level: - It provides a truly sustainable production system, not only conserving but also enhancing the natural resources and increasing the variety of soil biota, fauna and flora (including wild life) in agricultural production systems without sacrificing yields on high production levels. As CA depends on biological processes to work, it enhances the biodiversity in an agricultural production system on a micro- as well as macro level. - No till fields act as a sink for CO2 and conservation farming applied on a global scale could provide a major contribution to control air pollution in general and global warming in particular. Farmers applying this practice could eventually be rewarded with carbon credits. - Soil tillage is among all farming operations the single most energy consuming and thus, in mechanized agriculture, air-polluting, operation. By not tilling the soil, farmers can save between 30 and 40% of time, labour and, in mechanized agriculture, fossil fuels as compared to conventional cropping. - Soils under CA have very high water infiltration capacities reducing surface runoff and thus soil erosion significantly. This improves the quality of surface water reducing pollution from soil erosion, and enhances groundwater resources. In many areas it has been observed after some years of conservation farming that natural springs that had dried up many years ago, started to flow again. The potential effect of a massive adoption of conservation farming on global water balances is not yet fully recognized. - Conservation agriculture is by no means a low output agriculture and allows yields comparable with modern intensive agriculture but in a sustainable way. Yields tend to increase over the years with yield variations decreasing. - For the farmer, conservation farming is mostly attractive because it allows a reduction of the production costs, reduction of time and labour, particularly at times of peak demand such as land preparation and planting and in mechanized systems it reduces the costs of investment and maintenance of machinery in the long term. Disadvantages in the short term might be the high initial costs of specialized planting equipment and the completely new dynamics of a conservation farming system, requiring high management skills and a learning process by the farmer. Decomposition of cover crops can lead to a deficit of nitrogen at the beginning of the growing period. Long term experience with conservation farming all over the world has shown that conservation farming does not present more or less but different problems to a farmer, all of them capable of being resolved. The main principles of conservation agriculture Conservation agriculture systems utilize soils for the production of crops with the aim of reducing excessive mixing of the soil and maintaining crop residues on the soil surface in order to minimize damage to the environment. By doing this CA will: Provide and maintain an optimum environment of the root-zone to maximum possible depth. Roots are able to function effectively and without restrictions to capture high amounts of plant nutrients and water. - Ensure that water enters the soil so that (a) plants never, or for the shortest time possible, suffer water stress that will limit the expression of their potential growth; and so that (b) residual water passes down to groundwater and stream flow, not over the surface as runoff. - Favour beneficial biological activity in the soil in order to (a) maintain and rebuild soil architecture; (b) compete with potential in-soil pathogens; (c) contribute to soil organic matter and various grades of humus; (d) contribute to capture, retention, chelating and slow release of plant nutrients. - Avoid physical or chemical damage to roots that disrupts their effective functioning. The three principles of conservation agriculture include: - Direct planting of crop seeds - Permanent soil cover, especially by crop residues and cover crops - Crop diversity The principles of CA and the activities to be supported are described as follows: - Maintaining permanent soil cover and promoting minimal mechanical disturbance of soil through zero tillage systems, to ensure sufficient living and/or residual biomass to enhance soil and water conservation and control soil erosion. In turn, this improves soil aggregation, soil biological activity and soil biodiversity, water quality, and increases soil carbon sequestration. Also, it enhances water infiltration, improves soil water use efficiency, and provides increased insurance against drought. Permanent soil cover is maintained during crop growth phases as well as during fallow periods, using cover crops and maintaining residues on the surface; - Promoting a healthy, living soil through crop rotations, cover crops, and the use of integrated pest management technologies. These practices reduce requirements for pesticides and herbicides, control off-site pollution, and enhance biodiversity. The objective is to complement natural soil biodiversity and to create a healthy soil microenvironment that is naturally aerated, better able to receive, hold and supply plant available water, provides enhanced nutrient cycling, and better able to decompose and mitigate pollutants. Crop rotations and associations can be in the form of crop sequences, relay cropping, and mixed crops. - Promoting application of fertilizers, pesticides, herbicides, and fungicides in balance with crop requirements. Feed the soil rather than fertilize the crop. This will reduce chemical pollution, improve water quality, and maintain the natural ecological integrity of the soil, while optimizing crop productivity and economic returns; - Promoting precision placement of inputs to reduce costs, optimize efficiency of operations, and prevent environmental damage. Treat problems at the field location where they occur, rather than blanket treatment of the field, as with conventional systems. Benefits are increased economic and field operation efficiencies, improved environmental protection, and reduced (optimized) input costs. Precision is exercised at many levels: seed, fertilizer and spray placement; permanent wheel placement to stop random compaction; individual weed killing with spot-spraying rather than field spraying, etc. Global positioning systems are sometimes used to enhance precision, but farmer sensibility in problem diagnosis and precise placement of treatments is the principal basis. In small-scale farming systems and horticultural systems, it also includes differential plantings on hills and ridges to optimize soil moisture and sunshine conditions; - Promoting legume fallows (including herbaceous and tree fallows where suitable), composting and the use of manures and other organic soil amendments. This improves soil structure and biodiversity, and reduces the need for inorganic fertilizers. Direct seeding or planting: Direct seeding involves growing crops without mechanical seedbed preparation and with minimal soil disturbance since the harvest of the previous crop. The term direct seeding is understood in CA systems as synonymous with no-till farming, zero tillage, no-tillage, direct drilling, etc. Planting refers to the precise placing of large seeds (maize and beans for example); whereas seeding usually refers to a continuous flow of seed as in the case of small cereals (wheat and barley for example). The equipment penetrates the soil cover, opens a seeding slot and places the seed into that slot. The size of the seed slot and the associated movement of soil are to be kept at the absolute minimum possible. Ideally the seed slot is completely covered by mulch again after seeding and no loose soil should be visible on the surface. Land preparation for seeding or planting under no-tillage involves slashing or rolling the weeds, previous crop residues or cover crops; or spraying herbicides for weed control, and seeding directly through the mulch. Crop residues are retained either completely or to a suitable amount to guarantee the complete soil cover, and fertilizer and amendments are either broadcast on the soil surface or applied during seeding. Permanent soil cover A permanent soil cover is important to protect the soil against the deleterious effects of exposure to rain and sun; to provide the micro and macro organisms in the soil with a constant supply of "food"; and alter the microclimate in the soil for optimal growth and development of soil organisms, including plant roots. The effects of soil cover: - Improved infiltration and retention of soil moisture resulting in less severe, less prolonged crop water stress and increased availability of plant nutrients. - Source of food and habitat for diverse soil life: creation of channels for air and water, biological tillage and substrate for biological activity through the recycling of organic matter and plant nutrients. - Increased humus formation. - Reduction of impact of rain drops on soil surface resulting in reduced crusting and surface sealing. - Consequential reduction of runoff and erosion. - Soil regeneration is higher than soil degradation. - Mitigation of temperature variations on and in the soil. - Better conditions for the development of roots and seedling growth. Means and practices: - Use of appropriate/improved seeds for high yields as well as high residue production and good root development. - Integrated management and reduced competition with livestock or other uses e.g. through increased forage and fodder crops in the rotation. - Use of various cover crops, especially multi-purpose crops, like nitrogen-fixing, soil-porosity-restoring, pest repellent, etc. - Optimization of crop rotations in spatial, timing and economic terms. - " Targeted" use of herbicides for controlling cover crop and weed development. Crop rotation The rotation of crops is not only necessary to offer a diverse "diet" to the soil micro organisms, but as they root at different soil depths, they are capable of exploring different soil layers for nutrients. Nutrients that have been leached to deeper layers and that are no longer available for the commercial crop, can be "recycled" by the crops in rotation. This way the rotation crops function as biological pumps. Furthermore, a diversity of crops in rotation leads to a diverse soil flora and fauna, as the roots excrete different organic substances that attract different types of bacteria and fungi, which in turn, play an important role in the transformation of these substances into plant available nutrients. Crop rotation also has an important phytosanitary function as it prevents the carryover of crop-specific pests and diseases from one crop to the next via crop residues. The effects of crop rotation: - Higher diversity in plant production and thus in human and livestock nutrition. - Reduction and reduced risk of pest and weed infestations. - Greater distribution of channels or bio pores created by diverse roots (various forms, sizes and depths). - Better distribution of water and nutrients through the soil profile. - Exploration for nutrients and water of diverse strata of the soil profile by roots of many different plant species resulting in a greater use of the available nutrients and water. - Increased nitrogen fixation through certain plant-soil bio symbioses and improved balance of N/P/K from both organic and mineral sources. - Increased humus formation. Means and practices: - Design and implementation of crop rotations according to the various objectives: food and fodder production (grain, leaf, stalks); residue production; pest and weed control; nutrient uptake and biological subsurface mixing / cultivation, etc. - Use of appropriate / improved seeds for high yields as well as high residue production of above-ground and below-ground parts, given the soil and climate Advantages and disadvantages of CA To be widely adopted, all new technology needs to have benefits and advantages that attract a broad group of farmers who understand the differences between what they are doing and what they need. In the case of conservation agriculture these benefits can be grouped as: - Economic benefits that improve production efficiency. - Agronomic benefits that improve soil productivity. - Environmental and social benefits that protect the soil and make agriculture more sustainable. Economic benefits Three major economic benefits can result from CA adoption: - Time saving and thus reduction in labour requirement. - Reduction of costs, e.g. fuel, machinery operating costs and maintenance, as well as a reduced labour cost. - Higher efficiency in the sense of more and stabile output for a lower input. The positive impact of conservation agriculture on the distribution of labour during the production cycle and, even more important, the reduction in labour requirement are the main reasons for farmers in Latin America to adopt conservation agriculture, especially for farmers who rely fully on family labour. Introduction & Strategy of Conservation Agriculture by the Maize Trust Compiled by Coordinator: CA Project for the Maize Trust Agronomic benefits Adopting conservation agriculture leads to improvement of soil productivity: - Organic matter increase and Microbial community biodiversity - In-soil water conservation. - Improvement of soil structure, and thus rooting zone. The constant addition of crop residues leads to an increase in the organic matter content of the soil. In the beginning this is limited to the top layer of the soil, but with time this will extend to deeper soil layers. Organic matter plays an important role in the soil: fertilizer use efficiency, water holding capacity, soil aggregation, rooting environment and nutrient retention, all depend on organic matter. Baseline data for the impact of agricultural management practices (AMP) on soil microbial populations is limited for South African soils. As a result, an unsaturated demand to quantify the impact of various AMP on soil physicochemical and biological properties exists. This information is essential ensuring that accurate recommendations can be provided to farmers on AMP to sustain soil health and quality, in order to maximize profitability. While agricultural practices (e.g. tillage, cropping sequence, fertilization inputs, and irrigation) are known to have significant effects on the physical and chemical properties of soil, less is known about the associated effects on the biological aspects of the soil. Microbial community biodiversity, on the other hand, is a facet that is often neglected, despite the integral part it plays in soil quality and maintenance of ecosystem functioning. Environmental benefits: - Reduction in soil erosion, and thus of road, dam and hydroelectric power plant maintenance costs. - Improvement of water quality. - Improvement of air quality. - Biodiversity increase. - Carbon sequestration. Residues on the soil surface reduce the splash-effect of the raindrops, and once the energy of the raindrops has dissipated the drops proceed to the soil without any harmful effect. This results in higher infiltration and reduced runoff, leading to less erosion. The residues also form a physical barrier that reduces the speed of water and wind over the surface. Reduction of wind speed reduces evaporation of soil moisture. Soil erosion is reduced close to the regeneration rate of the soil or even adding to the system due to the accumulation of organic matter. Soil erosion fills surface water reservoirs with sediment, reducing water storage capacity. Sediment in surface water increases wear and tear in hydroelectric installations and pumping devices, which result in higher maintenance costs and necessitates earlier replacement. More water infiltrates into the soil with conservation agriculture rather than running off the soil surface. Streams are then fed more by subsurface flow than by surface runoff. Thus, surface water is cleaner and more closely resembles groundwater in conservation agriculture than in areas where intensive tillage and accompanying erosion and runoff predominate. Greater infiltration should reduce flooding, by causing more water storage in soil and slow release to streams. Infiltration also recharges groundwater, and thus increasing well supplies and revitalizing dried up springs. Sediment and dissolved organic matter in surface water must be removed from drinking water supplies. Less sediment loss and less soil particles in suspension, lead to a reduced cost for water treatment. One aspect of conventional agriculture is its ability to change the landscape. The destruction of the vegetative cover affects the plants, animals and micro-organisms. Some organisms profits from the change and may turn into pests. However, most organisms are negatively affected and either they disappear completely or their numbers are drastically reduced. With the conservation of soil cover in conservation agriculture a habitat is created for a number of species that feed on pests, which in turn attracts more insects, birds and other animals. The rotation of crops and cover crops restrains the loss of genetic biodiversity, which is favoured with mono-cropping. Systems, based on high crop residue addition and no tillage, accumulate more carbon in the soil, compared to the loss into the atmosphere resulting from plough-based tillage. During the first years of implementing conservation agriculture the organic matter content of the soil is increased through the decomposition of roots and the contribution of vegetative residues on the surface. This organic material is decomposed slowly, and much of it is incorporated into the soil profile, thus the liberation of carbon to the atmosphere also occurs slowly. In the total balance, carbon is sequestered in the soil, and turns the soil into a net sink of carbon. This could have profound consequences in the fight to reduce green house gas emissions into the atmosphere and thereby help to forestall the calamitous impacts of global warming. Limitations of conservation agriculture The most important limitation in all areas where conservation agriculture is practised is the initial lack of knowledge. There is no blueprint available for conservation agriculture, as all agro-ecosystems are different. A particularly important gap is the frequent dearth of information on locally adapted cover crops that produce high amounts of biomass under the prevailing conditions. The success or failure of conservation agriculture depends greatly on the flexibility and creativity of the practitioners and extension and research services of a region. Trial and error, both by official institutes and the farmers themselves, is often the only reliable source of information. However, as conservation agriculture is gaining momentum rapidly in certain regions, there now exist networks of farmer organizations and groups of interested people who exchange information and experiences on cover crops, tools and equipment and other techniques used in conservation agriculture. As conservation agriculture partly relies on the use of herbicides, at least during the initial stage of adoption, some people worry that adoption of conservation agriculture will increase herbicide use and that in turn will lead to increased contamination of water by herbicides. In fact experience has shown that herbicide use tends to decline over time as the soil cover practices prevent weed emergence. Reductions in leaching of pesticides under conservation agriculture might be caused by greater microbial activity degrading pesticides faster or to greater organic matter adsorbing the pesticides. The importance of cover crops in conservation agriculture Keeping the soil covered is a fundamental principle of CA. Crop residues are left on the soil surface, but cover crops may be needed if the gap is too long between harvesting one crop and establishing the next. Cover crops improve the stability of the CA system, not only on the improvement of soil properties but also for their capacity to promote an increased biodiversity in the agroecosystem. While commercial crops have a market value, cover crops are mainly grown for their effect on soil fertility or as livestock fodder. In regions where smaller amounts of biomass are produced, such as semi-arid regions or areas of eroded and degraded soils, cover crops are beneficial as they: - Protect the soil during fallow periods. - Mobilize and recycle nutrients. - Improve the soil structure and break compacted layers and hard pans. - Permit a rotation in a monoculture. - Can be used to control weeds and pests. Cover crops are grown during fallow periods, between harvest and planting of commercial crops, utilizing the residual soil moisture. Their growth is interrupted either before the next crop is sown, or after sowing the next crop, but before competition between the two crops starts. Cover crops energize crop production, but they also present some challenges. Cover crops are useful for: - Protecting the soil, when it does not have a crop. - Providing an additional source of organic matter to improve soil structure. - Recycling nutrients (especially P and K) and mobilizing them in the soil profile in order to make them more readily available to the following crops. - Provide "biological tillage" of the soil; the roots of some crops, especially cruciferous crops, like oil radish are pivotal and able to penetrate compacted or very dense layers, increasing water percolation capacity of the soil. - Utilizing easily leached nutrients (especially N). Different plants, with diverse rooting systems, explore different soil depths within the profile. They may also have the ability to absorb different quantities of nutrients and produce distinct root exudates (organic acids) resulting in benefits both for the soil and for the organisms. The presence of a mulch layer (of dead vegetation) in conservation agriculture inhibits the evaporation of soil moisture, yet leads to greater water infiltration into the soil profile. The percentage of rainwater that infiltrates the soil depends on the amount of soil cover provided. Vegetative cover is important in CA for the protection of the soil against the impacts of raindrops; to keep the soil shaded; and maintain the highest possible moisture content. We have seen their importance for nutrient recycling; but they also have a physical and, perhaps, an allelopathic effect on weeds, depressing their incidence and leading to a reduction in agrochemical use and thus in production costs. Straw residues function as a cushion that reduces the pressure on the soil under wheels and hooves and so they play an important role in reducing soil compaction. The incorporation of cover crops will be a challenge for the central and western summer rainfall areas in South Africa. The main objective is to conserve ample moisture in the fall to fill the soil profile. Planting a cover crop on the fields will reduce the available plant moisture for the next crop. This will be an area for research. Cover crop and residue management Conservation agriculture systems start each year with the production and distribution of crop residues or an additional cover crop. Erroneously, it is often thought that Conservation Agriculture can only be successfully implemented if herbicides are applied. Fortunately, the creativity and persistence of many farmers and researchers has led to the current situation in which a lot of knowledge and equipment exist to manage cover crops WITHOUT the use of herbicides. Vegetative material adequately managed: - Adds organic matter, which improves the quality of the seedbed and increases the water infiltration and retention capacity of the soil. - Fixes carbon by capturing carbon dioxide from the atmosphere and retaining it in the soil. - Buffers the pH of the soil and facilitates the availability of nutrients. - Feeds the carbon cycle of the soil. - Captures the rainfall and thus increases the soil moisture content. - Protects the soil from being eroded. - Reduces the evaporation of soil moisture. Residues badly managed: - Provoke an unequal drying of the soil and thus a delay in the warming-up of the seedbed or uneven germination of the crop. - Interfere with sowing and fertilizing activities. - Hinder the emergence of seedlings. In conservation agriculture, residues should be manipulated from harvest onwards. It depends on the following cover crop whether or not the residues should be distributed equally over the field or left intact. An equal distribution of residues provides homogenous temperature and humidity conditions. If residues are not distributed more or less equally on the soil surface, this may cause the following problems: - Bad placement of the seeds at sowing, resulting in an uneven germination. - A cold and wet seed environment favours the development of pests and diseases. - Allelopathy may be encouraged. It is important to choose the precise moment at which the vegetative cover is controlled, because most of the species used can regenerate if their growth is interrupted prematurely. Alternatively, seeds of the cover crop can germinate if the plants are allowed to mature, as may happen with oats, rye, chickpea, vetches and forage radish. There are, however, species and rotations where cover crops are purposely brought to maturity to establish a seed bank which will allow the cover crop to grow automatically once the cash crop is harvested. The best moment to control the majority of cover crop species is at the full flowering stage when they have accumulated maximum biomass. In the case of legumes, the pods from the first flowering should be already formed but not yet mature. Oats and rye can be best managed at the milk stage. Horse radish can be slashed at any growth stage, but in systems of direct sowing and minimum tillage, seeds should be green and physiologically immature to avoid the germination of new plants. Both sunn-hemp and pigeon pea need to be controlled before flowering due to a high re-growth rate and excessive wood development in the stems. The most adequate way to manage the cover crops depends on the objective of the cover crop and the possibilities of the farmer. If the requirement is for the dead mulch to cover the soil for as long as possible, the best way to manage the biomass is by using a knife-roller, chain, sledge or herbicides. When the decomposition process has to start immediately in order to release the nutrients it is recommendable to slash or mow the cover crop. In some cases it might be necessary to complete this with herbicides. The period between slashing, or other management practice, of the cover crop and seeding of the commercial crop (maize, beans, soya, etc.) can affect the production level of the crop. This is related to some of the substances that are released during decomposition of the cover crops. These can harm the germination of the crop seeds, or sometimes even delay the development of subsequent crops. This is called allelopathy. In general, management of leguminous cover crops and horse radish ten days before planting of maize gives the highest yield responses. The maize yield on cover of grass species, such as rye, oats and Italian ryegrass, increases with an increase in the number of days between managing the cover crop and seeding the maize. This is related to a reduction of nitrogen immobilization and allelopathic effects over time and different levels of lignin and hemicelluloses. Economic aspects of Conservation Agriculture (1) Unfortunately, short-term solutions and immediate benefits always attract farmers and the full technical and economic advantages of conservation agriculture can be seen only in the medium- long-term run, when its principles (no-tillage, permanent cover crop and crop rotation) are well established within the farming system. In fact, if the two systems (conventional and conservation agriculture) are applied in two plots with the same agro-ecological and fertility conditions, no great differences in productivity during the first years are to be expected. However, after cultivating the same crops in the same areas for several years, the differences between the two systems become more evident. CA requires a new way of thinking from all concerned. Along with this "new way of thinking agriculture", there is already enough technical and agronomic evidence that could positively influence farmers contemplating the adoption of CA principles. It is, however, important to demonstrate to farmers that the technical and agronomic aspects are directly related to the management and economic ones and, therefore, any technical and agronomic improvements obtained by applying CA principles need to be quantified in monetary and economic terms. Before analysing the farm management and economic aspects of CA, it is illuminating to divide the adoption/adaptation process into four theoretical phases. - First Phase - Improvement of tillage techniques: During this first phase, no increase in farm output is foreseen. But decreases in: labour; time; draught animal or motorised power (reduction of production costs) would occur. An increase in agro-chemical use, especially to control weeds might be required. Furthermore, there may be a reduction of production in comparison with the conventional agriculture; - Second Phase - Improvement of soil conditions and fertility. Decreases in labour, time, animal and motorised power (reduction of production costs). Increases in yields and consequently increase in net farm income; - Third Phase - Diversification of cropping pattern. Increased and more stable yields. Increased net farm income and soil fertility. - Fourth Phase - The integrated farming system is functioning smoothly. Stability in production and productivity. The full technical and economic advantages of conservation agriculture can be appreciated by the farmer. Technological changes Because of the opportunities for increased outputs, reduction in production costs and higher income levels which a technological change to CA can offer; it is useful to take into consideration the process of adoption / adaptation and diffusion of technical innovations. The economic potential of conservation agriculture, in terms of costs of production, profit, yield, soil conservation, etc. is very important. However, unfamiliarity with conservation agriculture practices might make the initial impact on yield and input usage uncertain. It should not be forgotten that the adoption / adaptation decision must take place in an uncertain environment (subject to the vagaries of nature and the market). Farmers' attitudes to risk and, in particular, their strategies for risk aversion must also be taken into consideration. There are four requirements for the adoption of CA practices: - It must bring the farmer a visible and immediate benefit, economic or otherwise. - The benefit must be substantial enough to convince the farmers to change their ongoing practices. - For the technology to be disseminated, the costs incurred must be able to be covered by the farmer. - The introduction of CA should be followed up by an extension service for a long period of time. The potential conservation agriculture adopter / adapter may be confronted with constraints in terms of purchasing power; access to credit and information; and poor communications links with product and input markets. In this regard, the availability of inputs in the quantity and at the time required may prove to be important considerations in the adoption / adaptation process. Managing changes in input use In principle, the cost of some inputs (e.g. for seed purchase) should not differ in conservation agriculture compared to conventional tillage. However, differences are often observed and can be explained through: - In conservation agriculture less seed is needed because the losses in the field are reduced. However, sometimes more seed is needed because the plant density in conservation agriculture is optimal and might be higher than under traditional dibble stick planting. So, in effect, seed use remains about the same. In conservation agriculture cover crops play an important role and if the seeds for cover crops are not produced on-farm, the farmer needs to buy them elsewhere. - Fertilizer costs (Nitrogen) are initially considered to be more under conservation agriculture compared to conventional tillage. However, as the organic matter of the soil increases under conservation agriculture, so will the soil fertility and moisture content. Both aspects lead to an increased fertilizer efficiency, which will reduce fertilizer need in the long run. - Farmers who are used to applying herbicides under conventional system will also use them under conservation agriculture. Experience shows that in these cases herbicide costs will reduce over time as the permanent soil cover exerts its weedcontrolling function. Herbicides are important, but farmers using conventional tillage methods use similar amounts of herbicides as no-tillage farmers. - Those farmers, who have never used herbicides because they are simply not available or very expensive, are likely to adopt alternative practices for weed control. - When conservation agriculture is practised correctly, pest and disease incidence will be lower compared to conventional tillage due to crop rotation and the use of cover crops. Consequently, the cost for treatment will also be reduced. Experience in South Africa is that negative soil borne pathogens may also increase and have a negative effect on the crop especially in limited moisture conditions. This will be an area to research. - The reduction in labour- and equipment requirements and cost is one of the main reasons for the adoption of CA. Machinery and Equipment In the majority of the farms where conservation agriculture is practised, fewer operations are executed in the field. For this reason farmers need less equipment and the costs of both labour (see above) and fuel are reduced. In addition, the number of implements can be reduced; ploughs and harrows are no longer required. In the case of tractor-powered farming, the size of the tractor can also be reduced: for ploughing a heavier tractor is needed compared to direct seeding and spraying. Likewise, in animal draught systems, fewer animals are needed, or different types of animals can be used: instead of one pair of oxen, a pair of donkeys might be sufficient. Fewer field operations result in less wear and tear of the equipment, which in turn will have a longer life span and the costs for maintenance and repair are reduced considerably. Crop yields In general, conservation agriculture can produce equivalent or higher yields compared to conventional tillage systems. Crop yields may fall in the initial phases of CA adoption, and will only raise above conventional tillage figures when the CA system has stabilised. Statistically reliable data need to be collected to prove yield levels in South Africa. Historically farmers believe to open the soil and turn it over as deep as possible and on the short term positive results are normally observed. Carbon sequestration CA does, of course, provide many environmental benefits that may not be of direct interest to the farmer. Here, for example, we are thinking about streams and rivers running free of eroded soil and so not silting up reservoirs or damaging hydro-electric generating turbines. Another major benefit is the reduction of damage done to roads and, indeed marine environments, by reducing runoff and erosion; to say nothing of the costs of domestic water purification. However, CA is currently receiving global focus for its carbon sequestration potential. It has been calculated that the total potential for soil carbon sequestration by agriculture could offset about 40% of the estimated annual increase in CO2 emissions. CA practices that sequester soil organic matter contribute to environmental quality and the development of sustainable agricultural systems. The significance of CA adoption to the amelioration of effects of greenhouse gas emissions on global climate change is now being evaluated. The emergence of carbon credit payments for CA farmers is being considered seriously and could result in a further financial benefit to CA adopters. 2. Introduction to the Strategy The Strategy for Conservation Agriculture Research of the Maize Forum (endorsed by the Maize Trust) comprises an inspiring Vision, Mission, Goals and Objectives. The practical application of research, adopting of the principles and mind change of farmers as well as the mutually beneficial collaboration and networking among researchers from government departments, the ARC and Institutes, universities, agricultural input companies in South Africa, are fundamental to the success of this strategy. The Maize Forum envisages that the effective implementation of the Strategy would lead to the creation of a virtual Centre of Excellence for Conservation Agriculture Research in Maize (and other agricultural crops) in South Africa by 2014. 3. Elements of the strategy 3.1 Vision for Conservation Agriculture Research at the Maize Forum Achieving sustainable and profitable agriculture and subsequently improve the livelihoods of maize farmers in South Africa. 3.2 Mission for Conservation Agriculture research at the Maize Forum It is the mission of the Maize Forum to coordinate and provide resources for relevant research activities, facilitating practical applications and harness farmers with useful information as a practical tool to use in Conservation Agriculture. 3.3 Goal for Conservation Agriculture research at the Maize Forum Conservation agriculture (CA) aims to achieve sustainable and profitable agriculture and subsequently aims at improved livelihoods of farmers through the application of the three CA principles: minimal soil disturbance, permanent soil cover and crop rotations. 3.4 The focus of this strategic objective is to improve the efficient use of agricultural natural resources for food production, ensuring their sustainable use and management, reducing poverty and increasing wealth of people and industries dependant on natural resource-based agriculture. 3.4.1 Main objectives The objectives will be obtained in the following three areas: 1. Coordination of Basic scientific research projects: The funding of the activities and monitoring of the results. This will be done by the ARC institutes, Universities and post graduate students. This will also include literature studies of international research project of CA. Research experts will play a key role in farmer field experiments in planning, design, observations, analyzing and interpretation results. 2. Coordination of practical application, adoption and implementation of CA in the maize production areas in South Africa for commercial, development and small scale farmers. This will include farmer's trials and demonstrations, supplier trails and inputs local advisors such as agricultural companies, fertilizer and chemical experts, seed company technical teams and local experts groups. 3. Coordination, editing, grouping and publishing information in popular agricultural magazines. The objective is to categorize information and focusing per area and soil type in order to help farmers selecting relevant information for specific application. Assigning and initiating information topics to agricultural journalists and cooperatives. The objective is to develop a Field Management Guide or a Field Use plan per area. Coordination of Basic scientific research projects: The criteria for evaluation of basic research projects: - The main objective of the research project needs to promote Conservation Agriculture. - Maize, in combination with rotating crops, should be the main crop under investigation. - The treatments of the experiments should not include practices that will adverse Conservation Agriculture e.g. burning, ploughing, disc or removing of organic material. - The experiment need to be carried out with interaction with a CA farmer in field conditions. Part of the experiment may be glass house studies; however the results need to be applied practically. - The application window of the results should include other areas. - Duplication of research areas need to be minimized, however for pH-D students, the personal development as an expert in future will be important. - The research project needs to address a relevant key problem area. The objective is to monitor and measure where applicable, and analyze these research processes, and implement actions necessary to achieve planned results and continual improvement of CA processes. Coordination of practical application, adoption and implementation of CA in the maize production areas in South Africa: - Harmonize all relevant resources in support for the adoption of Conservation Agriculture. - Identify and categorize production areas. Mapping uniform production areas with uniform soil and environmental conditions. - Assess the status of the implementation of CA in the defined areas, referring to number of farmers, area (hectare), levels of implementation and active groups. Identify successful CA Procurers in each area. Categorize farmers in Commercial, Development and Small Holder Groups. The transforming strategies approach and information will differ for the various categories. - The development of comprehensive databases per area about farmers, farmer groups, experts, contributors, suppliers and technical support teams. - Promoting, stimulating and encouraging the forming of farmer groups. Identify innovators, producers that are hunger for change to CA and will share knowledge, experience and support each other. Determination of specific needs for each group and make sure the technology ownership belongs to the group and that their specific needs are addressed within the framework of CA principles. The progress of adoption and implementation of CA will be community driven and process information will be owned by the people. - Introduce mechanisms which provide incentives for farmers to change their production system to Conservation Agriculture. Encourage awards to successful innovators with international visits on condition that the individual invites a non CA partner with the potential to adopt CA during the trip. - The Objective for Small Holder Farmers will be to transfer knowledge, demonstrate successful practices, lobbying financial recourses and sponsors for inputs, machinery and infrastructure expenses (fences). The approach will be to identify and respect the empowerment hierarchy and key role-players and decision makers to get commitment. This may be the Chief, Captain, or other recognized community leaders. - Find solutions and practical adaptations, modifications of CA for specific and unique RSA conditions. Introduce international research and practical information to South African conditions on a farmer experiment base. Conservation tillage doesn't work well on sandy soils that tend to harden, or on soils that are at risk of water-logging. Specific research actions need to be conducted for successful implementation of CA in these areas. The current status need to be assessed and criteria for improvement defined and measurable indictors identified. - Animal factor in crop production: Preventing or reducing gracing of crop residues. Removal of crop residues do has a negative effect on the yield of the next crop. - Soft approach to encourage agricultural suppliers of machinery, seed, fertilizers, chemicals and finance to define CA goals & Objectives in their business policies. Promoting the concept of green, environmental friendly vicinity. Includes Conservation Agriculture as base concept for the adaptation of agriculture to the challenges of climate change. - Encourage universities and training providers to include Conservation agriculture in curriculums for training and education of the next generation. - Involve all relevant partners and share expertise. Sustainable natural resources management requires an integrated and holistic approach, including effective collaboration between all stakeholders at national, provincial and local levels. - Facilitate and promote international expertise exchange with visits and inviting key research or practical farmers from areas similar to South African conditions. Expose South African Farmers to successful international groups.	<urn:uuid:990eeb6e-32b4-4f14-aa5f-1040d15c2f6a>	CC-MAIN-2017-26	http://www.maizetrust.co.za/upload/WEBSITE/ResearchCA/2016/20160211Draft%20APPENDIX%20A%20conservation%20agriculture%20Strategie.pdf	2017-06-24T07:09:22Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00079.warc.gz	610,463,918	9,709	eng_Latn	eng_Latn	0.992726	eng_Latn	0.995222	[ "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	[ 1832, 4183, 6566, 8569, 10767, 12129, 13974, 16165, 17909, 19622, 21305, 23054, 25146, 27446, 29186, 30962, 32552, 34545, 36616, 38762, 40614, 42615, 44661, 46589, 48296, 50158, 52236, 52859 ]	[ 2.0625, 1.40625 ]	2	1
The 6 Components of Literacy Nearly 20 years ago, the U.S. government commissioned a project to definitively recommend the best approach to teaching literacy. Only one third of the students in American schools were learning to read proficiently, and their lack of literacy was preventing their further education. In 1998, the U.S. National Research Council released Preventing Reading Difficulties in Young Children 1 defining instructional solutions to the problem. In 2000, the Report of the National Reading Panel 2 was published describing which methods of teaching reading are proven to work by rigorous scientific studies. Both reports concluded that while reading as much as possible, students should be explicitly taught skills in six areas: 1. Phonemic Awareness – an understanding of the sounds in their language and how they form words, 2. Decoding – the ability to figure out unfamiliar words, and to learn to read them automatically, 3. Vocabulary – knowledge of an adequate number of words to understand text passages, 4. Fluency – the ability to read quickly and without conscious attention, 5. Comprehension – the ability to understand the direct meaning of text, and also its implications and intention, and finally the ability to perform analysis on text and 6. Writing – the ability to express their feelings, thoughts and understanding in various forms of written expression. Ideally, learners should master phonemic awareness by the end of Kindergarten and decoding by the end of 3 rd grade 3 while actually reading for pleasure and for knowledge. Then, learners read material of interest to them 4 while being taught to improve their vocabulary, fluency and comprehension abilities until they can easily read, understand and analyze any text. From the time they can hold a pencil, students also learn to share their perspectives, understanding and ideas in writing. This approach stands in contrast with "whole language" approaches to reading instruction which exclusively emphasize the reading of important content and focus on using context clues to discern the meaning of text. This approach has been thoroughly debunked by data showing that explicit instruction in phonics combined with text-based language activities (reading) generates significantly faster progress in reading than the whole language approach 5 . Unfortunately today, it is still true that only 36% of students in American schools ever become proficient readers by the time they enter high school 6 . The vast majority lack adequate phonemic awareness and decoding skills, which prevents them from mastering higher level reading skills 7 . Few continue to build their reading vocabularies so that they can take on more complex, interesting text. They do not become fluent readers, and they do not learn to fully comprehend text so that they can make use of it. The solution is clear: provide learning readers of any age with explicit instruction and plenty of practice in the six components of literacy while providing access to interesting content, until they have become proficient readers and writers. 1 Snow, C.E., Burns, M.S., and Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press. 3 Joseph K. Torgesen. (2005) Preventing Early Reading Failure. 2 National Institute of Child Health and Human Development. (2000), Washington, D.C. 4 National Center for Education Statistics. (2013). 2013 Reading Assessment Report Card Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J. Francis, D. J, Rivera, M. O., Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction. 5 Camilli, G., Vargas, S., and Yurecko, M. (May 8, 2003). Teaching Children to Read: The fragile link between science and federal education policy. Education Policy Analysis Archives, 11(15). 6 7 Joseph K. Torgesen. (2005) Preventing Early Reading Failure. . For more information, contact Jon Bower at 508-641-4035 or at email@example.com.	<urn:uuid:e843fc55-5678-468a-bf7b-548ff32657e7>	CC-MAIN-2017-26	http://flinklearning.com/resources/Literacy.pdf	2017-06-24T06:57:26Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00080.warc.gz	144,175,080	881	eng_Latn	eng_Latn	0.987761	eng_Latn	0.987761	[ "eng_Latn" ]	false	docling	[ 4165 ]	[ 4.0625 ]	3	0
Profile: the Sekong Basin The Sekong River Basin is an important trans-boundary tributary to the Mekong River shared by Cambodia, Lao PDR, and Viet Nam. The 28,816 km 2 watershed lies to the north of the Sesan and Sre Pok River Basins. Collectively, these basins are known as the 3S Basins, and form the largest and most important trans-boundary watershed of the Mekong River, contributing up to 20% of the Mekong's annual discharge and 15% of its life-giving sediment. The Sekong is notable for its rugged topography and large forested areas. At present, there are plans to construct at least 20 hydropower dams in this basin. Overview these joined rivers reach the Mekong River. More than three-quarters of the Sekong falls within Lao PDR, where it overlaps with the provinces of Attapeu, Champassak, Saravane, and Xekong. The basin also covers parts of Thua-Thien Hue in Viet Nam and Stung Treng in Cambodia. Sekong Basin in Figures Location of the Sekong River Basin within the 3S Basin. The second largest in the 3S Basins, the Sekong covers 36% of the total area and is characterized by high forest cover and rugged topography, especially in its upper region. From steep headwaters in the north of the watershed, the Sekong River flows southwest, and joins with the combined flows of the Sesan and Sre Pok approximately 7.5 km upstream before Climate Due to its topography, the upper Sekong receives higher precipitation and has slightly cooler average temperatures than the Sesan or Sre Pok. Along the border between Lao PDR and Viet Nam average annual precipitation can exceed 2,800 mm per year. This precipitation in turn produces significant runoff, which peaks in the upper basin in September and October, during the wet season. 1 Temperature is correlated with elevation, with relatively warmer temperatures in low-lying areas, including in the plains in the upper basin, around Attapeu. High elevation plateau areas have cooler temperatures and allow for cultivation of specialty crops such as tea and coffee. Annual temperature at some of the highest mountains in the basin averages below 15°C. Topography and Land Cover The topography of the Sekong is divided between low-lying areas in Cambodia, a large plain in its central area, and high elevation and steep slopes in the upper basin which straddles the border between Lao PDR and Viet Nam. A unique feature, the Bolaven Plateau, rises above 1,300 m and has been used for generations to cultivate crops such as coffee. The Sekong has the highest proportion of forest cover in the 3S Basin. In 2003 (the most recent year for which official Mekong River Commission data are available) natural deciduous and evergreen forests covered 83% of the area. Data from 2009 shows agricultural areas have expanded. (However, the different methodologies defining forest areas mean that 1MRC. Lower Mekong Basin Historical Hydro Meteorology database (data from before year 2000); temperature from WorldClim. the two datasets are not directly comparable.) In recent decades, significant areas of the Sekong have been deforested. 2 This is especially noticeable in Lao PDR, where large flatter areas have been converted for agriculture, plantations, and other uses. Between 2000 and 2012 as much as 1,400 km 2 of forest (5.2% of the entire basin) was converted to other land uses. Much of this loss occurred in Lao PDR, where roughly one third of the total area deforested (423 km 2 ) fell within protected or proposed protected areas. 3 The largest contiguous clearings involved plantations (including a rubber plantation larger than 8,000 hectares to the east of Attapeu). Cambodia has not seen as high levels of deforestation, although large areas have been recently cleared along the basin border north of Stung Treng. 4 Protected Areas The Sekong overlaps with three National Biodiversity Conservation Areas: Xe Pian, Dong Ampham, and Dong Houa Sao in Lao PDR. However, some of these areas have experienced significant forest loss. In addition, 15 Key Biodiversity Areas 5 and 13 Important 2Hansen et al. 2013. 4Hansen et al. 2013. 3 Ibid. 5 These are places of international importance for conserving biodiversity through protected areas and other methods, and are identified nationally using standard criteria. Bird Areas fall within, or are immediately adjacent to, the Sekong. Population The Sekong has the smallest population among the three basins. Total human population is just under 330,000 (around 40,000 people in Viet Nam, 240,000 in Lao PDR, and 44,000 in Cambodia). This represents 7% of the total population in the 3S Basins. Majority of the population lives in the towns of Attapeu and Sekong and in the large surrounding plains. Accordingly, population density is also much lower compared to the other basins, at only 8 and 10 people/km 2 in Cambodia and Lao PDR, respectively, and 50 people/km 2 in Viet Nam. Fisheries Fish and other aquatic resources from the Sekong River are central to families' livelihoods and food security. After agriculture, fishing and related activities provide the second largest source of income. Not only does fish catch contribute 35-40% of annual household income through trade or sale of fish, it also provides 80% of the protein consumed in the basin. 6,7 In the portion of the basin in Lao PDR, mean annual consumption of fish is nearly 50 kg/person. 8 6LNMC, p. 37. 7FAO. 8MRC 2009. Hydropower To date, the Sekong has not seen extensive hydropower dam construction as in the Sesan or Sre Pok. Currently, the basin has only three large hydropower dams. However, five more are under construction and another 16 under consideration. 9 Existing (red) and planned or under construction (orange) hydropower dams. Size represents relative production capacity. Sekong Sesan Sre Pok Legal framework and key institutions Key institutions governing water resources include the Ministry of Natural Resources and the Environment (MONRE) in each country, the Ministry of Agriculture and Rural Development (MARD) in Viet Nam, and the Agriculture and Forestry Ministries in Cambodia and Lao PDR. A variety of laws on environment, water resources, fisheries, and strategic development plans influence water resources but have only domestic jurisdiction. The main official mechanism for intergovernmental cooperation within the Mekong Basin is the Mekong River Commission. However, there is no substantive, basin-specific agreement governing water resources management or development in the Sekong. As such diplomatic channels are critical for managing trans-boundary water resources. In August 2014, the UN Water Courses Convention (UNWC), 10 came into force after Viet Nam became the 35 th signatory. The 9Ibid. 10UNWC 1997;formally titled the "U.N. Convention on the Law of Non-Navigational Uses of International Watercourses." convention does not take direct effect in the 3S Basins until a neighbouring country also ratifies it. However, the UNWC could play an important role in future developments in the region by providing guiding principles that supplement the 1995 Mekong Agreement. Threats and Emerging Issues The expansion of rubber plantations has resulted in land cover change across extensive areas of the Sekong. Expansion of other agricultural crops has added to this conversion, and is thought to be depleting groundwater resources as well as affecting surface water quality by increasing erosion. 11 Mining is also a concern for potential impacts to water quality and land cover. Although available data have not found consistently high levels of mercury in water, more sampling and tissue analysis of aquatic species may identify this as a more serious concern. In the future, the basin may face increased changes in flow patterns, with implications on fisheries, flooding, and power production. 12 References and Further Reading Asian Development Bank (ADB). (2010). Sesan, Sre Pok, and Sekong River Basins Development Study in Kingdom of Cambodia, Lao People's Democratic Republic, and Socialist Republic of Viet Nam. Baran, E., SaraySamadee, Teoh ShwuJiau, Tran Thanh Cong. (2011). Fish and fisheries in the Sesan River Basin ‐ Catchment baseline, fisheries section. Project report. Mekong Challenge Program project MK3 "Optimizing the management of a cascade of reservoirs at the catchment level". WorldFish Center, Phnom Penh, Cambodia. 61 pp. Cambodia National Mekong Committee (CNMC). (2011). Profile: Sub-area Sekong-Se San-Sre Pok Cambodia (SA-7C) (Unpublished draft: April 2011). FAO. "Farming System-Agriculture: Lao PDR," Regional Data Exchange System on Food and Agricultural Statistics in Asia and the Pacific. UN Food and Agriculture Organization. http://www.faorap-apcas.org/lao.html GlobCover. (2009).http://due.esrin.esa.int/globcover/. Global Land Cover Map for 2009 (GlobCover 2009). European Space Agency (ESA) & Universitécatholique de Louvain (UCL). Grimsditch, M. (2012). 3S Rivers Under Threat: Understanding New Threats and Challenges from Hydropower Development to Biodiversity and Community Rights in the 3S River Basin. 3S Rivers Protection Network and International Rivers. Hijmans et al. (2005). WorldClim Database. www.worldclim.org. Accessed 18 February 2014. LandScan. (2012).http://web.ornl.gov/sci/landscan/ . Lao National Mekong Committee (LNMC). (2011). Final Report of Profile of Sub-area Sekong 7L in Lao PDR. (Updated January 2011). Meynell, P. (2014). The Sekong River in Viet Nam, Lao PDR: and Cambodia: An Information Sourcebook for Dialogue on River Flow Management. Bangkok, Thailand: IUCN. 139pp. 11ADB 2010. 12Räsänen 2012. MRC. (2009). MRC Master Catalogue. http://portal.mrcmekong.org/master-catalogue. Timo A. Räsänen. 2012. Baseline hydrology of the 3S basin: Sesan-Sekong-SrepokVMod hydrological modelling report: Challenge Program on Water & Food Mekong project MK3 "Optimizing the management of a cascade of reservoirs at the catchment level". ICEM – International Centre for Environmental Management, Hanoi Vietnam, 2012 UNWC. (1997). http://legal.un.org/avl/ha/clnuiw/clnuiw.html Ziv, G., Baran, E., Nam, S., Rodríguez-Iturbe, I., & Levin, S. A. (2012). Trading-off fish biodiversity, food security, and hydropower in the Mekong River Basin. Proceedings of the National Academy of Sciences, 109(15), 5609-5614. BRIDGE: This publication is produced as part of the IUCN BRIDGE project in the Mekong 3S. Building river dialogue and governance IUCN (International Union for Conservation of Nature), under the umbrella of the Building River Dialogue and Governance (BRIDGE) project supported by the Swiss Agency for Development and Cooperation (SDC), seeks to facilitate cooperative processes in the 3S region by developing and strengthening water governance capacities through governance reforms, stakeholder dialogues and knowledge exchange programmes. For more information Senior Programme Officer, Water and Wetlands Raphaël Glémet E-mail: firstname.lastname@example.org IUCN Asia Regional Office (ARO) Websites BRIDGE 3S Basins website: www.3sbasin.org IUCN BRIDGE websites: www.iucn.org/bridge www.iucn.org/about/union/secretariat/offices/asi a/regional_activities/bridge_3s/ About IUCN IUCN helps the world find pragmatic solutions to our most pressing environment and development challenges. IUCN's work focuses on valuing and conserving nature, ensuring effective and equitable governance of its use, and deploying nature-based solutions to global challenges in climate, food and development. IUCN supports scientific research, manages field projects all over the world, and brings governments, NGOs, the UN and companies together to develop policy, laws and best practice. 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The Reign of James 'Whitey' Bulger: Leader of Organized Crime Mollykate Rodenbush Michaela Arguin Brittany Tainsh Process Paper Why we chose this topic : Before we selected our topic, we brainstormed leaders and created a list. After narrowing down our list, we consulted teachers and discussed their opinions. We finally decided James Bulger would make an interesting and well done project. We also concluded that since Whitey is a local figure, we would have access to a variety of sources and people whom we could interview. With a unique topic and extensive sources, we decided to begin researching James 'Whitey' Bulger. How we conducted our research : We began our research by using search engines to find credible sources on Bulger. Throughout our research Shelley Murphy's name came up often, so we reached out to her and scheduled an interview. From this interview, we gained new information and research. Murphy offered several extra pieces of literature on Bulger which we found, read, and took notes on. These led us to other people, who we reached out to but never heard back from. Additionally, we sent a letter to Bulger himself and received a letter that gave us a new perspective on him. All the while, organizing our research on a google document. After we finished our research, we began to organize and design our website. How we created and developed our website : Before creating our website, we drew it out on paper to visually interpret how we would organize our research on the website. We then experimented with themes for our website. The final color scheme went along with our topic well; the red symbolized the blood of the murder victims and the darkness symbolized the criminal activity of Whitey. After we had the design of our website established, we added all of our information. Keeping the word count in mind, we found relevant quotes from articles and added them whenever we could. From here, we added pictures and videos to make our website the best possible. Once completed, we went back to look for errors, cut down on words, and ask for the opinions of peers and teachers. How our project relates to the theme : Our website relates to theme in several ways. A leader does not have to be a hero, in Whitey's case, he is a leader of organized crime. His influence over gang members and role as the boss of the Winter Hill Gang are small examples supporting the statement that Bulger is a leader. He also rose as a leader when he was offered the job as an FBI informant. Bulger's legacy is important for several reasons as well. First, he changed FBI informant policies. Not only did Bulger's legacy impact government, but it has influenced literature, music, and entertainment. James 'Whitey' Bulger is a household name, not only in South Boston, but in America. He lives on in prison, remembered for his role in the government and crime. (494 words)	<urn:uuid:e4609fae-558f-416f-bd17-d84e6d6f38c5>	CC-MAIN-2017-26	http://thereignofwhitey.weebly.com/uploads/4/6/9/6/46962397/statesnhdprocesspaper.pdf	2017-06-24T06:50:36Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00082.warc.gz	417,333,406	1,106	eng_Latn	eng_Latn	0.93907	eng_Latn	0.999107	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 114, 2900 ]	[ 2.09375 ]	1	2
2 Messages As we said in the previous chapter, we send messages to objects to get them to do things. There are three flavors of message in Smalltalk. Unary Messages A unary message is a message with no arguments. For example, to negate the sign of an integer we would send the unary message, negated. 4 negated Binary Messages A binary message looks just like an arithmetic operator. It gets the name binary because there are exactly two objects involved. 5 + 3 Here we are sending the + message to 5 with 3 as the argument. Unlike most languages where +, -, , etc., are operator symbols associated with algebraic operations, in Smalltalk they are messages with exactly one argument. The binary messages are + - / // \\ < <= > >= = ~= == ~~ & \| , @ -> Many of these are obvious, so I'll just explain the not so obvious ones. Exponentiation // Integer division, rounding to the next lowest number. \\ Modulo, returning the remainder after the division. ~= Not equal. == Identically equal — ie, the same object. ~~ Not the same object. Copyright © 1997 by Alec Sharp Download more free Smalltalk-Books at: - The University of Berne: http://www.iam.unibe.ch/~ducasse/WebPages/FreeBooks.html - European Smalltalk Users Group: http://www.esug.org & Logical AND, returning true if both the receiver and the argument are true. The receiver and argument are both evaluated, so it may be better to use and:, which only evaluates as much as is necessary and is also compiled in-line. Note that for both & and and:, if the receiver is true, the argument is returned, which may or may not be a Boolean. \| Logical OR, returning true if either the receiver or the argument are true. The receiver and argument are both evaluated, so it may be better to use or:, which only evaluates as much as is necessary and is also compiled in-line. Note that for both \| and or:, if the receiver is false, the argument is returned, which may or may not be a Boolean. , Concatenate two collections. Usually used to concatenate strings. @ Used to create an instance of the Point class. -> Used to create an instance of the Association class. Keyword Messages We still need to be able to other types of messages with one argument and messages with more than one argument. The keyword message lets us do this. For example: ``` 'elephant' copyFrom: 3 to: 5 ``` gives the string 'eph' (Smalltalk collections are 1 based rather than 0 based as in C and C++; ie, the first element in the collection is referenced by index 1). The colons separate out the keywords in the message, where each keyword takes an argument. (In strict terms, copyFrom: 3 to: 5 is the message and copyFrom:to: is the message selector, but we will also refer to copyFrom:to: as the message.) Message chaining Methods always return an object (more on this later). This means that you can chain messages together, because there is guaranteed to be an object to send each message to. For example, the following returns -3. ``` 3.14 truncated negated ``` When the floating point number receives the truncated message, it returns a SmallInteger, which in turn returns another SmallInteger when sent the negated message. Another example might be a string that contains a number. We want to change the sign on the number and convert it back to a string. One option would be to say: ``` number := '42' asNumber. negatedNumber := number negated. string := negatedNumber printString. ``` However, because each method returns an object, we can write this as: ``` string := ( ( '42' asNumber ) negated ) printString. ``` or we can leave out the parentheses since we are dealing only with unary messages, all of which have the same precedence. ``` string := '42' asNumber negated printString. ``` Message precedence Unlike C++, which has very complicated rules of precedence, Smalltalk has very easy rules: 1. Evaluation is done left to right. 2. Unary messages have the highest precedence. 3. Binary messages have the next precedence. 4. Keyword message have the lowest precedence. 5. You can alter precedence by using parentheses. One thing that is immediately different from most languages is that there is no algebra. + and * are not algebraic symbols — they are simply messages. Using the precedence rules above, ``` 1 + 2 * 3 ``` equals 9, not 7. To get the result you would expect, you have to use parentheses to specify the precedence. ``` 1 + (2 * 3) ``` To give two more examples, 2 + '4' asNumber max: 5 gives 6, because by the above rules, the unary asNumber is sent first, giving 2 + 4 max: 5. Then the binary + is sent, giving 6 max: 5, which returns 6. The computation 30 max: 3 + 4 * 5 gives 35. There are no unary messages, so the binary messages are sent in left to right order. With the first message sent, we get 30 max: 7 * 5. With the next binary message send, we get 30 max: 35, which returns 35. To get an answer of 30, as you would expect from normal algebra, you would have to use parentheses such as 30 max: 3 + (4 * 5). What happens when a message is sent Whan a message is sent to an object, the Smalltalk system looks to see if a method with that name exists for that type of object (in other words, has been written and stored in the class of the object). If there is a method, it is executed. If no method of that name is defined in the object's class, the system looks in the method dictionary for its immediate superclass. If there is no method with that name in the superclass it looks in the superclass's superclass. Figure 2-1 illustrates this. The method lookup keeps working its way up the superclass hierarchy until it finds a method with that name, which it then executes. If it reaches Object and still doesn't find a method, it displays a Notifier window that gives you an opportunity go into a Debugger and figure out what went wrong 1 . The receiver of the message All messages have to be sent to an object — there's no such thing as a message in isolation. If you create an object in a method, it's easy to send a message to the object. For example: ``` MyClass>>doThis array := Array new: 3. array at: 1 put: 2. ``` (The generally used notation to show instance side method names is ClassName>>methodName. For class side methods, the notation is ClassName class>>methodName.) self Smalltalk methods average about seven lines, so for an object to do any serious work there's a good chance that you will have split the work into several methods (assuming you want to have short methods). How does a method invoke another method defined on the same object? Answer: the object sends a message to itself. Smalltalk has a special variable for just such use — self — which always refers to the object that is executing the code — the message receiver. Note that self refers to the receiver even if the the code was defined on a superclass of the receiver's class. ``` MyClass>>processObject: anObject self doThisWithObject: anObject. self doThatToObject: anObject. ``` 1 What actually happens is that if a method is not found, the doesNotUnderstand: message is sent. Unless this has been overridden, the doesNotUnderstand: method tells Object messageNotUnderstoodSignal to raise an exception. Unless you have a handle:do: block to trap this exception, the exception is unable to find a signal handler and it gets converted into another exception (an unhandled exception exception) which invokes the EmergencyHandler. Unless you have overridden the behavior of the EmergencyHandler, it opens a Notifier window. If a method needs to call on a support method to do some work, send the message to self. In fact, a good rule of thumb is, if you can't figure out what object to send the message to, send it to self. super If you remember how message lookup works, Smalltalk looks for the method first in the object that is receiving the message. If it can't find a method there, it next looks in the superclass, etc. But what do we do if we explicitly want to start looking in our superclass? Smalltalk provides another special variable, super. So, if you want to start at your superclass, send a message to super. When would this be useful? One common example is during instance creation. If you want to initialize some instance variables you usually write an initialize method on the instance side. You can no longer inherit new since it doesn't send initialize, so you have to write your own new method, which will inherit the behavior of new from a superclass. Note that the caret (^) shown below means return. ``` MyClass>>initialize ... set some variables ... MyClass class>>new ^super new initialize ``` In fact, super does not refer the the superclass of the object that received the message. Instead, it refers to the superclass of the object that defined the code being executed. It's a subtle difference but an important one because if it were not this way it would be easy to end up in infinite recursion. Let's look at why. Let's say we have a class hierarchy with ClassTwo subclassed off ClassOne, and ClassThree subclassed off ClassTwo as shown in Figure 2-2. All three classes have instance variables that must be initialized and the initialization code looks like the following. ``` ClassOne>>initialize ... set some variables ... ClassTwo>>initialize ``` ``` super initialize. ... set some variables ... ClassThree>>initialize super initialize. ... set some variables ... ``` When we create an instance of ClassThree and execute the ClassTwo initialize code from the ClassThree object, what does super refer to? If it refers to the superclass of the class executing the code, then super will be ClassTwo and the initialize message will be again sent to ClassTwo. Ie, we'll end up in an infinite loop. On the other hand, if super refers to the superclass of the class defining the code, the message will be sent to ClassOne and everything works fine. A key point to note is that self has an identity of its own and can be inspected, assigned to a variable, and passed as a parameter. However, super has no identity and you cannot inspect it or assign it. When you accept a method, the compiler compiles the method text into byte codes. When it comes across the word super it generates byte codes that instruct the run-time engine to start the method lookup in the superclass of the class defining the method. Thus super is simply a mechanism for telling the compiler how to generate byte codes.	<urn:uuid:ea718c98-6026-4708-8a78-9b690d83d2c1>	CC-MAIN-2017-26	http://sdmeta.gforge.inria.fr/FreeBooks/ByExample/04%20-%20Chapter%202%20-%20Messages.pdf	2017-06-24T07:10:46Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00082.warc.gz	368,145,020	2,367	eng_Latn	eng_Latn	0.998196	eng_Latn	0.998657	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1284, 3781, 5577, 7554, 9319, 10461 ]	[ 2.375 ]	2	2
Unison Preservation Society Newsletter Working to Protect and Preserve our Historic Countryside Butterfly Weed photo courtesy of Dara Bailey. Issue One Spring • 2014 Unison, Virginia By Caroline Nash Helmly The Plight of the Monarch Butterfly and How You Can Help I recently attended a lecture given by Nicole Hamilton, the president of the Loudoun Wildlife Conservancy, on the plight of the Monarch butterfly, and wanted to pass along what I learned to our community here in Unison. Monarch butterfly populations are in grave trouble. Experts expected bad news last year, but when the actual numbers came in, they were truly awful. In 1996, a billion Monarchs overwintered in the mountains northwest of Mexico City. They covered 51 acres. In 2013, after years of damaging human activities, there were only 33 million Monarchs covering just 1.65 acres. That's a 97% decrease. At this rate of decline, if no action is taken, the wondrous Monarch migration will soon be lost forever. To understand this decline you need to look at the Monarch's life cycle. parents and grandparents, will continue in a northerly direction. These first generations in each year's migration live for only four to six weeks. Some will continue in this incremental way until they reach Canada. The Monarchs we see here in Unison have made their way in successive generations up the eastern migration track of the United States. The migration starts in central Mexico in late February when the butterflies that overwintered there become active. They make their way to Texas where they lay eggs on any milkweed they can find. These eggs will become the first generation of that year's migration. The resulting newly emerged butterflies will continue northward laying eggs on the milkweed plants that they find in fields, gardens and hedgerows along the way. These eggs will produce the next generation of Monarchs, which like their The key to this entire northern migratory process is milkweed (Asclepias species). Milkweed is the only plant the Monarchs can use to lay their eggs. This is because milkweed contains a chemical that makes the Monarch toxic to predators, and nature has programmed Monarchs to take advantage of this defense. When the eggs hatch, the caterpillars consume the milkweed leaves ravenously for about two weeks as they progress through five growth stages known as instars. They finally become large enough to pupate, resulting in a beautiful green chrysalis bedecked in gold where, in ten to fourteen days, the fat caterpillar magically becomes the majestic butterfly. But here's the truly amazing part: When the butterflies of the final generation emerge between late August and early October take to the air, they unerringly head southwest toward Mexico, a place they've never been. Above: A Monarch butterfly feeds on nectar from Smooth Blue Aster for fuel before the long migration trip towards Mexico. Photo courtesy of Sally Snidow. delicate creatures weighing less than a dime—face a 2000-mile trip, and what they need at this point in the migratory process is fuel, which they get from nectar plants such as asters and goldenrod. Whereas milkweed is the key to the trip north, nectar plants are the essential for the trip south. This final generation lives for not just a few weeks as prior generations did, but for six to nine months. They join millions of other Monarchs in the Oyamel trees at an altitude of 10,000 feet in the Mexican mountains to overwinter until the following spring, when they become sexually mature and the process begins again. Scientists have yet to figure out how the Monarchs know to do all this. The Monarchs leaving Unison— The reason for the Monarchs' precipitous population decline is the nearly total disappearance of milkweed and nectar plants caused by a convergence of INSIDE: " Open Space" Tax Assessment NEWS • Growing Up Unison • RURAL ROAD Opinions Above: A Monarch Waystation is simply a garden that has both milkweed plants which Monarchs feed on as caterpillars, and nectar plants that they feed on as adults. Right: Milkweed is a necessary host plant for Monarch caterpillars. Photos courtesy of Nicole Hamilton. Below Right: A Monarch caterpillar is easy to identify with their vibrant yellow, black, and white stripes. Photo courtesy of Sally Snidow. neighborhood plant and certify a Monarch Waystation, we, as a community, can make a meaningful difference in our environment. Our combined garden plots can merge into a locality that could provide real help to the Monarch along on its fantastic odyssey. Let's keep the magic alive here in Unison. For more information on the Monarch, how you can plant and certify your Monarch Waystation as well as where to buy native pesticide-free seeds, please go to Loudoun Wildlife Conservancy's site at: www.loudounwildlife.org and click on the "Bring Back the Monarch" icon. For certification requirements, see http://www.loudounwildlife.org/ PDF_Files/Monarch_Waystation_Applica- tion_Loudoun_plants.pdf. Caroline would like to thank Nicole Hamilton and Sally Snidow of the Loudoun Wildlife Conservancy for their help in writing and providing photos for this article, and for the work they are doing to bring back the Monarch. human-induced factors: habitat destruction in the U.S. and in Mexico, genetically modified crops that farmers plant road edge to road edge, chemical herbicides, severe drought and fire. And Monarchs are not the only species affected by these harmful practices—they are simply the species we recognize most easily. Native insects in general are in decline, as are the birds that depend on them to sustain themselves and their nestlings. The good news is that it's not yet too late! A female Monarch can lay more than 300 eggs in her lifetime if there is milkweed available for her to use and nectar plants to fuel migrations. If given the chance, Monarchs will do their part to reverse the downward population trends. We can help right here in the Unison area by planting Monarch Waystations. A Waystation is simply a garden that contains both milkweed and nectar plants that Monarchs, as well as other beneficial insects, feed on. A Waystation can be as small or as large as you want to make it. It can even be a container garden. By certifying your Monarch Waystation with Monarch Watch, you become part of a recognized network of people across the country that is helping bring back the Monarch. You can even obtain an attrac- tive sign to designate your garden as a certified Monarch Waystation. The Unison Preservation Society is hoping that if enough people in our 15 Native Host and Nectar Plants for Monarch Waystations Swamp Milkweed, Asclepias incarnata Common Milkweed, Asclepias syriaca Butterfly Weed, Asclepias tuberosa Blue Mistflower, Conoclinum coelestinum Joe-Pye Weed, (e.g. Eupatoriadelphus fistulosus, Eupatorium maculatum) Boneset, Eupatorium perfoliatum New York Ironweed, Vernonia noveboracensis Goldenrod (e.g. Rough-stemmed Goldenrod, Solidago graminifolia; Blue-stemmed Goldenrod Aster (e.g. New England Aster Solidago rugosa; Narrow-leaved Goldenrod, Solidago caesia ; and, , Early Goldenrod, Solidago juncea Symphyotrichum novae angliae lateriflorum; Smooth Blue Aster, Aster laevis; Calico Aster ; and Heart-leaved Aster Blazing Star, Liatris spicata Wild Bergamot, Monarda fistulosa Mountain Mint (e.g. Narrow-leaved Mountain Mint, Pycnanthemum tenuifolium; Hoary Mountain Mint, Pycnanthemum incanum) Coneflower (e.g. Blackeyed Susan, Rudbeckia hirta; Orange Coneflower, Rudbeckia fulgida ) Oxeye Sunflower, Heliopsis helianthoides (also other Helianthus sp., and Sneezeweed, Helenium autumnale ) Wingstem, Verbesina alternifolia Necessary host plant for caterpillars—if you don't have milkweed, you will not have Monarchs. ** Key nectar (food) plant for adults. Goldenrods and Asters are critical—especially in the fall. , Symphyotrichum, Aster cordifolius ) ) 2 New Threat to "Open Space" Tax Assessments By Howard Lewis Many residents in the Unison neighborhood are able to significantly lower their real estate property taxes each year through Loudoun County's land use assessment program. If you are one of these residents, take note of a recent vote of the Loudoun Board of Supervisors. The county's land use program allows for the deferral of real estate taxes on property that falls into one of four basic categories: agricultural, forestry, horticultural, or open space use. It is the last of these four categories—open space—that was the target of the Board's vote on January 15 of this year. use assessment program applies only to undeveloped property beyond people's backyards, so to speak. For example, if you own a 15-acre farm, with your house and yard sitting on three of these acres, the program applies to the remaining 12 acres of undeveloped land. It is this land that is assessed and taxed at a significantly lower rate as long as it remains undeveloped. If at some point this property is developed, the owner must repay the county the full property taxes for the previous five years. use. So, over the years, open space use has been an important entry point for many landowners into the county's land use assessment program. However, in 2010, the previous Board of Supervisors placed a moratorium on new applications for open space use on parcels of more than five acres and less than 20 acres. This followed the 2006 rezoning changes in Loudoun that limited the possibilities of subdividing parcels of less than 20 acres. The Board decided to continue a moratorium on accepting any new applications for open space use on parcels of more than five acres and less than 20 acres. Landowners around Unison, who currently have property of this size in open space use, should make sure they take all the steps necessary to stay there. If you fall out, you can't get back in because reapplying for the program will be considered a new application, which means it will be rejected. However, the routine renewal of a parcel already in open space use will not be considered a new application and will be allowed to continue. 1 "Just…to say because you live in the west you don't have to pay taxes on the land, many of my constituents in Ashburn would love to not have to pay taxes on their land and their backyards and these kinds of things, but they don't live there." - Supervisor Ralph Buona (R-Dulles) Here is a short explanation of the land use assessment program and how we got to the January 15 vote. To begin with, it is important to recognize that all residents in the county, whether they live in Unison or Ashburn, pay full property taxes on their houses and the lawn areas around the houses. The land Many property owners find the open space category is the easiest to apply for under the land use application process. There are a variety of reasons for this. For example, to apply for agricultural use, you have to provide five years of production records as well as show a certain amount of income earned from the land. For forestry, a minimum of 20 acres is required. And you need to be running something like a greenhouse or nursery to qualify for horticultural When the 2010 vote was taken, the expectation was that the moratorium would be lifted once the county's Agricultural District Advisory Committee (ADAC) came up with "qualifying criteria" for new open space applications. The ADAC did indeed develop such criteria that dealt with everything from land use management to wetlands protection to the carrying capacity of pastures. The ADAC presented these to the Board in January 2011, which adopted them. This should have set the stage for a vote to lift the moratorium on new open space applications, but no vote was ever taken. So, the moratorium remained in place. In December of last year, the Commissioner of Revenue pointed out to the Board that the qualifying criteria could not go into effect until the Board voted to lift the moratorium on new open space applications, which brings us to the debate and vote on January 15 of this year. This is where the discussion becomes much more interesting for anyone living in the Unison area who is enrolled in Loudoun's land use assessment pro- 3 4 gram. Long story short, the Board voted 5-3-1 to continue the moratorium. This is obviously bad news for any of the smaller landowners around Unison who had hoped to submit new applications for open space use. Among other things, it may force people, who were expecting the moratorium to be lifted, to sell undeveloped lots because they find that it is just too expensive to continue to carry them. During the January 15 meeting, Supervisor Geary Higgins (R-Catoctin), who supported lifting the moratorium, said that this is exactly what happened to him. "When people can't afford to carry these properties... you will end up with a house on it. I will take a picture of the house on the property I could not carry at $4,500 a year with two kids in college." land use assessment program in general. While the immediate impact of the Board's vote on January 15 may not be that earth shattering for most Unison landowners, it is the debate preceding this vote that maybe—maybe—signals trouble to come. To say the least, the debate showed a great deal of skepticism on the part of many Board members from eastern Loudoun about the open space program in particular and the entire issue of the tax breaks that western Loudoun receives under the In his report to the Board, the Commissioner of Revenue estimated that there are approximately 2,500 parcels in Loudoun with more than five acres but less than 20 acres that are eligible for open space use. If the Board lifted the moratorium and all these parcels went into open space use, the Commissioner estimated that this could lower land assessment values on these 2,500 parcels by $375 million dollars and reduce tax revenues to the County by an estimated $4.5 million a year. These estimates clearly caught the attention of the Supervisors. But what shouldn't be forgotten here, and pretty much was on January 15, is that for every $1 paid in taxes on farmland and land in open space use, the cost to the County of providing services to these areas is 79 cents. This is in sharp contrast to the tax/service ratio for residential land uses where for every $1 collected in taxes, the County spends $1.62 in providing services. (See page four of the fall UPS Newsletter for further details on this subject.) Besides the estimates of lost tax revenue, the Board also focused on comparisons with the open space programs of nearby counties. Fairfax and Stafford counties do not have an open space Above: The familiar Virginia Outdoors Foundation sign reads "This property is forever protected by a conservation easement." Photo courtesy of Dara Bailey. category in their land use program. Arlington has no land use program at all. Prince William requires a 20-acre minimum, Fauquier 25-acres. Frederick has a five-acre minimum, but that has to be in permanent open space easement. As one Supervisor observed, Loudoun has the "most generous" program around. In looking at this issue over the longer term, it is important to realize here that the estimates cited above for the reduced land assessment values of $375 million and lower tax revenues of $4.5 million are really the proverbial tip of the iceberg. These figures would be much, much higher if all the property in the land use assessment program—both small and large farms—was taken into account. Some of the Supervisors voting to keep the moratorium in place on January 15 were careful to say they supported Loudoun's rural economy. This is encouraging. Nonetheless, the question going forward is this: Will this Board, or future Boards, seeking additional tax revenue, begin to look at changes in Loudoun land use assessment program as it applies not only to open space but also to agriculture, forestry and horticultural use? Right now, no one knows the answer to this question. However, in his comments on January 15, Supervisor Ralph Buona (R-Dulles), who led the effort to continue the moratorium, may have provided an indication of which way the wind is blowing: "Just… to say because you live in the west you don't have to pay taxes on the land, many of my constituents in Ashburn would love to not have to pay taxes on their land and their backyards and these kinds of things, but they don't live there." If the wind indeed is blowing against rural property owners in western Loudoun, the only assured way to take your land out of play is to put it in permanent open space easement (conservation easement) with an organization such as the Virginia Outdoors Foundation, the Piedmont Environmental Council or the Land Trust of Virginia. Footnote: 1 This statement is based on conversations with Loudoun County officials. Sometimes, however, the devil is in the details; so, landowners should verify with county officials and outside experts that this is indeed true for their particular properties. Growing Up Unison By Tara Connell Dwight Grant knows Unison in ways only a little boy with a fishing pole and some night crawlers can know a place. Grant, 36, the owner of The Grooming Room in Middleburg, spent his childhood summers at his family's home in Willisville. His grandmother, Ann Lee, is and was the matriarch of a huge extended family headquartered in that historic village around the bend from Unison. The children would spend their summers there. "Sometimes there'd be 60 of us (cousins and neighborhood children) running up and down Willisville Road… We would be out playing when a pickup truck would pull up in the yard. All of us would run over. It would be the men, our uncles… "When you had family coming to town, you went fishing. It was their first priority to take us fishing. Or we thought so. We would pack into that pickup truck…There would be four men on the bench seat and the rest of us in the back…. The first stop would be Bloomfield— to get supplies at Freeman's Store. "We would shoot cans off the fence with BB guns to see who could shoot better." Sometimes the journey involved "running all over Willisville looking for the perfect sapling" to make a fishing pole. Other times "we would bypass all that and go straight to Miss Iselin's. That pond." Miss Iselin is now Dodie Vehr, and "That pond" is at Fiddler's Green Farm, just south of the village on Unison Road. "We had permission to fish there. My earliest memories of fishing are on that pond with my family… I fished that pond from ages six to 19." In smaller groups of cousins, friends or uncles, Grant would visit the old Unison Store on his way to the pond. As he puts it: "We would get in the truck and just hope they were going to stop at the Store. You couldn't ask. If you did, they said 'just ride'." If their wishes were fulfilled, the men would stop at the store for what Dwight Above: Dwight Grant at The Grooming Room in Middleburg, Virginia. Photo courtesy of Michael Zuckerman. remembers as a special treat—BBQ Loaf, sharp cheddar cheese, and crackers. Each of the kids would get their own small bottle of coke. "You had to learn to drink it slow or it would run out while you were fishing," he said. processed into a loaf with BBQ sauce on it. Glorified baloney." Asked to explain what a BBQ Loaf is, Grant said: "It's like Italian deli meat And then they would buy night crawlers at the store. "We would take them from the cooler, take the top off and watch them squirm. "If we didn't buy them at the store, we would have to dig our own, which was stressful. Raise Your Voice for our Roads Brutal winter weather, too much traffic, and too little money for maintenance combined this year to cause unprecedented damage to the nearly 300 miles of unpaved rural roads in Loudoun County— including much of Unison. Swamped with complaints, Blue Ridge Supervisor Janet Clark held a community forum March 25 after announcing a priority list of 22 roads that were targeted for "improvement," which she has defined as "widening, straightening, drainage assistance paving, or grading." Issues of years of poor maintenance were acknowledged. But, an outcry against paving as destroying our rural character and harmful to horses was met with almost equal cries for paving. Even tarring and chipping had some fans. So, the battle to retain our historic roadways has begun. Voicing your opinion is critical. A list of the 22 roads can be seen at Clarke's web page http://www.loudoun. gov/blueridge, along with forms to express your opinion. Contact Clarke at Janet. firstname.lastname@example.org to say how you feel. Complaints go to VDOT at 1-800-367-7623 (FOR-ROAD). Photo of Greengarden Road courtesy of Mitch Diamond. 5 Unison Preservation Society Newsletter Published by The Unison Preservation Society P.O. Box 606 Middleburg, VA 20118 www.unisonva.org * How to Support the Unison Preservation Society (UPS): * UPS depends upon contributions from people living in our community who want to preserve our historic village and the countryside surrounding it. Since the UPS is a not-for-profit 501 (c) (3) corporation registered in Virginia, all contributions are tax deductible. Contributions should be made to the Unison Preservation Society and sent to the post office box listed above. Board of Directors Harry Bigley - President Gordon McKinley - Treasurer Owen Snyder - Secretary Andrea Brown Steve Chase Tara Connell Mitch Diamond Julie Diehl Kim Hart Caroline Helmly Tom Hopkins Doug Kemmerer Howard Lewis Tobin McGregor * Ideas for Newsletter Articles: * We are particularly interested in gathering material about Unison for future UPS newsletters. This includes not only stories, photographs, family histories and diaries of long past Unison residents but also what is happening in today's Unison. If you have ideas for newsletter stories, please e-mail us at email@example.com. Newsletter Design: firstname.lastname@example.org Dara Bailey • Bluemont, VA Ours were always too skinny." Grant remembers wistfully the store he knew as a child (wood floors, dish powder, the hand-crank register, receipts written in longhand in the 1980s) and then as a teenager in the '90s. "The store had changed. As a kid, it was more of a general store. As a teenager, it had alcohol, cigarettes. There was no ice cream." Grant admits his recollections may be tinged by what he was looking for at the time. "I don't know how we did it, but I remember scoring beer there twice." Or a wine called Mad Dog 20/20, which they would mix with Sunny Delight and call it "purple passion." His family was living in St. Louis at the time. "We would go back to St. Louis, drink and get sick. That's what the Unison Store allowed us to do in high school." He laughs. With graduation from Loudoun Valley High School, Grant changed his ways. "I became a Christian—had a radical conversion—and got consumed as a barber." His first jobs were away from Middleburg in Leesburg, Reston, and Clarke County. He believed he needed to be away from the slow pace of Middleburg to be creative and learn the latest styles. The arrival of his son changed all that. "I came back to Middleburg and it was a familiar place that was home. I didn't feel intimidated. It was like another room in my house." Today he is way too busy to go fishing. As the first full-time barber in Middleburg in more than 50 years, his shop is always booked with Unison Preservation Society P. O. Box 606 Middleburg, VA 20118 j Grant's earliest fishing memories with his family are from the pond at Miss Iselin's, (Dodi Vehr) which is now Fiddler's Green Farm on Unison Road. Photos by Dara Bailey. customers of both sexes. People stop him on the street to ask advice about their hair. Business is booming—so much so that he really doesn't need to promote it. Even so, Grant makes a point every year of donating a gift certificate to the Unison Heritage Day auction. "There are a lot of good causes," he said, "But that one (Unison Preservation Society) was a no brainer because of my childhood. The older I get, the more I value the simplicity of how I was raised and the values I grew up with. "And it would be great if the store came back with some BBQ Loaf." j Non-Profit Organization U.S. Postage Paid Mr. Print Purcellville, VA 20132 j	<urn:uuid:6ceba13c-6549-4b73-b517-b978a2df80f5>	CC-MAIN-2017-26	http://unisonva.org/Newsletters/2014Spring.pdf	2017-06-24T07:00:36Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00082.warc.gz	436,535,084	5,566	eng_Latn	eng_Latn	0.99675	eng_Latn	0.998771	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3930, 8032, 12331, 17167, 20917, 24544 ]	[ 2.671875, 1.234375 ]	2	3
Egg Binding (Dystocia) in Reptiles: Causes, Signs, Diagnosis, Treatment, and Prevention Drs. Foster & Smith Educational Staff Egg-binding, also referred to as 'dystocia,' 'egg retention,' or 'post-ovulatory stasis' is common in many reptile species, including iguanas, snakes, and turtles. In many cases it is preventable with good nutrition and husbandry. It is extremely important to determine the cause of the egg-binding prior to treatment. Do NOT try to treat egg-binding yourself - always take your herp to a veterinarian. What is egg-binding? Egg-binding occurs when a female cannot pass the mature eggs formed in her reproductive system. In one survey it was found to occur in approximately 10% of the reptile population. It is reported more often in snakes and turtles, and less so in lizards. It is unclear if the difference is due to more snakes and turtles being bred, or if there actually is more dystocia in these species. Complications of egg-binding include death of the young or eggs, peritonitis, inflammation and scarring of the reproductive tract leading to decreased fertility in the future, and death of the female. What causes egg-binding? Egg-binding can be due to: An anatomical defect in the female causing an obstructive dystocia, which makes it physically impossible for the egg to pass An overly large or malformed egg, or one that is not positioned correctly, is broken, or joined to other eggs (fractured) Poor condition of the mother (e.g., inactivity can lead to poor muscle tone and the inability to produce strong, repeated contractions). A female may become exhausted before she completes laying of all the eggs. Lack of or improper nesting site. A private, quiet area is needed, with the correct depth and selection of substrate for the species. (Lizards, especially, may make repeated attempts at digging a nest, but then never lay down to lay the eggs if the right nesting material is not present.) Improper temperature or incorrect temperature cycling, improper humidity, and/or incorrect lighting or photoperiod Malnutrition, especially if resulting in hypocalcemia (low blood levels of calcium). Obesity may also be a cause of egg binding. Dehydration Stress, such as overcrowding or too small of an enclosure. Hormonal or disease conditions such as infections of the reproductive organs, dehydration, or kidney disease (kidneys may become enlarged and partially block the pelvic area.) Breeding animals that are too young or too old, ill, or not in good condition. Excessive breeding of the same animal may also result in dystocia. What are the signs of egg-binding? The signs of egg-binding differ by species. Snakes: In many cases, some eggs may be laid, but there remains a swelling in the caudal (towards the tail) half of the body. This may be hard to determine in large, well-muscled snakes such as pythons. Snakes may be egg-bound for days without showing any abnormal signs. Some snakes may show birthing efforts but are not able to produce an egg. They may become more active and show signs of discomfort by writhing. Turtles: Turtles, as with snakes, may show few signs that they are egg-bound. Some may become depressed, have swelling at the cloaca or show breathing difficulties. They may strain, raise their hind quarters and dig with their hind feet without producing any eggs. Lizards: Although normal gravid (pregnant) lizards may appear to have swollen abdomens and not be eating, they remain alert and active. Lizards with egg-binding rapidly become depressed, inactive, and lethargic. They may also raise their hind quarters and strain without producing any eggs. This is a serious condition, and could lead to death in several days. How is egg-binding diagnosed? Determining whether an animal is egg-bound versus normally gravid, can be very difficult. In most cases, radiographs (x-rays) will be taken to determine the size, shape, number, and location of any retained egg(s). Ultrasound can also be used. Egg Binding (Dystocia) in Reptiles: Causes, Signs, Diagnosis, Treatment, and Prevention - Page 1 of 3 Unauthorized use of any images, thumbnails, illustrations, descriptions, article content, or registered trademarks of Foster & Smith, Inc. is strictly prohibited under copyright law. Site content, including photography, descriptions, pricing, promotions, and availability are subject to change without notice. These restrictions are necessary in order to protect not only our copyrighted intellectual property, but also the health of pets, since articles or images that are altered or edited after download could result in misinformation that may harm companion animals, aquatic life, or native species. The history is important including the date of mating, dates of shedding, and how long ago the signs appeared. A physical examination, together with laboratory testing, may help rule out other possible causes of the signs including consitpation, urinary stones, and tumors. How is egg-binding treated? In general, if the signs are mild, treatment is conservative, with correction of any husbandry problems. For snakes and turtles who have already laid some eggs, unless an obvious abnormality is found, treatment is usually withheld for 48 hours. If given the right nesting material, and the proper and quiet environmental conditions, many females will start to produce eggs. If the female produces no eggs within 48 hours, additional treatment is usually begun. If no eggs have been laid, and an obvious dystocia is present, treatment should begin immediately. For lizards, treatment should begin immediately. If the animal is dehydrated, that condition should be treated prior to treatment to remove the egg. The four main courses of treatment include: Physical manipulation Hormonal stimulation Removal of the egg contents (ovocentesis) Surgical removal of the eggs. Physical manipulation Very experienced herpetologists or reptilian veterinarians may try gently applying pressure to produce the egg, after lubricating the cloaca. This must be done with extreme care since it could cause rupture of the reproductive tract, a prolapse (the reproductive tract is pushed through the cloaca inside out), and death. Some have advocated warm water baths, which may stimulate the production of the egg. Hormonal stimulation Injections of oxytocin or arginine vasotocin can cause contraction of the reproductive tract and the passing of the egg. (Oxytocin is the hormone produced by mammals; arginine vasotocin is the reptilian equivalent. It is very expensive and unstable, however.) In some instances, calcium may be given by injection prior to the use of hormones. Neither oxytocin or arginine vasotocin should be used if there is an obstruction. It could cause rupture of the reproductive tract or the egg, bleeding, and possibly death. To be most effective, either of these hormones should be given within the first 48 hours of dystocia. Hormones are most effective in turtles, in which over 90% respond. They can also be beneficial in lizards, and are least effective (less than 50%) in snakes. Treatments with other hormones (estrogen and progesterone) along with calcium or propanolol (an anesthetic) have been attempted, however, more research needs to be performed to determine their safety and effectiveness. Ovocentesis In snakes, the contents of the retained egg can be removed by passing a needle through the skin and into the egg, and withdrawing the liquid contents (percutaneous ovocentesis). This will make the egg smaller, and easier to pass. This procedure, too, has risks. The contents of the egg must not leak out into the snake, or a severe inflammation can develop. This procedure needs to be performed within 48 hours of the onset of dystocia or the contents of the egg will become too solid to be removed. In turtles, the contents of the egg can be removed also if the egg is visible at the cloaca, and the needle can be inserted directly into the egg (cloacal ovocentesis). Ovocentesis is not commonly used in lizards. Surgical removal In a snake, if the above treatments have not been successful, the snake should be anesthetized. With the resulting relaxation, it may be possible to gently physically manipulate the egg and remove it. Extreme care must be used. If that is not successful, surgery to remove the eggs is indicated. Surgical removal of eggs in turtles is more complicated, but can be performed. Recovery time usually is much longer for these species. In a lizard, if there are many eggs, and there is no intention of breeding her, the reproductive tract can be removed along with the eggs. This will prevent recurrence of the problem, and is also a much faster procedure requiring less anesthetic time and easier recovery. The reproductive tract is very thin and delicate, making it very difficult to suture back together. What is the prognosis for herps who are egg-bound? If the female is healthy, most animals will recover and have an excellent prognosis. In most cases, the female will continue to be able to reproduce if the reproductive tract was not damaged or removed. A snake who has been egg-bound, may be more prone to the condition in the future. If the condition was due to husbandry or malnutrition and these were not corrected, the condition is more likely to recur. Egg Binding (Dystocia) in Reptiles: Causes, Signs, Diagnosis, Treatment, and Prevention - Page 2 of 3 Unauthorized use of any images, thumbnails, illustrations, descriptions, article content, or registered trademarks of Foster & Smith, Inc. is strictly prohibited under copyright law. Site content, including photography, descriptions, pricing, promotions, and availability are subject to change without notice. These restrictions are necessary in order to protect not only our copyrighted intellectual property, but also the health of pets, since articles or images that are altered or edited after download could result in misinformation that may harm companion animals, aquatic life, or native species. How is egg-binding prevented? Proper husbandry and nutrition are key, and some veterinarians suggest 99% of the problems could be avoided through proper management. Only the animals in the best condition, size, and correct breeding age should be used for breeding. Those who have had prior reproductive problems may need to be removed from the breeding program. It is vitally important to provide the appropriate nesting location, substrate, temperature, and humidity for the species. Cages should be located in a quiet area and be of adequate size with appropriate furnishings to allow females room to move about and maintain muscle tone. Proper nutrition, including adequate mineral intake are essential. Good record-keeping of mating and shedding dates may help in determining if dystocia is present. Many female lizards, such as iguanas, can produce eggs without the presence of a male, so merely isolating the female from the male will not prevent the condition.	<urn:uuid:433e77e2-6406-4e91-8054-8047f0fae51a>	CC-MAIN-2017-26	http://allpetsny.com/uploads/Egg_Binding__Dystocia__in_Reptiles__Causes__Signs__Diagnosis__Treatment__and_Prevention.pdf	2017-06-24T06:50:33Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00080.warc.gz	15,522,011	2,289	eng_Latn	eng_Latn	0.997883	eng_Latn	0.998152	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4692, 10041, 11013 ]	[ 2.109375 ]	1	5
Conservation Easements (abbreviated from Wikipedia.org) In the United States, a conservation easement is a power invested in a qualified private land conservation organization (often called a "land trust") to constrain, as to a specified land area, the exercise of rights otherwise held by a landowner so as to achieve certain conservation purposes. It is an interest in real property established by agreement between a landowner and the land trust. The conservation easement "runs with the land," meaning it is applicable to both present and future owners of the land. As with other real property interests, the grant of conservation easement is recorded in the local land records; the grant becomes a part of the chain of title for the property. The conservation easement's purposes will vary depending on the character of the particular property, the goals of the land trust and the needs of the landowners. For example, an easement's purposes (often called "conservation objectives") might include any one or more of the following: Maintain and improve water quality; Maintain and improve wildlife habitat and migration corridors; Ensure that lands are managed so that they are always available for agriculture and forestry. The conservation easement's administrative terms for advancing the conservation objectives also vary but typically forbid or substantially constrain subdivision and other real estate development. The most distinguishing feature of the conservation easement as a conservation tool is that it enables users to achieve specific conservation objectives on the land while keeping the land in the ownership and control of landowners for uses consistent with the conservation objectives. The decision to place a conservation easement on a property is strictly a voluntary one whether the easement is sold or donated. The restrictions of the easement, once set in place, are perpetual (and potentially reduce the resale value of the associated property). Appraisals of the value of the easement, and financial arrangements between the parties (land owner and land trust), generally are kept private. The landowner who grants a conservation easement continues to privately own and manage the land and may receive significant state and federal tax advantages for having donated and/or sold the conservation easement. Perhaps more importantly, the landowner has contributed to the public good by preserving the conservation values associated with their land for future generations. In accepting the conservation easement, the easement holder has a responsibility to monitor future uses of the land to ensure compliance with the terms of the easement and to enforce the terms if a violation occurs. Although a conservation easement prohibits certain uses by the landowner, such an easement does not make the land public. On the contrary, many conservation easements confer no use of the land either to the easement holder or to the public. Furthermore, many conservation easements reserve to the landowner specific uses which if not reserved would be prohibited. Some conservation easements confer specific uses to the easement holder or to the public. These details are spelled out in the legal document that creates the conservation easement. Conservation easements may result in a significant reduction in the sale price of the land because a builder can no longer develop it.	<urn:uuid:0cabb073-500f-46c3-a6f8-cd58183f57c4>	CC-MAIN-2017-26	http://mofarm.org/files/Easements.pdf	2017-06-24T06:49:08Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00083.warc.gz	272,585,356	622	eng_Latn	eng_Latn	0.998354	eng_Latn	0.998354	[ "eng_Latn" ]	false	docling	[ 3405 ]	[ 2.234375 ]	1	5
Third Misconceptions Seminar Proceedings (1993) Paper Title: MISCONCEPTIONS ABOUT SCIENCE EDUCATION REFORM Author: Speece, Susan P. Abstract: Change is not an easy concept to be accepted. If change involves someone else's lives, then we usually are willing to accept change, but when it affects our own lives directly, we tend to get just a little uncomfortable. Change in the way science is taught is no exception to this conflict. For the past century there have been multiple efforts to look at how science is taught and to improve the methods of instruction, to come up with the perfect formula, as it were, to teaching science. Unfortunately, we do not have clones teaching science, nor do we have clones learning science and therefore we are hard pressed to develop one perfect way to teach science. Perhaps the most notable science education reform in recent history is that which took place immediately after the Russian Sputnik was launched and the U.S. realized that their mortal enemy was more advanced in science and space technology. The changes that took place in science education during the 1960's did encourage more children to consider careers in science. As good as some of the programs were that came out of the 60's for students interested in sciences, the programs seemed to widen the gap between those interested in science and those who had no interest in science. Application to everyday life was missing. We had succeeded in producing more scientists, but we failed to impart an understanding of the importance of science in every person's life. Keywords: philosophy,educational methods,concept formation/teacher education,school restructuring ,teaching methods,problem solving,thinking skills ,scientific concepts,teacher preparation General School Subject: science Specific School Subject: Students: k-12 Macintosh File Name: Speece - Science Education Release Date: 12-16-1993 C, 11-6-1994 I Release Date: 12-16-1993 C, 11-6-1994 I Publisher: Misconceptions Trust Publisher Location: Ithaca, NY Volume Name: The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics Publication Year: 1993 Conference Date: August 1-4, 1993 Contact Information (correct as of 12-23-2010): Web: www.mlrg.org Email: firstname.lastname@example.org A Correct Reference Format: Author, Paper Title in The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Misconceptions Trust: Ithaca, NY (1993). Note Bene: This paper is part of a collection that pioneered the electronic distribution of conference proceedings. Academic livelihood depends upon each person extending integrity beyond self-interest. If you pass this paper on to a colleague, please make sure you pass it on intact. A great deal of effort has been invested in bringing you this proceedings, on the part of the many authors and conference organizers. The original publication of this proceedings was supported by a grant from the National Science Foundation, and the transformation of this collection into a modern format was supported by the Novak-Golton Fund, which is administered by the Department of Education at Cornell University. If you have found this collection to be of value in your work, consider supporting our ability to support you by purchasing a subscription to the collection or joining the Meaningful Learning Research Group. ----- ----- MISCONCEPTIONS ABOUT SCIENCE EDUCATION REFORM Dr. Susan P. Speece, Anderson University, USA INTRODUCTION Change is not an easy concept to be accepted. If change involves someone else's lives, then we usually are willing to accept change, but when it affects our own lives directly, we tend to get just a little uncomfortable. Change in the way science is taught is no exception to this conflict. For the past century there have been multiple efforts to look at how science is taught and to improve the methods of instruction, to come up with the perfect formula, as it were, to teaching science. Unfortunately, we do not have clones teaching science, nor do we have clones learning science and therefore we are hard pressed to develop one perfect way to teach science. Perhaps the most notable science education reform in recent history is that which took place immediately after the Russian Sputnik was launched and the U.S. realized that their mortal enemy was more advanced in science and space technology. The changes that took place in science education during the 1960's did encourage more children to consider careers in science. As good as some of the programs were that came out of the 60's for students interested in sciences, the programs seemed to widen the gap between those interested in science and those who had no interest in science. Application to everyday life was missing. We had succeeded in producing more scientists, but we failed to impart an understanding of the importance of science in every person's life. Each time we have approached the problem of teaching science more effectively for the times we have fallen short of the ideal goal. As a result, there is a pessimism about the potential success that any educational reform, and particularly science education reform might have. In spite of the inadequate results of the past, in the mid 1980's scientists and science educators began to revisit the need for science education reform. Poor performances on the part of U.S. students on internationally compared exams along with employers' frustrations with the technological illiteracy of new employees fueled the need to revisit science education reform. While we could debate the weaknesses of some of the comparisons that have been made from the international exams, students in this country are not doing as well as we would like them to do when it comes to scientific literacy. This means that our future leaders will also come from the ranks of those who have been identified as being scientifically illiterate. "Scientific literacy - which embraces science, mathematics and technology - has emerged as a central goal of education. Yet the fact is that general scientific literacy eludes us in the United States." (AAAS 1989). In 1990 the President and the National Governors Association developed national educational goals. Eventually these goals gave rise to the National Council on Education Standards and Testing. In the past year several disciplines have begun developing national standards for curricula. Reform in the sciences, however, preceded the President's and national Governors' efforts. Early in the 1980's groups such as the National Academies of Science and Engineering, National Science Board, American Association for the Advancement of Science (AAAS), National Academy of Science (NRC), National Science Teachers Association (NSTA) and others each began looking at the critical need for improving the quality of science knowledge amongst our citizens. Technology has advanced at incredible rates, yet society's understanding of the technology, let alone the science behind the technology, is seriously lacking. If there is any hope of society making sound scientifically based decisions, then the way science is learned and applied by the general public must be altered as well. (Speece, 1993) There are four primary reform movements that will impact directly on science education: National Research Council's National Science Education Standards, AAAS's Project 2061, National Science Teachers Association's Scope, Sequence and Coordination , and The National Board for Professional Teaching Standards. NATIONAL SCIENCE EDUCATION STANDARDS The science reform efforts of the early 80's lacked a sound foundation, a cohesiveness to pull them together and provide an opportunity for succeeding. Finally, in 1991, the NRC at the urging of NSTA, AAAS, the Department of Education and the NAS formed a National Committee on Science Education Standards and Assessment (NCSESA) to establish National Science Education Standards that can serve as a foundation for curricular reform. The beauty of the National Science Education Standards is that it not only sets standards for curriculum development, but it also mandates and sets standards for assessment and teacher preparation and performance. In other words, colleges and universities will have to insure that science teachers are being adequately prepared and teachers and school systems will have to develop meaningful tools by which to determine if the students are learning what local goals claim they should learn. Notice the words local goals were stressed. The National Standards are not intended to tell the teacher what they must teach. To quote from the Preface of the February, 1993 Sampler: "It is important to understand something about what is meant, and what is not meant by "standards" in this context -- what the concept is, as applied to any of several major disciplinary areas: National standards for curricula should be goals for young people in different age brackets to strive for -- demanding but attainable learning goals providing a vision of what we want all of our young people to know and be able to do. They must not be reducible to a set of minimum competency thresholds. The standards should help states, localities, teachers and others who select or develop curricula or frameworks -- allowing for local variation and adaptations, but providing sufficient consistency from school, town to town, and state to state that a change of schools or household move does not create educational chaos for the student. They must not be federally mandated; their use by teachers, schools, districts, or states should be voluntary. The standards should be openly accessible and presented narrative form with illustrative examples, so as to be readable by those whom they affect and those who will effect their use: students, teachers, administrators, parents, school board members, legislators, etc. They must not be pronouncements from on high, but should emanate from the teaching profession with strong involvement of disciplinary experts, educators, and key constituencies. It is important to develop professional standards for teaching as well as assessment standards, both aligned with the valued learning defined in the curriculum standards -- the goal being to have three interrelated sets of standards, covering curriculum, teaching, and assessment, all backed by nationwide consensus support." (NRC, 1993) The February "Sampler" provides an outstanding introduction and background for the need for National Standards. The framework for curricular/content standards is presented with specific samples from both the physical and life sciences. The standards for teaching and assessment are not expected until later in 1993. The curricular framework proposed for the final draft identifies what all students should know within four general categories: * Nature of Science * Applications of Science * Contexts of Science Generally speaking, the design is good. There are some particulars to be worked-out but overall the curricular standards make sense and are a good foundation for the development of local curriculum. Of critical importance is the fact that throughout the entire document, the concept of teaching science as science is done is stressed as well as stressing the application of science to our lives. Considerable work still remains to be done on the assessment standards and the teaching standards. If politics do not interfere, however, I expect equal quality coming out of the other two working groups. PROJECT 2061 In 1989 AAAS published their document Project 2061: Science for all Americans. in which they detailed a long term revamping of science education. The project involved many scientists and science educators in the beginning. As the project progressed more classroom teachers were brought into the development process. Early in the year (1993) they published their Benchmarks for Science Literacy, a draft document that provided curricular focus to the Project 2061. Benchmarks was intended to provide a coordinated set of reform tools for educators to use in their efforts to help students achieve literacy in science, mathematics, and technology, as outlined in Science for All Americans.(AAAS, 1993) Benchmarks. has undergone considerable review by teachers, science educators and the scientific community. Since May AAAS has been processing all of the input offered with an attempt to edit the document, coordinate it with the guidelines being published by NRC, and come up with another draft. While Benchmarks is not a perfect document there are some considerable strengths. It offers many alternative activities for each grade level, it encourages students to see more than one application of science to their life experiences, it encourages students to spend more time in science classes and it stresses an interdisciplinary approach to science. On the negative side, the document seems to be ponderous and the design may be difficult for teachers to accomplish. Some reviewers felt that there was too much emphasis on the classical science or science history and not enough on the current scientific development. This is always a difficult balance to maintain. Perhaps the greatest area of contention is the fact that considerable time is spent on the social sciences. While the social sciences place the "hard" sciences in context for the general learner, there may be a limit to the quantity and usefulness of the social sciences. SCOPE, SEQUENCE, AND COORDINATION 1989 was an active year for science education reform. It was also in that year that National Science Teachers Association published an article entitled "Essential Changes in Secondary School Science: Scope, Sequence and Coordination"(SSC). The article proposed a pattern for science education reform that called for the teaching of all of the sciences in each year from middle school through high school. The integration of scientific principles was an essential component of the concept. The elimination of the age old "layer cake" pattern of teaching science, i.e., life sciences followed by chemistry and then physics, was really at the heart of the article. Since SSC was published, large sums of NSF funds have been designated to support six centers where the ideas expressed in the article can be implemented. At the same time many teachers have expressed considerable anxiety as to whether or not the implementation of SSC meant that they would not have a job in another five to ten years. In fact Project 2061 raised some of the same concerns. Should the teachers be concerned? Part of the answer might be found in a quote from Paul DeHart Hurd who stated "Biology, chemistry, physics, geology have been fractioned into 40,000 research fields represented by more than 70,000 journals, 29,000 of which are new since 1978. No scientist today would claim to know the whole of a discipline." (Hurd, 1990) If a practicing scientist cannot know the whole of his/her discipline, do we really expect a chemistry teacher or a biology teacher to know the whole of all sciences? While this may be an administrators dream, it is clearly the educator's nightmare and unrealistic. Most likely, science teachers will not have to fear that they will no longer have a job. Scientists usually are trained in a fairly narrow field of interest. If they intend to conduct meaningful research, however, they often have to learn something about other fields of science. For example, a researcher might be trained as a plant biologist, but may wish to look at the nature of Ca +2 channels as they effect cell-to-cell communication. It is not enough for the plant biologist to know only about plants and how and where they grow, they must also know something about cell biology, chemistry, the mathematics of proportions and a little about physics. So it should be with classroom science teachers and reform. Science research is not conducted as a solo venture, in an intellectual vacuum. Likewise, the interdisciplinary presentation of school science should not be a solo venture conducted in an intellectual vacuum. Each of the six centers following NSTA's concepts have been free to interpret the document into program. Some are using a collegial approach while others are trying some new combinations. It will be interesting to see how each deals with this concept of interdisciplinary science and what level of success is achieved by the learners. NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS This is the least obvious entry into the science education reform formula. "The National Board for Professional Teaching Standards (NBPTS) is an independent, nonprofit organization. The mission of the National Board for Professional Teaching Standards is to establish high and rigorous standards for what accomplished teachers should know and be able to do, to develop and operate a national voluntary system to assess and certify teachers who meet these standards, and to advance related education reforms for the purpose of improving student learning in American schools...National Board Certification (NBC) is designed to complement, not replace, existing state licensure procedures for novice teachers." (NBPTS, 1993) NBPTS has been funded to the tune of $45 million over the past six years. Most of those funds have come from industry and foundation grants. Ely Lily Foundation was one of the initial funders in 1987. Individuals serving on the governing board represent the teachers' unions, industry, teacher preparation institutions and some of the professional teaching organizations. The power this group seems to have is impressive. They also are in the process of developing science teacher certification standards. While the draft for the science teacher certification standards were not made available at the June National Forum, there were assurances that the NRC document would provide much of the influence for how the certification standards would be developed. This could provide a vehicle by which the National Science Teaching Standards accomplish their teaching standards, thus bringing the science education reform full circle. MISCONCEPTIONS In the past, successful science education reform has been considered an oxymoron, it just could not happen. Those doubts still plague the current reform efforts. It is my perception, however, that this time the pessimists may be wrong. The factors that point toward the potential success of the current reform movements are: A. The acknowledgment that teachers must be an integral part of the reform, from start to finish. B. The acknowledgment that any successful reform movement must be founded on sound thinking that clearly identifies where we want to go. C. The acknowledgment that a successful reform movement cannot just look a t curriculum, rather it must also provide for assessment and the changing of how teachers teach and how they are prepared to teach. D. The coordination of all efforts, a pooling of resources and information for the purpose, not of advancing one group over another, but of providing the best science education for all students. It is my contention that the science education reform movements of the 1990's have the potential of meeting all of the above conditions. For that reason I am hopeful that by the turn of the century we will see a successful program in which all of the students in the United States will have a reasonable level of science literacy. CONCLUSION For perhaps the first time in the history of all science education reform movements, we have an opportunity to implement changes that will make a real difference for the way all children learn science. Never before have reformists combined curriculum development with teacher preparation and assessment, and yet it is critical to the long term success of any educational program to have a means to adequately prepare teachers and to assess what is going on in the classrooms. Large numbers of classroom teachers have been involved in all of the projects and it shows in the quality of materials being developed at each level. As the full set of NRC standards and accompanying activities are made available many avenues of publication are being employed to get the information to the teachers and to the school administrators. All of the projects discussed here have received extensive funding, both from the private and public sectors. In most cases field testing is being implemented to determine if the concepts will work in the real world of students. The final factor that seems to indicate that this time we may just have science education reform right is the fact that the various groups are talking to one another. I have mentioned the four major reform movements, there are others, but the communication between groups is impressive. The tendency toward territorialism has been suppressed for the greater good of the students and the future of the nation. REFERENCES 1. Aldridge, B.G. (1989, 12 May). Essential Changes in Secondary School Science: Scope, Sequence and Coordination. Washington, DC. National Science Teachers Association. 2. American Association for the Advancement of Science (1993). Benchmarks for Science Literacy: Part 1, Washington, DC. AAAS. 3. American Association for the Advancement of Science (1989). Project 2061: Science for a l l Americans. Washington, DC. AAAS. 4. Hurd, Paul DeHart (1990, 22 October) "Science Teaching is a New Key for the 21st Century", Paper presented at the Sacramento Area Science Framework Conference. 5. National Board for Professional Teaching Standards (1993). "Candidate Guide" San Antonio, TX. NBPTS. 6. National Research Council. (1992, November). National Science Education Standards: A sampler. Washington, DC. NRC. 7. National Research Council. (1993, February). National Science Education Standards: A sampler. Washington, DC. NRC. 8. Speece, Susan P. (1993, May). "National Science Education Standards: How You Can Make a Difference." The American Biology Teacher. 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SCHOOL VIOLENCE PREVENTION DEMONSTRATION PROGRAM ROTATION STATIONS (CAROUSEL) STRATEGY Strategy Overview This strategy allows students to work in groups to show what they know or express their opinions about themes or ideas within a current unit of study. It works well for accessing prior knowledge or reviewing material. It's especially beneficial to kinesthetic learners. Suggested Grade Level Upper elementary to high school Estimated Time to Complete Within one class period Objectives The purpose of this activity is both to meet the needs of kinesthetic learners and to review. Students will * understand the responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader, timekeeper); * orally paraphrase accurately ideas and information presented by others. Materials Needed * Poster board or butcher paper * Tape to hold up poster or butcher paper * Pens or markers Strategy Procedures 1. The teacher posts various poster boards around the room (butcher paper works, too). Each poster has an over-arching idea or theme on it (i.e. common good, justice, equal protection etc.). Each poster will represent a station; a good number of posters should be equal to about four to five people per station. For example, a class of thirty should have six stations. The teacher should leave a marker or pen at each station. The students are separated as equally as possible to each poster. 2. One student from the group will write down as much information as the group can come up with about their idea or theme. The teacher will keep time. After a set time—for example, two to five minutes is a good time limit—the teacher says "rotate." The students will then rotate clockwise to the next station (poster). 3. The students will read the idea or theme for this poster. A new writer from the group will be selected as a writer for this poster. After the group has read what the previous group had added to this poster, the new group will add their comments or thoughts about the idea or theme, and they can also add to the previous group's thoughts and ideas. The teacher will continue to call "rotate" until all groups have rotated to each station. 4. Once the final rotation is complete, the student holding the marker or pen at each station will remain standing, while all the other classmates take a seat. The teacher will call on each poster group one at a time for a report. If the stations are a theme then the teacher should start at the most logical starting point and continue until the logical conclusion. If the stations are not a theme, then the teacher can start at any poster. Once a poster has been selected the student still standing should report the idea or theme, then read each comment. 5. After the final report has happened, the teacher should debrief the activity by asking about what the students assessed about their activity.	<urn:uuid:a1c1eee6-33bd-45b7-a802-4c344769cbd5>	CC-MAIN-2017-26	http://literacylinks.civiced.org/pdfs/RotationStations%20Carousel.pdf	2017-06-24T07:11:12Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00085.warc.gz	242,693,684	602	eng_Latn	eng_Latn	0.99906	eng_Latn	0.999181	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1810, 2955 ]	[ 4.34375 ]	2	2
Join an organized play group. PLAYING WITH OTHERS IS IMPORTANT CHILD'S WORK ■ Support play by making your home a good place to play. ■ Teach the skills needed to play well with others. ■ Learning to play well with others is not a one-time lesson. It takes time and practice. ■ Important life skills are learned when children play. These skills will help them make and keep friends. hen young children play with children close to their own age, they learn: W ■ How to cooperate ■ When to lead and when to follow ■ How to solve problems CREATE PLAY OPPORTUNITIES Invite other children to your home or to play in the neighborhood park. ■ The first visit needs to be short (about 1 hour) and is best with only one other child. ■ Plan to end before everyone gets too tired. ■ Know how to contact the other child's parent. Go to another child's home. ■ For the first visit, you may want to stay until you know your child is comfortable being there without you. ■ Get to know the other child's parents. You might be able to help each other out! ■ When playing without parents, children do best with a small number of children. Find out with whom your child likes to play. ■ For children in child care, preschool, and play groups, invite a friend to your house or to the park. MAKE YOUR HOME A GOOD PLACE TO PLAY ■ Plan ahead. Avoid things like superhero dress-up clothes and toy guns that encourage aggressive play. ■ Find out what your visitor enjoys. Ask your child what activities the friend enjoys. Playtime will be more fun, and this teaches your child to be thoughtful. ■ Have enough items for everyone. If there aren't enough, suggest another activity. ■ Your child's "favorite thing" does not need to be shared. Let your child put away a few things that are off limits. ■ Make your home a safe place. Poisons need to be locked away. Homes without guns are the safest. But if there are guns, they need to be stored locked and unloaded; bullets need to be stored in another locked place. ■ Do not overplan. Just set the stage with materials and ideas. Let the children use their creativity and imaginations! Help the children with some activities, like cutting out shapes for arts and crafts, and keep an eye on them at all times. For the most part, it is better if you only get involved when they need your help. Give them a chance to resolve differences on their own. ™ Connected Kids: Safe, Strong, Secure © 2006 American Academy of Pediatrics TEACH YOUR CHILD TO BE A GOOD PLAYMATE Before, during, and after your child plays with other children, talk about how to get along with others. Set a few simple and very specific rules. ■ "People are not for hitting." ■ "We do not grab toys from other children." Help your child express likes, dislikes, and desires with words. Review what to say. ■ "I like to paint on the easel." ■ "I do not like to..." ■ "I want to be a firefighter." Show your child how to solve problems. Explain why something is not possible and offer other choices. ■ "Tell Julie you don't like to be pushed on the swing. Maybe you would both like to ride on the seesaw instead." Notice and praise the children for things that went well. ■ "I really liked the way you remembered to take turns with the watering can." ■ "It was great to hear you using your polite words!" AGGRESSIVE BEHAVIOR IS NORMAL Since it is hard for young children to understand someone else's point of view, there will be some arguments. Young children react to the moment and may do things without thinking. Aggressive behavior is often not meant to be hostile or to hurt others. In fact, young children frequently get upset when another child gets hurt while playing. When something happens that is upsetting, talk with everyone. Help each child try to see the other child's point of view. This way, children will learn how to avoid and deal with arguments. PAGE 2 YOUNG CHILDREN LEARN A LOT WHEN THEY PLAY If you are concerned about your child's aggressive behavior, talk to your pediatrician. TIPS ON REDUCING AGGRESSIVE BEHAVIOR Provide the right amount of space. A small number of children in a very large space, or a large number of children in a small space, tends to increase aggressive play. Have the right amount of space to avoid conflicts. Plan how to respond in a positive way. It's easier to guide children to good behavior instead of telling them what not to do. "I will be right here; come and tell me if you need my help." Redirect behaviors like pushing, hitting, or taking someone else's toys to a more positive activity. Often, this means it's time for a new activity. "We don't grab toys; we share toys. It looks like you're done with that truck for now. Here are some paper and markers for you." Teach children to use words to express feelings, desires, and needs. A child's first reaction is usually "physical," so this may be difficult to learn. With words, children learn how to solve their own problems. Teach your child to say something like, "I don't like that. Grabbing my toy makes me mad. Please give it back." Assume a child does something for a good reason, even if the action is not nice. What looks aggressive, like grabbing toys from others, may be a child's attempt to join in with others. Teach children to take turns rather than get mad at them for grabbing toys. Pay attention to basic comfort and needs. Conflicts are more likely to happen when children are too hot, too cold, hungry, or tired! ™ Connected Kids: Safe, Strong, Secure © 2006 American Academy of Pediatrics DEALING WITH REJECTION Playtime can be fun or difficult. Either way, children will learn a lot when they play! At some point, your child will feel rejected by other children. Everyone does and it's painful. You cannot avoid hurtful situations, but you can provide support and love when problems occur. Your positive attitude is very important when your child is having a hard time. Help your child understand why another child might not want to play when or what your child does. ■ "Jenny doesn't want to play, but maybe Emma does. Why don't you ask her?" ■ "I wonder if José would rather paint than play ball." Teach your child how to try again. Trying again is an important life lesson on how to respect and get along with others. Focus on teaching all the children involved how to get along and not on finding out who was right and who was wrong. It is easier for young children to take turns than to play with a toy at the same time! Connected Kids are Safe, Strong, and Secure Arlington Pediatrics, Ltd. 3325 N. Arlington Heights Road, Suite 100A Arlington Heights, Illinois 60004 (847) 398-0400 Phone (847) 398-9590 Fax www.ArlingtonPediatrics.com The information contained in this publication should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances. Graphic design and illustrations by Artists For Humanity, a non profit arts and entrepreneurship program for Boston teens. The American Academy of Pediatrics is an organization of 60,000 primary care pediatricians, pediatric medical subspecialists, and pediatric surgical specialists dedicated to the health, safety, and well-being of infants, children, adolescents, and young adults. This project was supported by Grant No. 2001-JN-FX-0011 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice. All rights reserved. HE50388 PAGE 3 YOUNG CHILDREN LEARN A LOT WHEN THEY PLAY ™ Connected Kids: Safe, Strong, Secure © 2006 American Academy of Pediatrics	<urn:uuid:9f07b0d0-e127-4e06-af9e-eae7525acbc6>	CC-MAIN-2017-26	http://arlingtonpediatrics.com/files/2014/07/Young-Children-Learn-A-Lot-When-They-Play.pdf	2017-06-24T07:10:25Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00085.warc.gz	28,139,710	1,728	eng_Latn	eng_Latn	0.997857	eng_Latn	0.998853	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2463, 5557, 7881 ]	[ 3.875 ]	7	3
COWPOKE CLYDE RIDES THE RANGE BY LORI MORTENSEN, ILLUSTRATED BY MICHAEL ALLEN AUSTIN ISBN-13: 978-0544370302/ Hardcover / $16.99 9-7/8 x 10 / 32 pages / Children's, Ages 4-8 _____________________________________________________________________________ SUGGESTIONS FOR TEACHERS AND LIBRARIANS _____________________________________________________________________________ ABOUT THE BOOK something even when it may be difficult. Cowpoke Clyde is plumb confused. An ad in his favorite cat-y-log says he ought to buy a bike. But why should he do that? After all, he's got a horse. Then he gets to thinkin'. A bike wouldn't buck or bite, and he wouldn't have to feed it. He orders one straightaway, and when it comes, he mounts right up and sets right off, wibblin', wobblin' down the road. Good thing he's got his trusty friend Dawg to look out for him. Turns out learning to ride a bike is just a might harder than he thought! THEMES - Rhyming Words - Cowboys - Dogs - Animals found in the West - Learning How to Ride a Bike - Character Education: Determination, Effort, Persistence, Patience, Loyalty BEFORE YOU READ - Discuss the meaning of determination and persistence. - Have students discuss the value and importance of sticking with AS YOU READ - Have students find clues in the words and illustrations for what they'll discover on the next page. - Ask students to make a list of skills Clyde will need to learn how to ride his bike. AFTER YOU READ Art - Cowpoke Clyde ordered a bicycle from an old-fashioned mail order catalog. Have students draw their own old-fashioned bicycle ad. - Cowpoke Clyde met many critters as he rode along. Invite students to draw other animals or things he might have encountered. - Cowpoke Clyde's bike was oldfashioned. Now, invite students to draw a modern futurist bicycle. How is it like Clyde's? How is it different? - In this story, Cowpoke Clyde learned to ride a bike. Invite students to draw a picture of Clyde learning how to Cowpoke Clyde Rides the Range - 1 ride something else equally as challenging. Character Education - Many things are difficult to do at first. Ask students to discuss what qualities Cowpoke Clyde needed to succeed. - Ask students to share a time when they were learning how to do something that was difficult. What helped them succeed? What else would they like to learn? How will they do it? Geography - Illustrations show that Cowpoke Clyde lives in a hot, dry part of the country. Using a map, discuss the states where Cowpoke Clyde might live. - Cowpoke Clyde encounters different animals along his way. Invite students to show on a map where these creatures might live. Health - Cowpoke Clyde wanted to learn to ride a bike for fun. What are some other reasons people ride bikes? How does this affect their health? - Cowboys get a lot of exercise. Invite students to discuss the kinds of things cowboys do that gives them exercise and improves their health. Language Arts - Invite students to write a new scene where Clyde runs into a surprising new obstacle or challenge. Next, write the scene in a page-turning rhyme. - Clyde first became interested in bicycles because of an ad in a mail order catalog. Have students write their own bicycle ad. - Learning to ride a bike can be tricky. Invite students to write a step-by-step guide for someone else who wants to learn to ride. - Cowpoke Clyde didn't know how to ride a bike, but he'd already learned a lot as a cowboy such as throwing a lasso, riding a horse, or even playing a harmonica. Invite students to write a story about how he struggled and finally succeeded at one of those tasks. Mathematics - Invite students to create page in a catalog with different items for sale and their prices. Include an order form that shows what was ordered and the total cost. - Clyde meets a lot of animals. How many animals appear in this book? Research - Who invented the bicycle? - Are there notable people who rode them? - Are there notable bicycles in American history? - What is the farthest someone has traveled on a bicycle? - What country uses the most bicycles? Why? Social Studies - In this story, Cowpoke Clyde learns to ride a familiar-looking bicycle. Have students research bicycles in other countries and in American history. - Have students define what a cowboy is and then research what they are called in other countries such as "vaquero" in Mexico, "buttero" in Italy and "Guardians" in France. FUN FACTS - The word "bicycle" has two parts. "Bi" means "two" and "cycle" means 'circle" or "wheel." - In 1935, twenty-five-year old Fred A. Birchmore, rode a bicycle around the world. He covered 40,000 miles and wore out seven sets of tires. - Beginning in 1903, the Tour de France is one of the most famous and strenuous bicycle races in the world. - Did cowboys ride bicycles? A lithograph in the Library of Congress shows a picture of a cowboy on a bicycle at Yellowstone Park, circa 1897. Read more at: http://wheelbike.blogspot.com/2012/03/co wboys-on-bikes-view-in-1897.html http://www.sciencekids.co.nz/sciencefacts/ vehicles/bicycles.html http://bicycling.about.com/od/thebikelife/s s/History.htm HOLIDAYS AND OBSERVANCES January - National Hobby Month - Make Your Dream Come True Day 13 February - National Inventors Day - 11 - Love Your Pet Day - 20 - International Dog Biscuit Appreciation Day - 23 March - Panic Day - 9 - Everything You Think is Wrong Day 15 - I Am in Control Day - 30 April - Library Week - 1 st week - Children's Book Day - 2 - School Librarian Day - 4 - Tell a Story Day - 27 - Take a Chance Day - 23 May - National Bike Month - National Bike Week - 3 rd week - Loyalty Day - 1 - National Bike to Work Day - 3 rd Friday of the month June - Dare Day - 1 - National Rocky Road Day - 2 - National Trails Day - 4 - International Panic Day - 18 - Take Your Dog to Work Day - 24 July - Pandemonium Day - 14 - All or Nothing Day - 26 - International Day of Friendship - 30 - Mutt's Day - 31 August - Friendship Week - 3 rd week - Friendship Day - 1 st Sunday in August - Work Like a Dog Day - 5 - Book Lover's Day - 9 - National Dog Day - 26 - Just Because Day - 27 September - Read a Book Day - 6 - International Literacy Day - 8 - Positive Thinking Day - 13 - International Rabbit Day - 4 th Saturday in September October - Adopt a Shelter Dog Month - Do Something Nice Day - 5 Cowpoke Clyde Rides the Range - 3 November - Have a Bad Day Day - 19 - Go For a Ride Day - 22 December - Unlucky Day - 31 BIOS Lori Mortensen is the award-winning author of more than seventy books for children. Recent picture book titles include Mousequerade Ball (Bloomsbury, 2016) and Chicken Lily (Henry Holt, 2016). She lives in northern California with her husband, three kids, and (don't tell Dawg) a mega-fluffy cat named Max. To learn more about Lori's books and other educator activity guides, visit her website at www.lorimortensen.com. Michael Allen Austin is the award-winning illustrator of twelve books for children. He lives in Atlanta with his wife, Kim, and their sheepdog Riley, who loves to go on adventures when chores are done. Michael's website is www.michaelallenaustin.com. 4	<urn:uuid:89391191-4318-4ef7-b162-0c0489c13a48>	CC-MAIN-2017-26	http://media.wix.com/ugd/ea1886_fc8da271a3d44ce6a4a2261ceb3b4da4.pdf	2017-06-24T06:58:01Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00083.warc.gz	258,379,051	1,776	eng_Latn	eng_Latn	0.991928	eng_Latn	0.998589	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2022, 4468, 6438, 7213 ]	[ 4.8125 ]	3	1
Feedback: What Matters (from "Visible Learning Feedback" John Hattie): 'Feedback is important information about the task that fills a gap between what is understood and what is aimed to be understood. It can lead to increased effort, motivation or engagement…; it can lead to alternative strategies to understand the materials; it can confirm to the student if they are correct or incorrect or how far they have reached to goal; it can indicate that more information is available or needed;… and finally it can lead to restructuring understandings.' Principles of Marking (taken from "Eliminating Unnecessary Workload Around Marking" Independent Teacher Workload Review): * Marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers are encouraged to adjust their approach as necessary and trusted to incorporate outcomes into subsequent planning and teaching. * Marking practice is proportionate and considers the frequency and complexity of written feedback, as well as the cost and time effectiveness of marking in relation to overall workload of teachers. * Marking should help to motivate pupils to progress. This does not mean always writing in depth comments or being universally positive: sometimes short, challenging comments or oral feedback are more effective. If the teacher is doing more work than their pupils, this can become a disincentive for pupils to accept challenges and take responsibility for improving their work. At Houghton School, feedback and marking are not done for the benefit of observers, parents or inspectors. Where marking cannot be seen to be directly motivating a pupil to progress or improving outcomes, it is considered superfluous and an unnecessary use of teacher time. Feedback is always linked to planned learning intentions. Pupils need to know: * Where am I going? * How am I doing? * Where do I need to go next? Feedback may be given: * About a task; * About the process of a task; * About learning and self-regulation that enables leaners; Feedback will take place as soon as possible after an activity, and where possible with the pupil present. Aims of Feedback * To develop a growth mindset for pupils so that they value learning from mistakes and intrinsically seek to receive feedback and act upon it. * To empower pupils to build student efficacy. * For pupils to do most of the hard thinking around learning and not to rely on adults. Best Practice At Houghton School, we believe that the following feedback cycle is best practice: 1. Teachers identify misconceptions by scanning pupils' work. 2. Teachers share a model/example with pupils, drawn from pupils' work. 3. Pupils consider how to respond to feedback on the model/example, guided by the teacher. 4. Pupils reflect on and improve own work. Feedback at Houghton School: Teachers will select the most effective and appropriate feedback strategy for a task or context. At Houghton School, feedback is provided in the following ways: To enable feedback to be effective, teachers at Houghton School will: * Be clear about the learning intention for every lesson and task. * Make and keep informal notes of observations linked to misconceptions. * Select the most appropriate feedback strategy for the context. * Adapt planning accordingly to address the needs of a whole class, group or individuals. * Provide the appropriate resources to scaffold response to feedback (models, exemplars, word maths, key words, working walls.	<urn:uuid:a02d4a9e-b62f-4bcc-b9ce-34633a0ea37e>	CC-MAIN-2024-51	https://www.houghton.leics.sch.uk/attachments/download.asp?file=192&type=pdf	2024-12-09T20:44:30+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00666.warc.gz	713,517,575	696	eng_Latn	eng_Latn	0.996077	eng_Latn	0.997172	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1794, 3039, 3533 ]	[ 3.359375 ]	1	0
Using the Pyramid Model to Address Suspension and Expulsion in Early Childhood Settings October, 2015 The Problem A recent report from the Office of Civil Rights described some alarming data about young children (United States Department of Education, 2014): * 5,000 preschoolers were suspended at least once in 2012 and of those, nearly 2,500 were suspended a second time. * African American children, who were 18% of the preschool population, comprised 48% of children suspended more than once. * Boys represented 54% of the preschool population, 79% of preschool children suspended once and 82% of preschool children suspended multiple times. While data that provide information on why these trends are occurring are limited, there is an indication that the following factors might contribute to the suspension and expulsion of young children. These data were gathered from a national survey of public preschool programs conducted in 2005 (Gilliam, 2005): * Higher teacher child ratios related to teacher reports of expulsion. Teachers who had fewer than eight children per adult in the class were less likely to report expelling a child (7.7%) than teachers who reported having 12 or more children per adult (12.7%). * Length of school day was related to rates of expulsion with 7.1% of teachers in half-day programs reporting expulsions compared to 13.2% of teachers in full-day programs. * Teachers who had access to on-site behavior support were less likely (8.0 %) to report expulsions than teachers who had no access (14.3%). Effective Intervention There is a growing body of research that indicates how social emotional competence and challenging behavior can be effectively addressed within early childhood programs (e.g., Domitrovich, Moore, & Greenberg, 2012; Dunlap & Fox, 2014; National Research Council and Institute of Medicine, 2009). Researchers recommend that programs implement a multitiered system of supports that includes universal promotion of children's social emotional competence, prevention supports for children at-risk of social emotional delays and challenging behavior, and the delivery of effective intervention for children who have persistent challenging behavior. The evidence-based components that should be included within programs are: * High quality early learning environments and teaching practices; * Focus on family engagement, support, and collaboration; Lise Fox, Barbara J. Smith, Mary Louise Hemmeter, Phil Strain, & Rob Corso * Use of social emotional screening and assessment to ensure the most timely and appropriate support; * Implementation of evidence-based social emotional curriculum and targeted teaching practices; and * Implementation of assessment-based individualized interventions for children with persistent challenging behavior or social emotional needs. Taking Action In recognition of the severity of the problem, the US Departments of Education and Health and Human Services issued a joint policy statement in 2014 to raise awareness of the problem and to make recommendation for states and programs (U.S. Department of Health and Human Services and U.S. Department of Education, 2014). According to that policy statement, taking action to address suspension and expulsion and issues related to addressing behavior challenges should focus on ensuring that early care and education programs are using evidence-based practices and approaches. Unfortunately, there is a persistent discrepancy between research on practices and the implementation of these practices in community-based early childhood programs. Far too often, programs have focused on providing training to teachers in practices without being systematic about the implementation supports that are needed so that practitioners can use evidence-based approaches (Metz & Bartley, 2012). The field of implementation science has demonstrated that the variables influencing effective implementation are as important as the variables influencing effective interventions (Fixsen, Blase, Horner, & Sugai, 2010). The Pyramid Model The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003) is a multi-tiered system of support that identifies the evidence-based practices for early educators to use to promote young children's social and emotional development and prevent and address challenging behavior. The Pyramid Model organizes evidence-based practices that include universal promotion practices for all children, practices for children who need focused socialemotional instruction and supports, and individualized behavior support practices for children with significant social skill deficits or persistent challenging behavior. Early Childhood Positive Behavioral Interventions and Supports (PBIS) or program-wide implementation of the Pyramid Model or refers to a systemic effort within a program to provide the implementation supports needed for the Pyramid Model practices to be implemented with fidelity. In program-wide implementation, a leadership team develops the supports and infrastructure needed to ensure that adoption of the Pyramid Model can occur within classrooms and services can be provided to children and their families. The leadership team, with representation from program administrators and practitioners, is focused on the ongoing process of supporting the implementation of the Pyramid Model and using databased decision-making to guide implementation efforts and monitor outcomes. The program-wide effort ensures that programs are attending to both the use of evidence-based practices (i.e., Pyramid Model practices) and the development of the infrastructure to support the durable implementation of those practices. In a recent survey of programs (Fox & Hemmeter, 2015) that are implementing the program-wide approach with fidelity, they report the following outcomes: * Growth in child social and emotional skills; * Increases in social interactions between children; * Decreases in overall disruptive behavior in the classroom; * Increases in child engagement in learning opportunities; * Reductions in child challenging behavior; * Teachers and other program staff have improved capacity to teach social and emotional skills; * Teachers and other program staff have improved capacity to effectively address children's challenging behavior; * Teachers are more confident and competent in their support of families to promote their child's development of social and emotional skills; * Teachers are more confident and competent in their support of families to support their child with challenging behavior; * Teachers and other program staff express feeling supported by the program to address the behavioral needs of children in the program; and * Program staff have more positive relationships with families around issues related to challenging behavior. Importantly, 95% of the programs report no expulsions of children in the past year and only 24% report that they assisted a family in helping the child transition to another program that might more fully meet the child's behavior support needs. Critical Components of the Pyramid Model Program-Wide Approach The following are the components of the Program-Wide approach Leadership Team – The leadership team meets monthly and guides the implementation of a program-wide approach. The team is comprised of a program administrator, representation from the teaching staff, an individual who can provide coaching and support to teachers, and the behavior specialist or mental health consultant. The team ensures the following are in place: a process for providing individualized behavior supports to children with behavior challenges; professional development and support to teachers; a plan for family engagement and support; and a process for using data to make decisions to guide implementation. Staff buy-in – All staff (e.g., cook, teaching assistants, and teachers) agree that they are willing to participate and become involved in the implementation. The leadership team monitors and supports staff buy-in on an ongoing basis. Family engagement – A variety of mechanisms are used to establish partnerships with families by sharing information, providing families with information and support in guiding children's development of social and emotional skills, and collaboratively teaming to support individual children. Program-wide expectations – The adoption of programwide expectations provides a shared focus and shared language for describing behavior expectations to children, staff, and families. Program-wide expectations are posted in the program and classrooms and are provided to families. Staff members acknowledge engagement in the expectations by providing developmentally appropriate feedback and reinforcement to children. Classroom implementation of the Pyramid Model – Teachers are supported to understand and implement the Pyramid Model practices in their classrooms. A fidelity tool is used to identify teacher strengths and needs followed by action planning to identify goals for supporting teachers in reaching fidelity criteria. Staff professional development and support plans – All staff have the training and coaching/support needed to effectively implement the Pyramid Model practices. The leadership team also develops strategies to provide ongoing support to staff as they implement the model. Data that are gathered on implementation fidelity and behavior incidents are used to identify teachers who might need additional support or guidance. Behavior support procedures – The leadership team develops policies and procedures for providing support to staff to address challenging behavior. This includes providing a mechanism for support in crisis situations, developing a problem solving process for children with emerging challenges, and providing a system for identifying children who need a behavior support plan developed through a team process. A behavior specialist is trained and available to provide consultation and guide the process to develop individualized behavior support plans for children who have persistent challenging behavior. Data decision-making – Data decision-making is a pivotal component of the program-wide approach. The leadership team uses data to inform decisions about teacher and child support needs, plan professional development, monitor implementation progress, understand behavior incidents, and monitor outcomes. Summary In summary, the components of PW Pyramid Model implementation are a match to many of the joint policy statement recommendations (USDHHS & USDOE, 2014 including: * The development of clear policies and procedure about preventive child guidance and discipline practices including how support will be provided to individual children who are at-risk for, or have challenging behavior; * Ensuring that early educators have the knowledge base and skills to promote social emotional competence and prevent challenging behavior; * Implementing procedures to collect and use meaningful data that is used for data decision-making, monitoring fidelity of implementation of evidence-based practices, and providing effective intervention to children with behavior support needs; * Providing training and support to teachers on promoting social emotional competence and preventing challenging behavior; and * Strengthening partnerships with families and community to provide effective support for promoting children's social and emotional competence and addressing challenging behavior. Resources for Implementation * Pyramid Model Consortium – www.pyramidmodel.org * Center on the Social and Emotional Foundations for Early Learning – http://csefel.vanderbilt.edu/ * Technical Assistance Center on Social Emotional Interventions – www.challengingbehavior.org * U.S. Department of Health and Human Services and U.S. Department of Education Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings – http://www2.ed.gov/about/inits/ed/earlylearning/ initiatives.html#discipline – http://www.acf.hhs.gov/programs/ecd/child-healthdevelopment/reducing-suspension-and-expulsionpractices 4 References Domitrovich, C. E., Moore, J. E., & Greenberg, M. T. (2012). Maximizing the effectiveness of social-emotional interventions for young children through high-quality implementation of evidence-based interventions. In B. Kelly & D. F. Perkins (Eds.), Handbook of implementation science for psychology in education (pp. 207–229). Cambridge, UK: Cambridge University Press. Dunlap, G., & Fox, L. (2014). Supportive interventions for young children with social, emotional, and behavioral delays and disorders. In H.M. Walker & F.M. Gresham (Eds.), Evidencebased practices for addressing school-related behavior problems and disorders (pp. 503-517). New York: Guilford Press. Fixsen, D. L., Blase, K. A., Horner, R., & Sugai, G. (2010, May). An Overview of the State Implementation and Scaling Up of Evidence-based Practices Center (SISEP). Scaling-up Brief #4. Chapel Hill: The University of North Carolina, FPG, SISEP. Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The Teaching Pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-52. Fox, L., & Hemmeter, M. L. (2015). Program-wide Implementation of the Pyramid Model. Unpublished survey. Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center. Metz, A., & Bartley, L. (2012). Active Implementation Frameworks for program success: How to use implementation science to improve outcomes for children. Zero to Three Journal, 32, 11-18. National Research Council and Institute of Medicine (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, DC: The National Academies Press. U.S Department of Education Office for Civil Rights (2014). Data Snapshot: Early Childhood Education. Retrieved from https:// www2.ed.gov/about/offices/list/ocr/docs/crdc-early-learningsnapshot.pdf. U.S. Department of Health and Human Services and U.S. Department of Education (2014). Policy statement on expulsion and suspension policies in early childhood settings. 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Hannam building Newsletter Year Seven, Term One, 2017 English The focus for the first half of term 1 will be Narrative writing. Students will learn about developing character and setting, using descriptive language and the different modes of presenting stories. In the latter half of the term, we will begin exposition writing. Week 2, Term 1 Students will also be engaging in book club. This involves groups reading the same novel each week, and discussing their understanding through reading comprehension strategies, i.e. making connections, summarizing, inferring and making predictions. Students are also encouraged to practice reading aloud at home to improve their Welcome back to school! Students have settled in well to their new classroom, and we have been working on team building and getting to know one another. Another focus in week 1 has been understanding what it means to have a growth mindset, and the learning pit. Each class is constructing their own learning pit display. This year the students have many events to look forward to, such as camp, market day, Long Tan day, graduation and much more! There are also multiple leadership opportunities, including Arts Ambassadors, Kids Council representative and Sports Day Captain. Families are welcome to come and visit their child's classroom in week 3. Science In science this term, we will be forces and simple machines basic machines with these exploring water in the world, influenced by nature and human working on physical sciences, which investigates the meaning of involving levers and pulley systems. Students will create their own mechanisms. Science will also link with Geography, as we will be including Dry Creek that flows through our school and how it is activity. Humanities and Social Sciences Term 1 will focus on Geography how water connects people and with other continents, and water students will learn about the Students will investigate place to live. Japanese and The Arts This year the Japanese teachers Arts will be provided by Kathryn. Health and Physical Education The Health and Physical Upcoming events: ‐ Wednesday‐Friday, Week 5: ‐ Friday, Week 3, 6 and 9: ‐ Monday, Week 7: Adelaide Cup ‐ Parent‐teacher interviews: ‐ Friday, Week 11: Good Friday and begin with a unit on 'water in the world'. This unit explores places, the quality and quantity of water in Australia compared scarcity. This unit will then lead into 'place and livability', where factors that influence people's decisions to live somewhere. somewhere that they would like to live, and what makes it a good are Lucas and Lisa. The year 7's will be working with Lucas. The Education curriculum will be covered by Michael and Des. ‐ Tuesday, Week 3: Acquaintance night (5:45‐6:15pm) Camp Gatherings (9:00am start) public holiday Week 10	<urn:uuid:688d7546-af40-4de3-ab53-1b5bd9a39ed6>	CC-MAIN-2017-26	http://mawsonlakes.sa.edu.au/newsletters/W31/tm1wk2.pdf	2017-06-24T06:52:37Z	crawl-data/CC-MAIN-2017-26/segments/1498128320227.27/warc/CC-MAIN-20170624064634-20170624084634-00086.warc.gz	255,922,168	979	eng_Latn	eng_Latn	0.99826	eng_Latn	0.998536	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1329, 2826 ]	[ 2.609375 ]	2	0
Nuclear Science Abstracts Serial Titles Cited in Nuclear Science Abstracts. Subject Scope of Nuclear Science Abstracts: Volume 21, Number 5, Abstracts 5742-8186 (Rev.4). Subject Scope of Nuclear Science Abstracts (Volume 24, Number 1. Abstracts 1-2090, Rev.7). IRE Transactions on Nuclear Science. IRE Trans. on Nuclear Science. Abstracts of Papers at the Second Annual Meeting of the Professional Group on Nuclear Science. Annals of Nuclear Science and Engineering. Annals of Nuclear Science and Engineering. Technical report abstracts. 2010 Abstracts IEEE International Conference on Plasma Science. Nuclear and plasma science society. Serial Titles Cited in Nuclear Science Abstracts (4th Ed.). Journal of Nuclear Science and Technology. Journal of Nuclear Science and Technology. Nuclear Science Abstracts of Japan, and English Translation Series of Japanese Papers in the Nuclear Field. Journal of Nuclear Science and Technology. Journal of Nuclear Science and Technology. 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Nuclear Science Abstracts of Japan, and English Translation Series of Japanese Papers in the Nuclear FieldI. Journal of Nuclear Science and Technology. Journal of Nuclear Science and Technology. Nuclear Science Abstracts of Japan, and English Translation Series of Japanese Papers in the Nuclear Field. Journal of Nuclear Science and Technology. Journal of Nuclear Science and Technology. Nuclear Science Abstracts of Japan, and English Translation Series of Japanese Papers in the Nuclear Field. Journal of Nuclear Science and Technology. Journal of Nuclear Science and Technology. Nuclear Science Abstracts of Japan, and English Translation Series of Japanese Papers in the Nuclear Field. Journal of Nuclear Science and Technology. Journal of Nuclear Science and Technology. Nuclear Science Abstracts of Japan, and English Translation series of Japanese Papers in the Nuclear Field. Journal of Nuclear Science and Technology. Journal of Nuclear Science and Technology. Nuclear Science Abstracts of Japan, and English Translation Series of Japanese Papers in the Nuclear Field. Nuclear Science Abstracts (Vol. 5, No. 4, Feb 28, 1951) anyone can build a tub style mechanical chicken plucker marketing research essentials 7th edition solutions manual project management managerial approach 8th presumed innocent by scott turow direct object pronouns me te nos thomas ANYONE CAN BUILD A TUB STYLE MECHANICAL CHICKEN PLUCKER How much does it cost to build a chicken plucker? The idea is simple — he installed chicken plucker fingers in the sides and bottom of a U of plywood (cost — $20 to $30). You hand-pluck the difficult wing and tail feathers, then pull the bird through the plucker a few times, rotating it after each pass. How do big companies pluck chickens? Feather removal is performed by a machine called a "picker," which includes hundreds of little rubber "fingers" that rotate around to remove the feathers. After feathers are removed, the birds are sent to an "eviscerating" line which removes internal organs and feet, also known as "paws." How many chickens can a chicken plucker pluck? The high-quality chicken plucking machine manages to defeather 5 to 6 chickens per pass. How long does it take to manually pluck a chicken? An expert plucker will only take about 2 to 3 minutes to pluck a young bird. Comparatively, a novice plucker might take about 10 to 20 minutes or even more to pluck a young chicken. Practice and proper technique are key to efficient and speedy plucking. How do you pluck chickens easily? There are three options for the backyard enthusiast: hand pluck- ing, using a tabletop plucker, or a tub-style plucker. The easiest way to hand pluck is to have the bird hanging upside down and start on the drum- sticks and work your way down. Do chickens know when they are going to be slaughtered? We cannot know for sure if chickens are aware they are going to be slaughtered, but we can be certain that they experience fear and pain as they are shackled upside down and surrounded by the smell of death. What is the fastest time to pluck a chicken? The fastest hand pluckers averaged just 2 minutes and 10.4 seconds! Further research found that one Ernest Hausen of Wisconsin hand plucked a chicken in 4.4 seconds! Well, I may never hit that mark, but two minutes eventually proved possible. Bucket heater in 20 gallon barrel (could be a garbage can). How long to boil chicken to pluck? It is the kind of scald that will allow you to Whizbang-Pluck your chickens (a couple at a time) in about 15 seconds. First, you will need a thermometer of some sort to measure the temperature of your scald water. Second, you will need a pot full of water that you can heat up and dunk your chicken into. How big of chicken plucker do I need? 50 birds at a time, select a 23? chicken plucker. less than 200 chickens at a time, select the 27? plucker. 75 to 100 turkeys a year, select the 27? plucker. more than 200 chickens at a time, select the 35? plucker. MARKETING RESEARCH ESSENTIALS 7TH EDITION What are the 7 steps in marketing research? What are the essentials of marketing research? Essentials of Marketing Research takes an applied approach to the fundamentals of marketing research by providing examples from the business world of marketing research and showing students how to apply marketing research results. Why is marketing research essential? Market research provides critical information about your market and your business landscape. It can tell you how your company is perceived by the target customers and clients you want to reach. What is an essential attribute of marketing research plan? One of the most important aspects of planning market research is asking the right questions. Design the survey such that it collects meaningful and high-quality data. What are the 7 components of a marketing research report? There are 7 main components of a marketing research report these being the research objectives, the research questions, the literature review and relevant secondary data, a description of the research methods, the findings displayed in tables, graphs, or charts, the interpretation and summary of the findings, and ... What are the 7 keys of marketing? The 7Ps of marketing are product, price, place, promotion, people, process and physical evidence. This post and more is contained within our CIM ebook, 7Ps: a brief summary of marketing and how it works. Learn the 7Ps and you're well on your way to having your marketing fundamentals completed. What are the 5 C's of marketing research? The 5 C's of marketing consist of five aspects that are important to analyze for a business. The 5 C's are company, customers, competitors, collaborators, and climate. What are the 5 P's of market research? The 5 P's of marketing – Product, Price, Promotion, Place, and People – are a framework that helps guide marketing strategies and keep marketers focused on the right things. Let's take a deep dive into their importance for your brand. Need content for your business? What are the 7 characteristics of good marketing research? What is the main focus of marketing research? Marketing research uses analysis of demographics and business trends to determine the best ways to present and distribute your brand. It also includes feedback from customers, with the help of surveys, focus groups, or feedback, for example. What is the basic purpose of all marketing research? Marketing research serves marketing management by providing information which is relevant to decision making. Marketing research does not itself make the decisions, nor does it guarantee success. Rather, marketing research helps to reduce the uncertainty surrounding the decisions to be made. How to make market research effective? What are the basic principles of marketing research? The recommended core five steps in the marketing research process are: define the problem or opportunity, develop your marketing research plan, collect relevant data and information, analyze data and report findings, and put your research into action. What are the 5 parts of marketing research? What are the 4 essential marketing elements? The four Ps are a "marketing mix" comprised of four key elements—product, price, place, and promotion—used when marketing a product or service. Typically, successful marketers and businesses consider the four Ps when creating marketing plans and strategies to effectively market to their target audience. What are the 7 steps of the research process? What are the 7 stages of marketing? What are the 7 steps of content marketing? What are the 7 characteristics of good marketing research? SOLUTIONS MANUAL PROJECT MANAGEMENT MANAGERIAL APPROACH 8TH Solutions Manual for Project Management: Managerial Approach, 8th Edition Question: What is the primary objective of project management? Answer: The primary objective of project management is to deliver a project that meets or exceeds the specified requirements, within the constraints of time, budget, and resources. Question: What is the role of a project manager? Answer: Project managers are responsible for planning, organizing, directing, and controlling the execution of projects. They lead teams, allocate resources, and ensure that projects are completed on time, within budget, and to the required quality standards. Question: What is the significance of stakeholder analysis in project management? Answer: Stakeholder analysis is crucial because it identifies individuals and groups who are affected by or have an interest in the project. Understanding stakeholder needs and expectations helps project managers develop tailored communication and engagement strategies. Question: What is the importance of scope management in project planning? Answer: Scope management defines the boundaries and deliverables of a project. It helps ensure that all project activities and resources are focused on achieving the desired outcomes. Clear scope definition reduces misunderstandings, prevents rework, and facilitates efficient project execution. Question: What are the key steps in risk management? Answer: Risk management involves identifying, analyzing, and responding to potential project risks. It includes steps such as risk identification, risk assessment, risk response planning, and risk monitoring. By proactively managing risks, project managers can mitigate potential setbacks and increase the likelihood of project success. PRESUMED INNOCENT BY SCOTT TUROW NUCLEAR SCIENCE ABSTRACTS Is Presumed Innocent a true story? Presumed Innocent is not a factual account but rather an adaptation of Scott Turow's acclaimed book of the same name. Originally published in 1987, Turow's book captivated readers with its complex story and characters. It was adapted into a movie in 1990, with Harrison Ford portraying the lead character. Is the ending of Presumed Innocent the same as the book? Apple TV+'s adaptation of Presumed Innocent makes some BIG changes from the book and 1990 movie that could make for a brutal second season. Presumed Innocent ended its first season this week with the reveal of the killer, and true to showrunner David E. Kelley's promise, it changes the revelation from the book. Is Presumed Innocent a remake? The 2024 remake attempts to be kinder to Polhemus. The Apple TV+ series, starring Jake Gyllenhall, scrubs the story of the latent homophobia that glides like oil on the water of the movie and the book. Is there a sequel to Presumed Innocent? Innocent is a 2010 novel by Scott Turow that continues the story of the antagonistic relationship between ex-prosecutor Rožat "Rusty" Sabich and Tommasino "Tommy" Molto as a direct follow-up to his 1987 debut novel, Presumed Innocent. Did the wife do it in Presumed Innocent? Part of what makes the Apple TV+ version of Presumed Innocent's conclusion interesting is how it plays on the ending of both the 1987 novel and 1990 film. In both of those, after Rusty is found not guilty by the jury, he discovers at the very end of the story that it was his wife, Barbara, who killed Carolyn. Did Rusty hit Carolyn with a poker? Jaden explains that she told Carolyn to stay away from Rusty, but when Carolyn revealed her pregnancy and that Rusty was the baby's father, the teenage girl snapped. She hit Carolyn in the head with the fire poker, killing her. What is the twist in Presumed Innocent? Instead, in a frankly preposterous twist, the killer is revealed to be Jaden (Chase Infiniti), Rusty and Barbara's daughter. Like the film version's Barbara, Jaden hasn't really registered as a full human being. Will Jake Gyllenhaal be in Presumed Innocent 2? Jake Gyllenhaal, David E. Kelly, and J.J. Abrams will return as co-producers, and Scott Turow—who wrote the novel Presumed Innocent is based on—will be a co-executive producer. Is Rusty guilty in Presumed Innocent? In the finale of the new TV series, Rusty (Jake Gyllenhaal) is again acquitted, and he again comes home and has a confrontation with Barbara (Ruth Negga). Which version of Presumed Innocent is better? If you went into the Apple TV+ series without knowledge of the novel or movie, you would assume Gyllenhaal is guilty because of his desperate, obsessive demeanor. It's a solid performance from Gyllenhaal, but not his best. In the end, Ford's restrained, ambiguous performance is better-suited for Rusty. What job does Jake Gyllenhaal have in Presumed Innocent? Gyllenhaal plays a talented prosecutor named Rusty Sabich. He's a public servant in Chicago who seems, at first glance, to be living a semi-suburban dream. Who is the killer in the Presumed Innocent series? After accusing his wife of killing Carolyn, and telling her he knew from the start it was her, he doubted himself, then he knew again for sure, and he went through with the trial to protect her, Rusty and Barbara found out the heartbreaking truth: their daughter, Jaden, was the killer. Is there a follow-up book to Presumed Innocent? A sequel to Presumed Innocent, entitled Innocent, was released on May 4, 2010, and continues the relationship between Rusty Sabich and Tommy Molto. Is Presumed Innocent 2024 the same as the movie? Though the conflict and the subplots of both the series and the film are pretty much the same, there are a few differences pertaining to the character arcs and their role in the narrative. Also, the series brought a twist at the end and changed the conclusion as compared to what was shown in the film. How did the Presumed Innocent book end? In both of the original Presumed Innocent texts, the book from 1987 and the film from 1990, Rusty Sabich's wife, Barbara, is revealed as the killer near the end of the story. DIRECT OBJECT PRONOUNS ME TE NOS THOMAS What is the direct object pronoun me te nos? Direct object pronouns in Spanish are words like: me (me), te (singular you-familiar), lo (masculine: him, it, singular you-formal), la (feminine: her, it, singular you-formal), nos (us), os (plural youfamiliar), los (masculine them, plural you-formal), las (feminine: them, plural youformal). What is a direct object pronoun example? When a pronoun is used as the direct object of a sentence, the object form is always used (e.g., "Martin sent them"). The most common object pronouns in English are "me," "you," "us," "him," "her," "it," and "them." What direct object pronoun would you use to replace la tarea? To change the direct object "la tarea" to a direct object pronoun, we need to replace it with the appropriate pronoun. In this case, "la" represents a singular feminine noun, so the correct direct object pronoun would be "la" as well. What is the direct object pronoun for tu? When to use me and te? What are the 5 direct object pronouns? How to identify a direct object? A direct object is the person or thing that directly receives the action or effect of the verb. It answers the question "what" or "whom." An indirect object answers the question "for what," "of what," "to what," "for whom," "of whom," or "to whom" and accompanies a direct object. What is direct object for example? Examples of direct object in a Sentence "Me" in "He likes me" is a direct object. In the sentence "They built a house for her," the direct object is "house" and the indirect object is "her." These examples are programmatically compiled from various online sources to illustrate current usage of the word 'direct object. When to use NOS? When using "nos" you have to put it with what is called a reflexive verb. A reflexive verb is when you say that you are doing something for yourself, or he or she is doing something for themselves. Example: We go to bed at 11 o'clock at night. ? Nos acostamos a las once de noche. How do you change a direct object to a direct object pronoun? When you change a direct object to a pronoun, the direct object pronoun must be moved in front of the conjugated form of the verb. If the sentence is negative, the no or other negative word will precede the direct object pronoun. Is NOS short for nosotros? Nos and Nosotros While it seems like nos could simply be a shorthand abbreviation of nosotros, they are not the same thing. Nosotros means "we," and nos means "us." Consider this sentence: Nos entiendes. Where can I put a direct object pronoun in Spanish? What are the direct object pronouns with me and te? What is a direct object pronoun me te nous vous? The pronoms compléments d'objet direct, or direct object pronouns, are me (me), te (you), le (him/it) , la (her/it), nous (us), vous (you all/you [plural]), and les (them). They get placed before a verb and show what receives the action of that verb. How do you find the direct object pronoun? How to use me te nos? me – to/for me. te – to/for you (informal, singular) le – to/for him, her, you (formal, singular) nos – to/for us. Is it me and Thomas or Thomas and I? Adding "Tom and" may confuse some people, but it doesn't change anything. You still use a subject pronoun like "I" if it's working together with "Tom and" as a subject. You still use an object pronoun like "me" if it's the object of a transitive verb or the object of a preposition. What are me, te, se, nos, os, se? Conclusion: Reflexive pronouns in Spanish We saw that the five reflexive pronouns in Spanish are: me, te, se, nos, os. Se is the reflexive version for all the third-person pronouns in Spanish, including él, ella, usted, ellos, ellas, and ustedes. What are the 7 direct object pronouns? Direct object pronouns are: me, te, lo, la, nos, os, los, las. What is an example of a direct object? Some examples of direct objects would be the following: Georgia spiked the volleyball over the net. I wore hiking boots on our camping trip. Jaden plays trumpet in the school jazz band. What are the 10 examples of object pronoun? Subject pronouns are I, he, she, you, it, we, and they, while object pronouns are me, you, him, her, them, us, and it. What is the rule for direct object? A direct object is a noun, pronoun or noun phrase that receives the action done by the subject in a sentence. In a sentence structure such as SVO (subject + verb + object), the object appears at the end of the sentence. It can generally be identified by asking the questions 'what' and 'whom'. Is me a direct object? Direct object pronouns include me, you, him, her, it, us, and them. For example, in the sentence, "He saw me," "me" is the direct object, and it can be replaced with the direct object pronoun "him" to become "He saw him." Indirect object pronouns include me, you, him, her, it, us, and them. Is direct object always a thing? A direct object (in bold) is the thing or person that is affected by the action of the verb. An indirect object (underlined) is usually a person (or animal) who receives a direct object: They gave her a present when she left. Can you get me some butter? What is the object pronoun me? An object pronoun (me, us, him, her, them, or whom) refers to the person or thing affected by an action. It normally comes after a verb or preposition. What are the direct object pronouns in French? The French direct object pronouns are me, te, le, la, nous, vous, and les, and they are used to replace the direct object in a sentence. First, let's find out what the direct object is. In simple sentences, the direct object usually goes after the verb. What are the pronouns me te le in Spanish? Here is a list of the six indirect object pronouns in Spanish, each with its corresponding meaning and usage: me – to/for me. te – to/for you (informal, singular) le – to/for him, her, you (formal, singular) What are the 8 direct object pronouns in English? Object pronouns, like me Object pronouns are those pronouns that receive the action in a sentence. They are me, you, him, her, us, them, and whom. What are the 10 examples of object pronouns? Subject pronouns are I, he, she, you, it, we, and they, while object pronouns are me, you, him, her, them, us, and it. How do you use the object pronoun me in a sentence? Here are more examples showing when to use "me": He gave the tickets to Bob and me. They said they would wait for Bob and me. The confetti rained down over Bob and me. What are the three types of object pronouns? Just like subject pronouns, object pronouns can be singular or plural, masculine, feminine, or gender neutral. The masculine or feminine subject pronoun is used whenever the gender is known. How to use me and te in French? Me is roughly equivalent to to myself or for myself in English. Se corresponds with to/for himself, herself, oneself, or themselves. Te corresponds with to/for yourself in an informal situation. For a formal situation, vous can serve this purpose. What is a direct object pronoun me te nous vous? The pronoms compléments d'objet direct, or direct object pronouns, are me (me), te (you), le (him/it) , la (her/it), nous (us), vous (you all/you [plural]), and les (them). They get placed before a verb and show what receives the action of that verb. Do direct objects always follow the verb? A direct object follows a transitive or action verb. 2. Make sure your direct object is a noun, pronoun, or clause. A direct object can be a noun, pronoun, or noun phrase. What are the direct object pronouns in Spanish me te nos? What are me, te, se, nos, os, se? Conclusion: Reflexive pronouns in Spanish We saw that the five reflexive pronouns in Spanish are: me, te, se, nos, os. Se is the reflexive version for all the third-person pronouns in Spanish, including él, ella, usted, ellos, ellas, and ustedes. What type of pronoun is te? What is a direct object pronoun? Direct object pronouns are the pronouns for objects that the verb directly acts on. Ex: - She paid him. / Ella lo pagó. - He cooked the food. / El la cocinó. The direct object pronouns are: Me - Yo - Me. What is an example of a direct object? Examples of direct object in a Sentence "Me" in "He likes me" is a direct object. In the sentence "They built a house for her," the direct object is "house" and the indirect object is "her." These examples are programmatically compiled from various online sources to illustrate current usage of the word 'direct object. What answers a direct object pronoun? A direct object is the person or thing that directly receives the action or effect of the verb. It answers the question "what" or "whom." 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VHL Spanish Lesson 11 Quiz PDF VHL Spanish Lesson 11 Quiz PDF Disclaimer: The vhl spanish lesson 11 quiz pdf was generated with the help of StudyBlaze AI. Please be aware that AI can make mistakes. Please consult your teacher if you're unsure about your solution or think there might have been a mistake. Or reach out directly to the StudyBlaze team at firstname.lastname@example.org. What is the Spanish word for "library"? librería biblioteca libro biblio Which verb form is used for "he/she speaks" in Spanish? hablo hablas habla hablamos Which of the following sentences are grammatically correct in Spanish? (Select all that apply) Nosotros somos amigos. Ellos está en la escuela. Tú eres inteligente. Yo estoy feliz. Which sentence correctly uses the verb "ser"? Yo soy cansado. Yo soy estudiante. Yo soy en casa. Yo soy feliz. Which of the following words mean "house" in Spanish? (Select all that apply) casa hogar StudyBlaze.io Your AI Tutor for interactive quiz, worksheet and flashcard creation. StudyBlaze.io Your AI Tutor for interactive quiz, worksheet and flashcard creation. edicifio apartamento What is the correct translation for "I read" in Spanish? leo lees leemos leen What is a common Spanish greeting in the morning? Buenas tardes Buenas noches Buenos días Hola Which of the following is a correct sentence in Spanish? Yo tiene un perro. Yo tengo un perro. Yo tener un perro. Yo tienes un perro. Explain the difference between "ser" and "estar" and provide examples of when to use each. Which word is pronounced with a silent "h" in Spanish? hola huevo hablar hacer Visit Studyblaze.io VHL Spanish Lesson 11 Quiz PDF StudyBlaze.io Your AI Tutor for interactive quiz, worksheet and flashcard creation. Which of the following words have a stressed syllable on the last syllable? (Select all that apply) café canción árbol fácil Describe a typical day using at least five new vocabulary words from Lesson 11. Write a short paragraph in Spanish about your favorite hobby, using correct grammar and vocabulary from Lesson 11. Which phrases would you use to ask for directions in Spanish? (Select all that apply) ¿Dónde está...? ¿Cómo llego a...? ¿Qué hora es? ¿Cuánto cuesta? In a typical Spanish conversation, how do you say "please"? gracias por favor de nada StudyBlaze.io Your AI Tutor for interactive quiz, worksheet and flashcard creation. lo siento Describe a strategy you use to improve your Spanish pronunciation and provide examples. Discuss a cultural tradition from a Spanish-speaking country that you learned about in Lesson 11. Which of the following are correct conjugations of the verb "tener" in the present tense? (Select all that apply) Tengo tiens tiem tenemos Which of the following are traditional Spanish foods? (Select all that apply) paella sushi tapás tacos Summarize a dialogue you listened to in Lesson 11, highlighting the main points and any new vocabulary. Visit Studyblaze.io VHL Spanish Lesson 11 Quiz PDF StudyBlaze.io Your AI Tutor for interactive quiz, worksheet and flashcard creation. Visit Studyblaze.io VHL Spanish Lesson 11 Quiz PDF	<urn:uuid:1a45ebf1-b309-45b4-b78b-e7d29ee753f7>	CC-MAIN-2024-51	https://www.studyblaze.io/wp-content/uploads/2024/11/VHL-Spanish-Lesson-11-Quiz-PDF.pdf	2024-12-09T18:44:01+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00670.warc.gz	916,675,287	768	eng_Latn	eng_Latn	0.93226	eng_Latn	0.974561	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1020, 1680, 2338, 3033, 3172 ]	[ 3.375 ]	1	0
The silailo way indians salmon and law on the columbia river Oregon Historical Quarterly. Oregon Historical Quarterly. The Si'lailo Way: Indians, Salmon and the Law on the Columbia River by Joseph Dupris, Kathleen S. Hill, William H. Rodgers, Jr.. Environmental Practice. Environmental Practice. Book Reviews: The Si'lailo Way: Indians, Salmon and Law on the Columbia River. Joseph C. Dupris, Kathleen S. Hill, and William H. Rodgers, Jr. 2006. Carolina Academic Press, Durham, NC. 450 pp. $40 paperback.. Salmon River District, British Columbia. Lower Columbia River Salmon Business Plan for Terminal Fisheries : Final Report.. Columbia Law Review. Columbia Law Review. Status of Indians before State and Federal Courts. Fish, Law, and Colonialism. 3 The Law Runs Through It: Weirs, Logs, Nets, and Fly Fishing on the Cowichan River, 1877-1937. The stratigraphy and structure of the Columbia River basalt group in the Salmon River area, Oregon. 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Key words and phrases are explained in clear, simple language with illustrations to aid understanding of more difficult terms. What are the words for math? What is the world's hardest math word problem? What is the longest math word ever? Expert-Verified Answer which is the longest word in maths?? Solution, Know that the longest word in mathematics is Floccinaucinihilipilification, meaning the action or habit of estimating something as worthless. Hence, the longest word in mathematics is Floccinaucinihilipilification. The capital Latin letter Z is used in mathematics to What is the fancy Z in math? represent the set of integers. Usually, the letter is presented with a "double-struck" typeface to indicate that it is the set of integers. What is the big Z in math? The set of all integers is often denoted by the boldface Z or blackboard bold . The integers arranged on a number line. The set of natural numbers is a subset of , which in turn is a subset of the set of all rational numbers , itself a subset of the real numbers . What does Z stand for in math? Integers. The letter (Z) is the symbol used to represent integers. An integer can be 0, a positive number to infinity, or a negative number to negative infinity. What is the old word for math? Number theory was once called arithmetic, but nowadays this term is mostly used for numerical calculations. What is math called now? 'New math', or Common Core math, can look very different from 'old math. ' Both methods get to the same answer, but your child's path to the solution may seem strange to you. What is the dictionary of algebra? noun. the branch of mathematics that deals with general statements of relations, utilizing letters and other symbols to represent specific sets of numbers, values, vectors, etc., in the description of such relations. algebraic algorithmic arithmetical computative What's a fancy word for math? geometrical measurable trigonometric. math (noun as in mathematics) Strongest matches. algebra calculation calculus geometry. What is the full word for math? Both math and maths are short for the word mathematics. The word math can refer to either the discipline or subject of mathematics. It can also refer to mathematical procedures. What are all the key words in math? Addition-sum, altogether, all, in all, together, total, total number, add, increase, increased by, more than. Subtraction-minus, greater than, take away, fewer than, less than, subtract, decreased by. Multiplication- product, multiply, multiplied by, times. What are the 7 unsolved mathematics? What is the most confusing math problem? Today's mathematicians would probably agree that the Riemann Hypothesis is the most significant open problem in all of math. It's one of the seven Millennium Prize Problems, with $1 million reward for its solution. What is the easiest sum in the world? How do you say forever in math? Infinity means that something goes on forever. For example, numbers go on forever. You can add 1 to any number to get a higher number. What is the math word for never ending? There are many examples of infinite series in math. For example, 1 + 1/2 + 1/3 + … is an infinite series. Infinity is a means to describe anything that is endless, making it impossible to measure. It refers to unending time, a series of numbers that continues forever, or a perpetual series of operations.. What is the oldest math problem? Goldbach's conjecture is one of the oldest and best-known unsolved problems in number theory and all of mathematics. It states that every even natural number greater than 2 is the sum of two prime numbers. What does r stand for in math? In maths, the letter R denotes the set of all real numbers. What does the N stand for in math? is used to denote the set of all the natural numbers. The natural numbers are non-zero, positive whole numbers. N = 1 , 2 , 3 , 4 , . What does ? mean? The not-element-of symbol looks like the element-of symbol except that a forward slash runs through it (?). The not-element-of symbol is read as "is not an element of," "is not a member of," "is not in" or "does not belong to." For example, the following expression indicates that 7 is not an element of set A: 7 ? A. What symbol is infinity? infinity, the concept of something that is unlimited, endless, without bound. The common symbol for infinity, ?, was invented by the English mathematician John Wallis in 1655. What does Q stand for in math? List of Mathematical Symbols. • R = real numbers, Z = integers, N=natural numbers, Q = rational numbers, P = irrational numbers. What does ? Z mean in math? We use it to denote that some number is an integer. For example: 1?Z. What is the most accurate dictionary in the world? The Oxford English Dictionary (OED) is widely accepted as the most complete record of the English language ever assembled. Is Cambridge Dictionary better than Oxford dictionary? While the Oxford English Dictionary gives you the meaning of the word as well as its origin, the Cambridge Dictionary gives a more practical explanation along with an example of how to use the word in a sentence. What is the rank of mathematics in the dictionary? Rank of Mathematics = 28,79,661 Rank of 'MATHEMATICS' is the position of word 'MATHEMATICS' when all permutations of the word are written in alphabetical order. Which version of Oxford dictionary is best? The Oxford advanced learner's dictionary is the world's bestselling advanced level dictionary for learners of English. Which is more reliable, Oxford or Merriam-Webster? However, Merriam-Webster is the largest and most reputable of the U.S. dictionary publishers, regardless of the type of dictionary (general, geographical, biographical, or a thesaurus). Some of the additional reliable American publishers are Oxford University Press, Random House, Macmillan, and American Heritage. What dictionaries are credible? Merriam-Webster: America's Most Trusted Dictionary. What is the first word in the dictionary? What's the first word in an English dictionary? To find out the answer to your question, all you have to do is to open a dictionary and look at the first word. In most dictionaries it is the word "a". What is the American version of the Oxford Dictionary? As Oxford's flagship American dictionary, the New Oxford American Dictionary sets the standard of excellence for lexicography in this country. Is Merriam-Webster credible? Other publishers may use the name Webster, but only Merriam-Webster products are backed by over 150 years of accumulated knowledge and experience. The Merriam-Webster name is your assurance that a reference work carries the quality and authority of a company that has been publishing since 1831. Is Cambridge Dictionary British or American? The Cambridge Advanced Learner's Dictionary (abbreviated CALD) is a British dictionary of the English language. What is America ranked in math? Among the 81 international school systems that participated in the PISA last year, the U.S. ranked 26th in math achievement, up from 29th among the same group of school systems in 2018. What country ranks the highest in math? Singapore is the highest-performing country in mathematics, with a mean score of 564 points – more than 70 points above the OECD average. Three countries/economies – Hong Kong (China), Macao (China) and Chinese Taipei – perform below Singapore, but higher than any OECD country in PISA. Is there a dictionary for math? The Concise Oxford Dictionary of Mathematics (4 ed.) What is the most trusted dictionary in the world? The Oxford English Dictionary (OED) is widely regarded as the accepted authority on the English language. It is an unsurpassed guide to the meaning, history, and usage of 500,000 words and phrases past and present, from across the English-speaking world. What are the new words added to the Oxford Dictionary in 2024? The latest update to the Oxford English Dictionary includes more than 1,000 new and revised words, phrases, and senses, including ultra-processed, charge station, and spy balloon. Is Oxford American or British? 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The method in this research uses the observation method, namely the method of collecting data by recording directly while in the field. The research results show that the use of a Yamaha F100B outboard motor as a propulsion is able to provide adequate thrust for the survey vessel, with efficient fuel consumption. In the context of survey vessels, the reliability and speed of these motors are important factors in supporting successful marine survey operations. . Anabat bat detection system: description and maintenance manual.. Maintenance, Modeling and Optimization. Maintenance Service Contracts. Computer Science and Communications Dictionary. maintenance manual human body study guide answer key, maths dictionary a to z, 2000 yamaha f40esry outboard service repair maintenance manual factory human body study guide answer key, maths dictionary a to z, 2000 yamaha f40esry outboard service repair maintenance manual factory	<urn:uuid:cca03be0-2c21-4487-b5a7-f9d0494d4a7a>	CC-MAIN-2024-51	https://compass-stg.academia.cl/course/47bc34e9278da4bdc54b3dc9f0f0aee8/description/silailowayindianssalmonandlawonthecolumbiariverthe.pdf	2024-12-09T19:40:00+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00671.warc.gz	167,831,420	3,289	eng_Latn	eng_Latn	0.965418	eng_Latn	0.990194	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2162, 4256, 6323, 8176, 10152, 12192, 14591, 15705 ]	[ 2.890625 ]	1	0
Lesson provided by: David Harris, Lakeview Middle School: Catoosa County "The Battle of Atlanta using Primary and Secondary Sources" Lesson Plan Goals The student will gain knowledge of how primary and secondary sources are both used in determining a true understanding of historical events. Many times, individual descriptions and overall explanations of a battle do not seem to mesh. What an individual soldier sees is not always what one reads about in text books. Students will examine individual letters and broad explanations of the Battle of Atlanta to try to gain a different perspective on what actually happened. Grade Level: 8 th Grade Georgia Performance Standards SS8H6 The Student will analyze the impact of the Civil War and Reconstruction on Georgia. b. State the importance of key events of the Civil War; include Antietam, Emancipation Proclamation, Gettysburg, Chickamauga, the Union Blockade of Georgia's coast, Sherman's Atlanta Campaign, Sherman's March to the Sea, and Andersonville. Materials needed Letters and translations of letters from the "Civil War Letters of the Christie Family." Found at http://www.mnhs.org/library/Christie/atlanta.html An overview of the Battle of Atlanta found at http://ngeorgia.com/history/battleofatlanta.html Procedure All students are familiar with secondary sources. The text book we look at every day is an example of a secondary source. The definition of a secondary source is as follows: Material created by somebody removed from the event being studied – who was either not at the event or working on it later. Secondary sources, however, are not the only sources available. Primary sources are important, too. A primary source is material directly related to the past. In history, primary sources are usually letters, records, or other documents created during the period that is being studied. In trying to find out what really happened at the Battle of Atlanta it is important to look at both sources. The student will use both types of sources to create a three day journal entry describing a fictitious soldier's experiences during this pivotal Georgia battle. 1 Order of operations – a) read the Christie family letters at the web site listed above. (the translation will help a great deal) (this is primary) b) read the Battle of Atlanta from the web site listed. (this is secondary) c) create a 3 day journal entry describing the things a soldier would hear, see, think, taste, smell, or anything else you can think of, during the Battle of Atlanta. Draw on both sources – primary and secondary – to write your entry. The journal entry does not have to be on any particular day, and the days don't necessarily have to be consecutive. Each day's journal entry needs to be ½ to 1 page long. Example: Day 1 – ½ page, Day 2 – 1 page, Day 3 – ½ page. Follow up activity See if students can find any family letters (with parents permission) from WWII, Korea, or Vietnam that help clarify our knowledge of those time periods. Grading The following rubric will be used to grade the assignment Grading Rubric 1. (25 points) There should be at least 5 references to primary material in your journal entries. 2. (25points) There should be at least 5 references to secondary material in your journal entries. 3. (30 points) The journal entries are of the appropriate length. 4. (20 points) The assignment is well thought out and put together in a orderly, readable fashion.	<urn:uuid:15d8487f-f88c-4ba0-97cd-cb0707750f6e>	CC-MAIN-2024-51	https://radow.kennesaw.edu/cwc/docs/lesson-plans_6-8_battle-of-atlanta.pdf	2024-12-09T19:24:47+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00670.warc.gz	453,071,769	729	eng_Latn	eng_Latn	0.997927	eng_Latn	0.997915	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2146, 3457 ]	[ 4.3125 ]	2	5
CONCEPT OF INFORMATION SESSION FOR CARETAKERS OF PWD TO PROMOTE VOLUNTEERING Suggested activities and tools INTRODUCTION Schedule of the info session The aim of this document is to share a model for organizing an information session for caretakers of people with disabilities to promote volunteering. It presents: * The timetable for the information session - general tools that the organizer/facilitator should be aware of in order to involve parents/guardians of people with disabilities and to help remove barriers, and difficulties and break down stereotypes. * A set of tools that are necessary for the tasks, training, etc. Timetable for the information session The proposed duration of the information session ranges from 90 minutes to 3 hours, depending on the number of participants (more time is needed if there are many participants). Several information sessions can be made available, depending on the need. 1. Getting to know/warm-up (10-15 minutes) 2. Presentation of the project (10 minutes). 3. Volunteering of the PWD (good examples and experiences) (15-20 minutes) 4. Discussions and activities in small groups. (20 minutes). Break (30 minutes) 5. Conversations between caregivers, sharing personal experiences (up to 30 min). 6. Revealing PWD skills, abilities, and preferences (20 minutes). 7. Self-assessment questionnaire "Am I ready for my son/daughter to volunteer"? 8. Gratitude and invitations to other activities. 1. GETTING TO KNOW/WARM-UP All participants introduce themselves and share their expectations, and moods. Workshop to get to know each other Tools: candy. Description: Participants are allowed to take as many candies as they want. Then they take turns saying as many good things about themselves as they took the candy. The game helps to get to know each other, to learn more about others. The exercise makes it easier to talk about good qualities. 2. PRESENTATION OF THE PROJECT Use this presentation as a guide for your speech: https://www.canva.com/design/DAFC0kgff30/9- rWNGaNlWF7mH5Niv7bMg/view?utm_content=DAFC0kgff30&utm_campaign=designshar e&utm_medium=link&utm_source=publishsharelink Remember to use an easy-to-understand language if your audience there are people with learning disabilities. If in the group there are people with visual impairments, projecting the presentation can still be useful. A suggestion about what to say to present the project: Voluntary work is important both for our society and for individuals. Participation in such can enrich life through social integration and the development of personal skills, but people with disabilities have often been excluded from this. The IMProVE 2.0 project stands for inclusion and equality and is intended to enable people with disabilities to enter voluntary work. To implement the goal of inclusive volunteering, support structures are being developed to enable people with disabilities to access advice and training. Information events and counseling for parents and caregivers will improve skills and thus facilitate the path to volunteerism. Another goal is to change the public perception of people with disabilities. Everyone, regardless of age, culture, gender, sexual orientation, origin, religion, or disability can make a contribution to our society and play an active role. 3. VOLUNTEERING OF PWD (good examples and experiences) Examples of good practices for volunteering are presented, not only from your own city but maybe also from international experience. * Videos can be made of past volunteering sites. * Photo books of good practices. * The PWDs (themselves or with the help of an assistant) can show a PowerPoint presentation with photos and brief information about the volunteering sites. * Examples of different volunteering experiences can be given, either by representatives of the host organization or by the volunteers themselves. 4. DISCUSSIONS AND ACTIVITIES IN SMALL-GROUPS * Discussion of what caretakers saw, what they learned, and how their perceptions are changing. * Organization of real activities - what do volunteers do in the organization, what are their responsibilities and duties in the activities (Shortened model). * Workshops are organized on a chosen topic (bouquet making, perfume making, cake baking, etc.) so that parents can talk, and share their experiences and insights. BREAK (Coffee and snack break. There can also be a joint lunch, for example, a soup made together). 5. CARETAKER INTERVIEWS, SHARING PERSONAL EXPERIENCES * Caretakers of PWD volunteers (2-3) are invited to come forward and share how they have benefited from volunteering, what they have learned, how the volunteer has changed, and how they have "grown". * The other participants can ask questions. * You can play a video of a caregiver and a PWD volunteer together talking about volunteering, what it has given, what it has taught, and how it has contributed to independence, personal development, and communication. REVEALING OF PWD SKILLS, ABILITIES, 6. AND PREFERENCES It is very important that the caretaker discovers the competencies of a volunteer with a disability. Workshop - Competencies Transversal competencies are defined as a set of measurable behaviors that result in distinguished performance in social and professional contexts. These transversal competencies come from one's experience, attitude, knowledge, and beliefs that also young adults develop during their volunteering experiences. Volunteers acquire and develop transversal competencies through lived experiences in informal settings, and can develop and train them through non-formal learning. Competencies are grouped into three domains: * personal * social * methodological As a visual representation of the framework, chose the metaphor of a forest, which stresses the dynamic interdependence of all competencies (trees). Every element of the forest is equally necessary for the development of each tree and of the forest as a whole ecosystem. A caretaker discovers his/her child's competencies and writes where he/she sees them and is proud of them. Then they present and share it with others. The aim is to bring out the volunteer's good qualities, to discover skills, and, most importantly, for the caretaker to see and discover it themselves. This builds confidence in the child and opens the way to volunteering. Workshop - Tree of strengths For the exercise you will need: * pencil * a tree drawing for each group member. All participants receive a picture of a tree and a pencil. Each participant writes on his drawing: A, B, C - three strengths of his child and 1, 2, 3 - three cases when these strengths were revealed. 15-20 minutes are given for the exercise. After that, there is a group discussion and everyone who wants to can present their drawing. This exercise encourages the child's strengths to be noticed and voiced. 7. SELF-ASSESSMENT QUESTIONNAIRE "AM I READY FOR MY SON/DAUGHTER TO VOLUNTEER"? A questionnaire has been developed. Workshop – Collage Tools: scissors, a sheet of paper for each participant, magazines, glue. Description: Handing out supplies. Each participant creates a collage from the pictures and words in the magazine. The collage should reflect the attitude of the parents/caregivers and the wishes of where they would see their child during volunteering. Discussion: Each participant describes their collage and tells what each picture and word means. What was easy/difficult about this task? The exercise helps to find appropriate forms of expression when describing your expectations when it is difficult to do so with words. 8. GRATITUDE AND INVITATIONS TO OTHER ACTIVITIES Gratitude for attending the training. Invitations and leaflets for the next meeting are given. Possible musical program at the end of the training (short concert, invited city singers, musicians, youth performances, theatre show, etc.).	<urn:uuid:a87997d8-0ac7-47b3-8498-068e872b430f>	CC-MAIN-2024-51	https://professional-volunteering.eu/wp-content/uploads/2024/11/Improve_IO3_Infosession-for-cartakers_EN_2023-08-28.pdf	2024-12-09T19:25:16+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00670.warc.gz	442,553,706	1,636	eng_Latn	eng_Latn	0.97922	eng_Latn	0.996651	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 108, 1450, 3147, 4524, 6275, 7115, 7934 ]	[ 3.0625 ]	1	1

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