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The Road Less Traveled A As winter releases its grip on the alpine stretches of Glacier National Park's famed Going-to-the-Sun Road, another lesser-known lowland route offers hiking and cycling opportunities for springtime explorers, as well as a backstory that's rich in history. Paralleling the Camas Road is the often-bypassed Inside North Fork Road, a rugged route that extends from Apgar to Polebridge and nearly to the Canadian border. Built in 1901 and standing out as the oldest road in the park, the Inside Road bumps and bends through historic burn areas, wetlands and aspen groves to Logging, Bowman and, finally, Kintla lakes. Creation of the Flathead River Road, such as it was called in the early days, marked a new district of the Glacier area opened to travel, if only by primitive and seasonal means, primarily horseback and wagon. Construction of the road was prompted by potential mineral deposits that oil developers believed held a significant pool of crude at the head of Lower Kintla Lake, enough so to merit drilling a test well. Copper magnate Marcus Daly sponsored an exploration expedition to the northern regions in the mid-1880s, which was led by Patrick Walsh, father of eventual North Fork homesteader Johnnie Walsh. The men were directed to lay claim to such coal reserves as may be found, and a road into the North Fork became necessary to convey the heavy drilling equipment from the Belton station of the Great Northern Railway to the well site. By 1905 the speculative oil ventures proved unproductive, but the establishment of the Inside North Fork Road would aid venturesome subsistence farmers and homesteaders as the valley was opened to legal homesteading in 1906, providing access to a rarefied region inside the boundary of what would become Glacier National Park. Loggers and trappers followed, and were often responsible for road construction, maintenance and repair, even after the creation of Glacier National Park in 1910, when superintendents found themselves unable to respond to settlers' demands for improved access. "Despite local efforts, the 'road' barely deserved the title," according to an administrative history of the road by the National Park Service. "At Anaconda Hill, it 'just came straight up the hill and then straight down.'" Heavily loaded cars and wagons were winched down by cable, and between 1918 and 1940, despite seasonal repairs, the park superintendents repeated various claims that the road was "practically impossible for automobiles to get over." Today, the roads inside Glacier National Park's North Fork country are still maintained in a primitive condition — rough, dusty and narrow, with blind curves and few pullouts. The maximum posted speed is 20 mph. Long trailers or large RVs are discouraged from using the roads. For the past decade, annual flooding has caused significant and recurring damage to the Inside North Fork Road, particularly near Anaconda Creek and Logging Creek. Another area of the road, near the North Fork Flathead River and Logging Creek, known as Lover's Leap, is also an area of concern. The park has brought in materials to mend damaged areas over the past several years. According to officials, these fixes have been short-lived and resulted in deposition of road base and sediment into waterways, raising concern for fisheries and the health of riparian communities. In 2014, the park contracted an engineering firm to analyze options for road repairs at Anaconda and Logging Creeks, and Lover's Leap. Cost estimates for these three repairs ranged from $682,000 to $735,000. The park's general management plan calls for preservation of the area's wild character, with provision of only rustic visitor facilities. The road provides access to four primitive auto campgrounds and several trailheads. These few developments are surrounded by recommended wilderness. Given the repairs needed, associated costs, and ongoing maintenance requirements and resource concerns, the park is considering the overall future of the inside North Fork Road. An environmental assessment is being prepared for the management of the road. Objectives include developing a sustainable approach for maintenance and repair of the road, improving natural stream function in riparian areas, reducing adverse impacts on fisheries, and continuing to provide recreation opportunities in the North Fork area of the park. But the road remains a beloved thoroughfare for adventure-seeking cyclists and hikers who strike out on their own accord. While the Going-to-the-Sun Road offers bicyclists a pristine wilderness experience before the highway opens for the season, it's closed to riders between 11 a.m. and 4 p.m. during the summer months, when the Inside Road remains prime territory for cyclists even during the busy months. Cycling the 28 miles between Apgar and Polebridge offers different and unique vantage points of Glacier National Park, and in the spring, there are abundant opportunities to view wildlife. Always check with the Apgar Ranger Station for road conditions and closures prior to taking this route.	<urn:uuid:d3ee5a59-a59c-460c-8015-baaa00506798>	CC-MAIN-2024-51	https://nflandowners.org/nflawp/wp-content/uploads/2013/08/Inside-North-Fork-Road-History.pdf	2024-12-09T19:28:46+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00669.warc.gz	380,463,411	1,021	eng_Latn	eng_Latn	0.998405	eng_Latn	0.998699	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1485, 3888, 5122 ]	[ 2.09375 ]	1	2
ORIGIN, AREA, PRODUCTION, VARIETIES, PACKAGE OF PRACTICES FOR FRUIT VEGETABLES –TOMATO Origin Tomato is originated in Peru of South America and name of crop came from the Aztec word "Tomato". The crop is of recent origin and first report of tomato was from Italy in 1544. Later spread was fast and the crop is grown throughout the length and breadth of world. Area and production It is amazing to note the quantum jump in the spread of tomato during the last four decades. In India, crop was grown in an area of 36000 ha. during 1960 and present area and production in the country is 4.58 lakh ha. and 74.62 lakh tones respectively with a productivity of 16.29 t/ha. Leading producing states are UP, Karnataka, Maharashtra, Haryana, Punjab and Bihar. Nutritive value and medicinal use Tomato occupies a prime position in list of protective foods since it is a rich source of minerals like calcium (48 mg / 100g), sodium (12.9 mg), trace elements, copper (0.19 mg), vitamins like vitamin A (900 IU), vitamin C (27 mg), vitamin B complex (thiamine), essential amino acids and healthy organic acids like citric, formic and acetic acids. The attractive red colour of fruit is due to lycopene and yellow colour is due to carotenes. Peculiar flavour of tomato is due to presence of ethanol, acetaldehyde and a number of volatile flavour components found in fruit. Different forms of tomatine, a steroidal glycoalkaloid, are identified from various parts of plant. Tomato is a good appetizer and its soup is a good remedy for preventing constipation. Taxonomy Botanical name of tomato is Solanum lycopersicum (lycos = wolf and persicon = peach). Genus Lycopersicon is divided into two subgenera a. Eulycopersicon (Red fruited and self compatible) b. Eriolycopersicon (Green fruited and self incompatible) Eulycopersicon includes two species, L. esculentum(Solanum lycopersicum) with large fruits and L. pimpinellifolium ( New name Solanum pimpinellifolium) with small fruits born in clusters. Eriopersicon mainly consists of wild sp like L. hirsutum(S.habrochaites), L. peruvianum,(S. peruvianum) L. pissisi, L. glandulosum, L. cheesmani(S. cheesmani) etc. Rick (1976) divided genus Lycopersicon into following two groups based on their ability to cross with cultivated tomato: Esculentum complex (crossable with cultivated tomato) - L. esculentum, L. pimpinelifolium, L. cheesemani and L. hirsutum Peruvianum complex (Not crossable with cultivated tomato) - L. peruvianum, L. chinense. Solanum lycopersicum L. chessmanii L. hirsutum Based on growth habit and fruit characters, five forms of L. esculentum are identified. Communae - Common tomato Cerasiformae - Small fruited cherry tomato Pyriformae - Pear shaped tomato Grandifolium - potato leaved tomato Validum - Erect and upright tomato Botany Tomato is a true diploid with 2n=24. Plant is annual with herbaceous prostrate stem having determinate or indeterminate growth habit. In the determinate growth, terminal bud ends in a floral bud and further growth in arrested resulting in dwarf and bushy stature. In indeterminate growth, terminal bud is a leafy bud and terminal and lateral buds continue to grow and there are less production of flowers and fruits on mains tem. Flowers are borne in racemose cyme and flower cluster is known as 'truss' ands its position is extra axillary. Flowers are hermaphrodite, pendulous, pentamerous and hypogenous. Stamens are six in number and inserted on throat of corolla tube and anthers are convent around style. Tomato is a self pollinated crop due to hermaphrodite flowers, introvert stigma, internal and synchronized anther dehiscence, and stigma receptivity. Self fertilization occurs when pollen grains are shedding during growth of style through anther corn. In warm regions of the country, some amount of crossing was observed when stigma protrudes out the level of anthers. Varieties Quiet a large number of varieties differing in their climatic requirements, growth habit, fruit quality, resistance to pest and diseases are developed for specific purposes like fresh market, processing, long distance transport etc. A brief description of important varieties are given below: Roma Suitable for long distance transport, * Varieties released / identified by AICRP (Vegetables). Hybrid Vigour Tomato is a classical example for exploitation of hybrid vigour in vegetables. Increasing consumer demand, better emasculation and pollination processes, more seeds per fruit, diversified use and scope for combining large number of favourable genes in F1 coupled with easiness in cultivation makes the crop ideal for heterosis, breeding. Quite a large number of F1 hybrids with specific attributes like yield, earliness, uniformity, high quality, suitability to long distance transport, storage and processing, adaptability to adverse conditions, resistance to biotic and abiotic stresses have been developed by public sector research organizations as well as private sector seed companies. With the adoption of new seed policy by the Government of India in 1988, a large number of private seed companies entered in vegetable research and F1 seed trade. F1 hybrids developed and marketed by the private seed industry are now ruling in many states like Maharashtra, Karnataka, Haryana, Punjab etc. Features of some public sector tomato hybrids are given Table. In addition, hybrids like Sun 496* (Sungrow seeds, Delhi), HOE 303, Avinash 2 (Syngeta), BSS 20, Meenakshi, Tolstoi (Beejo Sheetal), NA 501, NA 601* (Nath Seeds), Sadabahar, Gulmohar, Sonali, MTH 6* (Mahyco, Jalna), ARTH 3, ARTH 4 (Ankur Seeds), Rashmi, Vaishali, Rupali, Naveen (IAHS, Bangalore), Swaraksha, Uttam (Namdhari Seeds, Bangalore), Kt 4* (IARI, Katrain) etc. are a few hybrids popular among farmers. Most of commercial F1 hybrids were developed by hand emasculation and pollination by planting female and male parents in the ratio of 12:1. Usually flowers are emasculated in afternoon and pollinated during next day morning with freshly collected pollen. Pollen grains can also be stored for 2-3 days under normal condition for pollination purpose. Male sterile lines can be utilized for minimizing cost of production of hybrid seeds. Male sterile plants in a population can be identified by their small sized flowers, poorly developed anthers, no anthers, anthers with sterile pollen grains etc. Once a male sterile plant is identified, it has to be stabilized for utilizing it as female parent in commercial production of F1 seeds. Since male sterility is governed by recessive genes (msms), its maintenance is done by crossing with a heterozygous (Msms) fertile parent. The progeny segregates as male sterile (ms ms) and male fertile (Ms ms) plants in the ratio of 1:1. From this, male sterile plants are detected and used in hybrid seed production programme. Climate Tomato is a day neutral warm season crop, which cannot tolerate frost. Cool and dry weather is preferred by the crop and optimum temperature is 21-28 o C during day and 15-20 o C during night. Night temperature is more critical than day temperature. High temperature results in exerted stigma, dryness of stigma, burning of anther tip, poor pollen dehiscence, low pollen viability and slow pollen tube growth leading to low pollination and fruit set. Incidence of viral diseases also will be more at high temperature. Optimum temperature for colour development of fruit is 21-24 o C. Development of colouring pigment, lycopene will be hampered above 27 o C. Seed germination and pollen germination are adversely effected below 10 o C. Based on night temperature requirement for fruit set, tomato varieties are classified into three. a) Normal set varieties: Set fruits at 15-20 o C. b) Hot set varieties: Set fruits above 20 o C – eg : Philipine, Punjab Tropic, Pusa hybrid 1. c) Cold set varieties: Set fruits below 15 o C – eg : Pusa Sheetal, Avilanche. Tomato cannot withstand water logging. Hence well drained fairly fertile soil rich in organic matter is preferred. It is moderately tolerant to acid soil having pH 5.5 and ideal pH requirement is 6-7 o C. Sowing time and seed rate Under mild climatic conditions, where there is no danger of frost, three crops can be raised in a year. In the hills, seeds are usually sown in March-April. In plains is grown during June to November. Under Kerala condition, seeds are sown in September and transplanted in October. Seed rate Open pollinated variety: 400-500 g / ha Indeterminate F2 hybrid: 125-175 g / ha. Seeds sown in an area of 4-5 cents (200-240 m 2 ) will be sufficient to plant one hectare. Four to five weeks old seedlings are used for transplanting. Hardening of seedling is essential for their establishment in main field and is done by withholding irrigation for one week before transplanting, adding NaC1 (400 ppm) to irrigation water or by spray of cycocel (200 ppm) and Zinc Sulphate (0.25%) + 25 ppm proline at time of transplanting. Main field preparation and transplanting Seedlings are transplanted on raised beds or on sides of ridges. Field is ploughed 4-5 times and raised beds of 80-90 cm width or ridges and furrows are prepared. Spacing depends on the growth habit (determinate, indeterminate or semi determinate) of variety and various spacing followed are 60 x 30-45cm, 75 x 60cm and 75 x 75 cm. Usually closer spacing results in early and higher yield, but it may effect size of fruits. Manures and fertilizers Manure and fertilizer recommendation for tomato depends on the growth habit and productivity of variety and it varies from state to state. In most of states, in addition to 15-20 tonnes of FYM, 100-125 kg, N, 50-60 kg P2O5 and 50-60 kg K2O are recommended for one hectare. Recommendation for F1 hybrid is 250:250:250 kg NPK/ha. FYM should be incorporated in soil at the time of final ploughing. 1/3 N, Full P and K may be applied as basal dose either just before transplanting or 5-10 days after transplanting. Remaining 2/3 N is applied 20 and 45 days there after. In Tamil Nadu, additional dose of 10 kg borax and 5 kg Zinc Sulphate, as basal dose, are also recommended for correcting fruit cracking and to increase yield and fruit quality. Application of fertilizer in Tamil Nadu: Apply FYM 25 t/ha, N 75 kg, P 100 kg, K 50 kg, Borax 10 kg and Zinc sulphate 50 kg/ha as basal dose and 75 kg N/ha on 30 th day of planting during earthing up. Spray 1 ppm (1 mg in one lit) Triacontanol, 15 days after transplanting and at full bloom stage to increase the yield. Irrigation Furrow irrigation is the most common method in tomato and the crop require adequate moisture throughout growth period. Frequency of irrigation depends on the climatic and soil conditions. During summer, crop should be irrigated at 3-4 days interval. Water stress at flowering stage will adversely effect fruiting and productivity. A long spell of drought followed by heavy irrigation leads to cracking of fruits. Similarly a dry spell after regular irrigation causes blossom end rot. Drip irrigation and sprinkler irrigation are becoming more common in areas of water shortage. Inter-cultivation Field should be kept weed free by frequent weeding, hoeing and earthing up. Application of pendimethalin (1.0 kg a.i. / ha) as pre emergence spray along with one hand weeding at 45 DT is ideal for tomato variety Pusa Ruby. Oxyfluorfen (0.25 kg a.i. / ha) Goal (0.25 kg a.i./ha) and Basalin (1.0 kg a.i. / ha) were also ideal as pre emergence application. Post emergence spray of Sencor (0.5 kg a.i./ha) was also effective at the All India Coordinated trials. Mulching with straw or plastic is also effective for weed control and for regulating soil temperature. Training and pruning All indeterminate varieties are trained with wires, strings or stacks to prevent lodging and loss of fruits by coming in contact with soil. It is done by providing individual stack or by erecting 2-2.5 m long poles on either side of ridges for stretching G1 wire. Branches of plants are supported on poles or strings with twine. Pruning is also generally followed in indeterminate varieties to improve size, shape and quality of fruits. It is removal of unwanted shoots to enhance vigor of plants. Training Plant growth regulators Plant growth regulators are beneficial for early yield, increased fruit set at extreme temperatures and to impart resistance to viral diseases. However, their effect is not seen consistent and varied with genotype, climate, location etc. Some of the growth regulators found useful in tomato production are : Harvesting Crop starts yielding by 70 days after planting. Usually fruits are harvested with hand by a gentle twist so that the stalk is retained on plant. Intervals of harvests depend on season and it is twice in a week during summer and weekly during winter and rainy days. Harvesting maturity depends on the purpose whether for fresh market, processing, long distance transport etc. Following maturity standards are recognized in tomato: * Mature green: Fruits fully grown, fruit colour changes from green to yellowish and cavity filled with seeds surrounded by gelly like substance. Harvested for long distance market. * Turning or breaker stage: Fruits firm, 1/4 th portion of fruit changes to pink in colour, but the shoulder still yellowish green. Harvested for long distance market. * Pink stage: 3/4 th of whole fruit surface turns pink colour. Harvested for local market. * Light red: Entire fruit surface is red or pink but the flesh is firm. Harvested for local market. * Red ripe or hand ripe: Fully ripened and coloured. Flesh becomes soft. Harvested for processing and for seed extraction. Yield Open pollinated varieties : 20-25 t/ha. F1 hybrids : 50 t/ha. Grading storage and marketing Fruits after harvesting are graded and packed in bamboo baskets or wooden boxes. Four grades specified by Bureau of Indian Standards are Super A, Super, Fancy and Commercial. Since tomato is a climatic fruit, good care should be taken to remove bruised, cracked and damaged fruits before packing in baskets. Though tomato can be stored at low temperature, commercially it is not stored in cold storages in the country due to practical reasons. Fruits can be stored for-two weeks and four weeks at 10-13 o C when harvested at red stage and green stage respectively. Pre-cooling of fruits before storage and transportation enhances storage life. Processing tomatoes Use of tomato for processing is increasing day by day and a variety of products like puree, paste, syrup, juice, ketchup etc are made. Varieties for processing should have following qualities. * Deep red colour which retains even after processing. * Low pH – The acidity of fruits affect-heating time required for sterilization of processed product. Longer time is required if pH is high and hence a pH below 4-5 is required for processing. * High TSS – Fruits with high TSS yield more finished products / tonne of raw fruits and hence minimum TSS should be 4.5 o B * High viscosity and consistency * Firm and easy peeling * Pericarp thickness-should be more than0.5 cm. * Crack resistance * Fruits size should be above 50 g and oblong in shape Varieties like Pusa Gaurav, Roma, Punjab Chuhara, Pusa Uphar, Arka Saurabh are specially suited for processing. Physiological disorders Fruit cracking Fruit cracking is caused both by genetic and environmental factors. Following four types of cracking are noticed tomato. * Radial Cracking: Usually seen at ripe stage and crack radiate from pedicel end to stylar end. * Concentric cracking: Seen around shoulder of fruit even at green stage. * Cuticular: Seen on outer skin of fruit. * Burst: Burst occurs at certain points on shoulder of fruit. Radial and concentric cracking are more common of which, former is more damaging. A long spell of drought followed by sudden heavy irrigation may cause cracking. Wide variation in day and night temperatures and high humidity also cause fruit cracking. Many crack resistant varieties like Crack Proof, Ohio 832, Sioux, Manulucie, Anagha etc. were developed at various research organizations. Fruits of crack resistant varieties have thick pericarp or cuticle and fruit skin with high elasticity and less acidity. Pectin content in resistant varieties ranges from 0.8 to 1.6% compared to 0.54% in susceptible ones. High pectin concentration makes fruit less rigid and more pliable. Blossom red rot Water soaked spots of one cm or more appear at point of attachment of petals and effected portion becomes sunken, leathery and dark coloured. This is mainly due to reduced soil moisture supply and high rate of respiration at the time of fruit development. Deficiency of calcium also causes this disorder. Balanced irrigation, cultural practices to conserve soil moisture and spraying of 0.5% calcium chloride at fruit development stage are recommended for control of blossom end rot. Sun scald Due to extreme heat, tissues on exposed fruit develop a blistered appearance leading to sunken areas, which have a light or grey colour on green fruit and yellow colour on red fruit. In varieties with heavy foliage, fruits are shaded and incidence of sun scald is less. ******* 1. New botanical nomenclature for tomato 2. _______ is the stage of harvest for long distance transport 3. 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Chat from "MyTown: The Mayor Needs Help!" Webinar April 21, 2020 Introduce yourself and your favorite candy: Can you name anyone who is in the government? Why do you think there is more than one person in a government? Story narration-"The Mayor Needs Help" Letter #1 Who do you think should handle the problem described in the letter? The mayor, the judge, or the town council? 00:51:27 Marilyn : judge Use the poll to select who you think should respond to the letter. The mayor, judge or town council. 00:52:39 David: hit submit after you check your answer Judge is the correct answer. Theo asks for a trial in the letter. Judges oversee trials. Letter #2 Who do you think should handle the problem described in the letter? The mayor, the judge, or the town council? things because it's against the law lUse the poll to select who you think should respond to the letter. The mayor, judge or town council. Mayor is the correct answer. Wallace and Wilbur ask the mayor to enforce a law. Letter #3 Who do you think should handle the problem described in the letter? The mayor, the judge, or the town council? to determine whose responsibility it is to help with each problem. Use the poll to select who you think should respond to the letter. The mayor, judge or town council. Mayor is the correct answer. Vanders want the Perinis arrested. Arresting wrongdoers is part of enforcing laws. Letter #4 Who do you think should handle the problem described in the letter? The mayor, the judge, or the town council? Use the poll to select who you think should respond to the letter. The mayor, judge or town council. Town council is the correct answer.The Wheelers ask for a new law to be made. 00:59:19 Blake: yay Letter #5 Who do you think should handle the problem described in the letter? The mayor, the judge, or the town council? 00:59:53 isaac: ha aha aha 01:00:35 Mateo: JUDGE 01:00:35 Ian: TOWN COUNCIL BECAUSE THEY MAKE LAWS 01:00:38 Harmony : The town council because they make laws and can help solve town problems. 01:00:38 Nereyda : town council to make a new law 01:00:38 Blake: judge 01:00:39 KENNEDI : town council 01:00:42 delani: TOWN COUNCIL 01:00:45 Violette Rose: town council 01:00:45 Blake: Judge 01:00:52 Sean-Michael: CRF - We are seeing a mixture of answers. Let's see what the polls say! Use the poll to select who you think should respond to the letter. The mayor, judge or town council. Town Council is the correct answer. The Judds ask for a new law to be made. Only the council can make new laws. 01:01:01 KENNEDI : k 01:01:05 GITANA : I think it is both the mayor and the town council because they can make the laws and enforce them. 01:01:39 Sean-Michael: CRF - Great job everyone! Letter #6 Who do you think should handle the problem described in the letter? The mayor, the judge, or the town council? ``` 01:02:09 Sara : judge 01:02:09 DEREK : judge 01:02:10 Blake: major 01:02:10 Marilyn : judge 01:02:12 Artyom : judge 01:02:14 Nereyda : judge 01:02:14 Ian: Judge 01:02:15 KENNEDI : judge 01:02:17 Tia: Judge 01:02:18 shaheer: judge 01:02:18 Paul: actually judge 01:02:19 Mia: judge 01:02:19 Harmony : The judge because they will see who's right and who is wrong 01:02:19 Matthew: judge 01:02:20 Marilyn : judge judge judge 01:02:21 NATHAN: judge 01:02:21 Belen: judge :0 01:02:21 AARON : the judge 01:02:21 aniya: Jude 01:02:21 Mateo: JUDGE JUDY 01:02:22 BRITTANY: judge 01:02:24 Matthew: judge 01:02:26 LUDWIKA: judge 01:02:26 delani: JUDGE JUDGE JUDGE JUDGE 01:02:27 Sarah: judge because they decide property 01:02:29 GITANA : The judge because they decide property arguments. 01:02:30 Jaden : The judge of judicial branch because they decide property and money problems 01:02:30 DEREK : 👍👍 01:02:30 Landon/Brody:no mayor 01:02:34 Sky .: I think judge because this is a property problem 01:02:34 Marilyn : JUDGE JUDY 01:02:36 Hailey: judge ``` 01:02:44 Blake: judge 01:02:48 Sean-Michael: CRF - We are seeing a lot of judges as the answer. Let's see if the polls agree! Use the poll to select who you think should respond to the letter. The mayor, judge or town council. Judge is the correct answer. David asks the mayor to have someone listen to both sides of a dispute and make a decision. That is what judges do. 01:02:53 Ian: 🙂 🙂 🙂 🙂 🙂 🙂 🙂 🙂 🙂 🙂 🙂 🙂 01:03:06 01:03:10 01:03:15 01:03:25 01:03:33 01:03:35 Lauren: KENNEDI : DEREK : Blake: DEREK : Nereyda : judge because they decide about property and money arguments ;) 😎😎😎😎😎👍👍👍👍🗽🗽🗽🗽🗽 hahahahaha hahaha' ! 𝕪𝕒𝕪 01:03:46 Harmony : Yay! What do you think a government is? Why do governments make laws for communities? 01:05:54 Sean-Michael: CRF - Why do governments make laws for communities? 01:05:55 Sara : so they can make the city more safe 01:05:56 Marilyn : they make laws so were safe 01:05:56 Alex P: to protect us 01:06:03 Harmony : That was fun!! 01:06:05 LUDWIKA: to keep people safe 01:06:06 Blake: a government is what forms a perfect union 01:06:11 shaheer: So we can be safe 01:06:11 armin: They make laws for communities because they need rules to help the town with their problems. 01:06:14 Sarah: They make laws because laws are for what's right, and to keep people safe. 01:06:14 Mateo: They help solve world problems and make laws, keep us safe, and enforce laws with police 01:06:15 IAN : so they can protect the country 01:06:15 Gina: Thank you for your very engaging webinar. I'm off to attend a Google Classroom chat with 3 Third Grade classrooms in Southern Maine 01:06:15 keyla lopez: to check if they are breaking the laws 01:06:18 Lauren: so we stay safe 01:06:18 David: keep us safe 01:06:19 Hailey teehee: to help keep the city safe 01:06:20 KENNEDI : so we can be safe 01:06:21 Paul: to keep us safe 01:06:21 NATHAN: so the people can be safe 01:06:21 Alex P: to protect us 01:06:21 Zenas: so the city can be safe 01:06:24 Marilyn : to keep us safe 01:06:26 Blake: keep us safe 01:06:26 Sky .: governments make laws so their town i'll be in order 01:06:28 AARON : to keep the city safe 01:06:29 Matthew: To keep people safe for bad people 01:06:31 armin: They make laws for communities because they need rules to help the town with their problems. 01:06:32 DEREK : so they don't do bad stuff to keep us safe Signing off 01:09:26 Harmony : Thank you very much for the lesson! It was very fun! 01:09:29 Constitutional Rights Foundation (CRF): https://www.crf-usa.org/curriculum/curriculum/resources-for-learning-in-the-time-of-covid-19-less ons-library 01:09:37 Eden :): Ok thanks bye! :D 01:09:38 Artyom : can we leave 01:09:39 Belen: BYEEEEEEEEEEEEE 01:09:41 David: thank you 01:09:42 aniya: kk 01:10:26 Geraldine: Thank you very much for the great and interactive presentation.	<urn:uuid:87a797cb-2c4d-43ca-8847-ec510aa03efc>	CC-MAIN-2024-51	https://teachdemocracy.org/images/pdf/mytown/mytownwebinarchat.pdf	2024-12-09T19:56:19+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00674.warc.gz	509,742,977	2,075	eng_Latn	eng_Latn	0.992157	eng_Latn	0.99668	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 110, 222, 262, 385, 663, 786, 926, 1198, 1300, 1537, 1741, 1894, 2895, 3947, 4667, 4714, 6335, 6398, 6799, 6886 ]	[ 2.84375 ]	2	0
Finnish For Foreigners 1 A Topic Based Approach Finnish for Foreigners 1 Finnish The Complete Course for Beginners A Captivating Guide to the Russo-Finnish War Between Finland and the Soviet Union Finnish-English, English-Finnish My First Finnish Alphabets Picture Book with English Translations Remembering Karelia Finnish War Children Tell Their World War II Stories The Dedalus Book of Finnish Fantasy Finnish Cinema Finnish Finding Courage, Wellness, and Happiness Through the Power of Sisu Beginner's Finnish with Online Audio Finnish Vocabulary Book Beginner's Finnish oral drills Promentor Finnish Nightmares Educational Puzzles for Adults Volume 1 Teach Like Finland: 33 Simple Strategies for Joyful Classrooms Inﬁnite Jest The Grammar To the Bomb and Back Teach Yourself Finnish Finnish Lessons 3.0 Learn to read, write, speak and understand a new language Bilingual Early Learning & Easy Teaching Finnish Books for Kids From Start to Finnish Finnish: An Essential Grammar A Grammar Book of Finnish Lessons 1-40 Textbook Grammar Finnish For Foreigners Finnish for Foreigners 1 The Finnish Way Finnish for Foreigners Finnish Tutor: Grammar and Vocabulary Workbook (Learn Finnish with Teach Yourself) Finnish Dictionary & Phrasebook A Comprehensive Grammar The book of Finnish elves Finnish For Foreigners 1 DAISY MICHAEL A Topic Based Approach Berghahn Books In June 1944, after two wars with the Soviet Union, the Finnish region of Karelia was ceded to the Soviet Union. As a result, the Finnish population of Karelia, nearly 11% of the Finnish population, was moved across the new border. The war years, the loss of territory, the resettlement of the Karelian population, and the reparations that had to be paid to the Allied Forces, were experiences shared by most people living in Finland between 1939 and the late 1950s. Using a family's memoirs, the author shows how these traumatic events aﬀected people in all spheres of their lives and also how they coped physically and emotionally. Finnish for Foreigners 1 Back Bay Books The book consists of Elementary and Pre-intermediate courses with parallel Finnish-English texts. The author maintains learners' motivation with funny stories about real life situations such as meeting people, studying, job searches, working etc. The ALARM method (Approved Learning Automatic Remembering Method) Downloaded from archive.imba.com by guest utilize natural human ability to remember words used in texts repeatedly and systematically. The author composed each sentence using only words explained in previous chapters. The second and the following chapters of the Elementary course have only about 30 new words each. The book is equipped with the audio tracks. The address of the home page of the book on the Internet, where audio ﬁles are available for listening and downloading, is listed at the beginning of the book on the copyright page. Finnish Teach Yourself Did you ever want to teach your kids the basics of Finnish ? Learning Finnish can be fun with this picture book. In this book you will ﬁnd the following features: Finnish Alphabets. Finnish Words. English Translations. The Complete Course for Beginners W. W. Norton & Company What does it take to survive? This is the question posed by the extraordinary Finnish novella that has taken the Nordic literary scene by storm. 1867: a year of devastating famine in Finland. Marja, a farmer's wife from the north, sets oﬀ on foot through the snow with her two young children. Their goal: St Petersburg, where people say there is bread. Others are also heading south, just as desperate to survive. Ruuni, a boy she meets, seems trustworthy. But can anyone really help? Why Peirene chose to publish this book: 'Like Cormac McCarthy'sThe Road, this apocalyptic story deals with the human will to survive. And let me be honest: There will come a point in this book where you can take no more of the snow-covered desolation. But then the ﬁrst rays of spring sun appear and our belief in the human spirit revives. A stunning tale.'Meike Ziervogel 'White Hungeris Aki Ollikainen's debut work, but it is written with the control of someone who has mastered the form.'Nicholas Lezard,Guardian 'Such a powerful, honest and thought-provoking story deserves an audience far beyond the shores of Scandinavia.'Pam Norfolk,Lancashire Evening Post 'Impossible not to respond to its raw, unsparing drama.'Elizabeth Bucan,Daily Mail 'A tale of epic substance compacted into a mere seven-score pages.'Ben Paynter,Los Angeles Review of Books A Captivating Guide to the Russo-Finnish War Between Finland and the Soviet Union Hippocrene Books This book presents the Finnish grammar in detail and meticulously explained, yet aiming for clarity and simplicity. The book takes into consideration the special diﬃculties someone learning the Finnish language might encounter and pays speciﬁc attention to those elements. All grammar points are explained with numerous examples. Included features: - a guide to the Finnish alphabet and to correct pronunciation - detailed explanations of how consonant gradation and border gemination work in practice, with all cases of border gemination marked in the Finnish example sentences throughout the book - each word class handled in its own chapter: nouns, adjectives, pronouns, numerals, verbs, adverbs, prepositions and postpositions, conjunctions and particles - a chapter on word order and sentence construction - a chapter on spoken Finnish and its special features - chapters on punctuation principles and on various abbreviations and acronyms This book is a one-stop shop for anyone wishing to get a well-based conception of how the Finnish language works. Finnish-English, English-Finnish Peirene Press From awkward interactions on public transportation to avoiding small talk with salespeople, introverts from all over the world will ﬁnd something to love in this comic sensation from Finland. Mildmannered protagonist Matti is a typical Finn who appreciates peace, quiet, and personal space--but things do not always go according to his wishes. Finnish Nightmares is an illustrated collection of his and many people's worst fears when it comes to social interactions. Divided into sections on dealing with neighbors, going shopping, sharing public spaces, tense dining situations, and more, there is a comic for every squeamish scenario, from having to sing your own praises in a job interview, to being unable to leave your apartment because a neighbor is in the hallway. A fascinating look at Nordic culture, globe trotters and armchair travelers alike will enjoy this insider's glimpse into the local life and habits of Finland. With a charming and quirky universality, there is an awkward and laughable situation that everyone can relate to in Finnish Nightmares. My First Finnish Alphabets Picture Book with English Translations Mps Multimedia Incorporated DBA Selectsoft This thoroughly revised third edition of Finnish: An Essential Grammar is grounded in fundamental insights of modern linguistics and incorporates some of the latest achievements in the description of written and spoken Finnish. It gives a systematic account of the structures of the written language and oﬀers increased attention to the key characteristics of presentday colloquial Finnish. No prior knowledge is assumed on the part of the reader and grammatical rules are clearly explained without jargon. Features of this new edition include: • pronunciation guide, including the tendencies in present-day colloquial Finnish • thorough descriptions of morphology (word structure) and syntax (sentence structure) • clear rules and an abundance of concrete examples, from both written and colloquial Finnish • updated vocabulary in the examples • an eﬀective new scheme for detecting the morphological structure of any word form • subject index. This is the ideal reference source both for those studying Finnish independently and for students in schools, colleges, universities and adult classes of all types. Remembering Karelia Audiolego An engaging and practical guided tour of the simple and natureinspired ways that Finns stay happy and healthy--including the powerful concept of sisu, or everyday courage Forget hygge--it's time to blow out the candles and get out into the world! Journalist Katja Pantzar did just that, taking the huge leap to move to the remote Nordic country of Finland. What she discovered there transformed her body, mind and spirit. In this engaging and practical guide, she shows readers how to embrace the "keep it simple and sensible" daily practices that make Finns one of the happiest populations in the world, year after year. Topics include: • Movement as medicine: How walking, biking and swimming every day are good for what ails us--and best done outside the conﬁnes of a gym • Natural mood boosters: Cold water swimming, steamy saunas, and other ways to alleviate stress, anxiety, insomnia, and depression • Forest therapy: Why there's no substitute for getting out into nature on a regular basis • Healthy eating: What the Nordic diet can teach us all about feeding body, mind and soul • The gift of sisu: Why Finns embrace a special form of courage, grit and determination as a national virtue - and how anyone can dig deeper to survive and thrive through tough times. If you've ever wondered if there's a better, simpler way to ﬁnd happiness and good heath, look no further. The Finns have a word for that, and this empowering book shows us how to achieve it. Finnish War Children Tell Their World War II Stories Captivating History Complete Finnish is a comprehensive book and audio language course that takes you from beginner to intermediate level. The new edition of this successful course has been fully revised and is packed with new learning features to give you the language, practice and skills to communicate with conﬁdence. - Maps from A1 to B2 of the Common European Framework of Reference (CEFR) for languages - 18 learning units plus grammar and word glossaries - Discovery Method - ﬁgure out rules and patterns to make the language stick - Teaches the key skills - reading, writing, listening and speaking - Learn to learn - tips and skills on how to be a better language learner - Culture notes - learn about the people and places of Finland - Outcomes-based learning focus your studies with clear aims - Authentic listening activities everyday conversations give you a ﬂavour of real spoken Finnish - Test Yourself - see and track your own progress In this pack you?ll get a 448-page book and two CDs of audio learning material (160 minutes). Rely on Teach Yourself, trusted by language learners for over 75 years. The Dedalus Book of Finnish Fantasy Pinhok Languages via PublishDrive This compact dictionary and phrasebook features a concise, easyto-use grammar guide, a pronunciation table, and a handy reference section that provides the reader with the basics of the Finnish language. Also included is an introduction to the country's history as well as useful tips and practical information on how to navigate your way through the streets, shops and restaurants of Finland. Finnish Cinema Penguin Finnish: A Comprehensive Grammar presents a fresh, accessible 2 Finnish For Foreigners 1 2020-12-29 and thorough description of the language, concentrating on the real patterns of use in modern Finnish. The book moves from the sound system through morphology and word classes to a detailed analysis of sentence structures and semantic features. Key features include: particular focus on examples from spoken Finnish reﬂecting current usage, grammatic phenomena classiﬁed as common or rare, appendices distinguishing base forms from ﬁnal letter combinations, English-Finnish contrasts highlighted throughout. This Comprehensive Grammar is an essential reference for the intermediatre and advanced learner and user of Finnish. Finnish Random House Reference Finnish for ForeignersMps Multimedia Incorporated DBA Selectsoft Finding Courage, Wellness, and Happiness Through the Power of Sisu Hippocrene Books This book presents an expert analysis of the transnational aspects of Finnish cinema throughout its history. As a small nation cinema, Finnish ﬁlm culture has, even at its most nationalistic, always been attached to developments in other ﬁlm producing nations in terms of production and distribution as well as genres and aesthetics. Recent developments in ﬁlm theory oﬀer exciting new approaches and methodologies for the study of transnational phenomena in the ﬁeld of ﬁlm culture, both past and present. The authors employ a wide range of cutting edge methodologies in order to address the major issues involved in transnational approaches to ﬁlm culture. Until recently, much of this research has focused on globalization and questions related to diasporic cinema, while transnational issues related to small nation ﬁlm cultures have been marginalized. This study focuses on how small nation cinemas have faced the dilemma of contributing to the construction and maintenance of national culture and identity, while responding to audience tastes largely shaped by foreign cinemas. With Finland's intriguing political placement between East and West, along with the high portion of ﬁlm history preserved in Finnish archives, this thoroughly contextualized multidisciplinary analysis of Finnish ﬁlm history serves as an illuminating case study of the transnational aspects of small nation cinemas. Beginner's Finnish with Online Audio Createspace Independent Publishing Platform This second edition of Finnish: An Essential Grammar has undergone profound revisions. The chapter on basic sentence structure has been rewritten and syntax has been given more space. Sections have been added on phrase types, simple clause types, and types of complex sentences. A section on discourse particles has been added. The vocabulary of the copious example sentences has been updated to give it a touch of the twenty-ﬁrst century. The section on modern colloquial Finnish has been considerably expanded. Internet addresses helpful for any learner of Finnish are provided which make is possible to automatically analyse the grammatical structure of any Finnish words and sentences. It gives not only a systematic account of the structures of the written language, but also features the characteristics of colloquial Finnish. No prior knowledge is assumed on the part of the reader and grammatical rules are clearly explained without jargon. Features include: pronunciation guide, including the tendencies in present-day colloquial Finnish thorough descriptions of morphology (word structure) and syntax (sentence structure) clear rules and an abundance of concrete examples inﬂection tables subject index internet addresses to online software for grammatical analysis of Finnish. This is the ideal reference source both for those studying Finnish independently and for students in schools, colleges, universities and adult classes of all types. 3 Finnish Vocabulary Book Finnish for Foreigners In December 1940, British Prime Minister Winston Churchill made a speech about a conﬂict that had some leading ﬁgures in Britain and France, including Churchill himself, brieﬂy discussing the idea of going to war with the Soviet Union, even though they were already ﬁghting Adolf Hitler. Beginner's Finnish Teachers College Press A gargantuan, mind-altering comedy about the Pursuit of Happiness in America Set in an addicts' halfway house and a tennis academy, and featuring the most endearingly screwed-up family to come along in recent ﬁction, Inﬁnite Jest explores essential questions about what entertainment is and why it has come to so dominate our lives; about how our desire for entertainment aﬀects our need to connect with other people; and about what the pleasures we choose say about who we are. Equal parts philosophical quest and screwball comedy, Inﬁnite Jest bends every rule of ﬁction without sacriﬁcing for a moment its own entertainment value. It is an exuberant, uniquely American exploration of the passions that make us human - and one of those rare books that renew the idea of what a novel can do. "The next step in ﬁction...Edgy, accurate, and darkly witty...Think Beckett, think Pynchon, think Gaddis. Think." --Sven Birkerts, The Atlantic oral drills Berghahn Books First published in the 1940s and widely condemned as obscene, The Egyptian outsold every other American novel published that same year, and remains a classic; readers worldwide have testiﬁed to its life-changing power. It is a full-bodied re-creation of a largely forgotten era in the world's history: an Egypt when pharaohs contended with the near-collapse of history's greatest empire. This epic tale encompasses the whole of the then-known world, from Babylon to Crete, from Thebes to Jerusalem, while centering around one unforgettable ﬁgure: Sinuhe, a man of mysterious origins who rises from the depths of degradation to get close to the Pharoah... Promentor U of Minnesota Press Seven key principles from Finland for building a culture of trust in schools around the world. In the spring of 2018, thousands of teachers across the United States—in states like Oklahoma, Kentucky, and Arizona—walked oﬀ their jobs while calling for higher wages and better working conditions. Ultimately, these American educators trumpeted a simple request: treat us like professionals. Teachers in many other countries feel the same way as their US counterparts. In Teachers We Trust presents a compelling vision, oﬀering practical ideas for educators and school leaders wishing to develop teacher-powered education systems. It reveals why teachers in Finland hold high status, and shows what the country's trust- based school system looks like in action. Pasi Sahlberg and Timothy D. Walker suggest seven key principles for building a culture of trust in schools, from oﬀering clinical training for future teachers to encouraging student agency to fostering a collaborative professionalism among educators. In Teachers We Trust is essential reading for all teachers, administrators, and parents who entrust their children to American schools. Finnish Nightmares Routledge The ﬁrst two editions of Finnish Lessons described how a small Nordic nation built a school system that provided access to a world-class education for all of its young people. Now available in 30 languages, this Grawemeyer Award–winning book continues to inﬂuence education policies and school practices around the globe. In this Third Edition, Pasi Sahlberg updates the story of how Finland sustains its exemplary educational performance, including how it responds to turbulent changes at home and throughout the world. Finnish Lessons 3.0 includes important new material about: teachers and teacher educationteaching children with special needsthe role of play in high-quality educationFinland's responses to growing inequality, slipping international test scores, and the global pandemic In the midst of national education reforms and global changes driven by public health crises and economic turbulence, Finnish Lessons 3.0 encourages teachers, students, and policymakers to think big and bold when they look for new solutions to improving their schools and entire education systems. This edition provides an even deeper dive into the present world of education in Finland in light of the most recent education statistics and international data, including PISA 2018, TIMSS 2016, and TALIS 2018. "Finland's approach to education reform shows we must address student inequality before we can expect student excellence." —The 2013 Grawemeyer Award Committee "The story of Finnish educational success as told in Finnish Lessons is remarkable . . . this is an important book and educators need to read it." —Educational Researcher "Provides solid background on the historical context that allowed Finland's education system to transform into a powerhouse." —Education Review Educational Puzzles for Adults Volume 1 Routledge Start speaking Finnish today with Beginner's Finnish with Online Audio. Finnish is the language spoken by the majority of Finns in Finland as well as in other countries. It is also the oﬃcial minority language in some parts of Sweden and Norway. Ideal for students, tourists, and business people, this introductory guide teaches basic conversation through dialogues on everyday topics, such as eating out, sightseeing, and shopping through 12 practical lessons. Grammar is explained in accessible steps, with exercises throughout to reinforce language skills. Each lesson includes dialogues, vocabulary, and expressions; clear grammar explanations; and review exercises with an answer key. Helpful Finnish-English and English-Finnish glossaries are also included. Accompanying audio for the dialogues by native Finnish speakers is available for free download. Related with Finnish For Foreigners 1: * Workplace Love Language Quiz : click here 4 Finnish For Foreigners 1 2020-12-29	<urn:uuid:f196a9e5-c001-40bb-a2ff-089a212b2eac>	CC-MAIN-2024-51	https://archive.imba.com/viewport?idshelves=E95w314&ResearchGate=Finnish-For-Foreigners-1(3).pdf	2024-12-09T20:13:36+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00673.warc.gz	88,765,591	4,309	eng_Latn	eng_Latn	0.994434	eng_Latn	0.996577	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3628, 11348, 18871, 21122 ]	[ 2.21875, 1.1484375 ]	1	0
WELLNESS POLICY Doland School District Approved Board of Education April 9, 2018 Updated January 15, 2020 Participants in Wellness Policy Development Jim Hulscher, Superintendent Natasha Noethlich, Board member Julie Schneider, parent Jenny Miles, parent Brianna Geary, teacher Cindy LaBrie, Head food service Date: 03-28-2018 revised,01-15-2020 revised NUTRITION EDUCATION At each grade level nutrition education will be offered as part of a sequential, comprehensive, standards-based program designed to provide students with the knowledge and skills necessary to promote their health. Nutrition education will be incorporated into the school day as often as possible. The primary goal of nutrition education is to influence students' eating behaviors. Nutrition Education: - teaches consistent scientifically-based nutrition messages throughout the school, classroom, cafeteria, home, community, and media; - is part of health education classes and/or stand alone courses; - is included in the scope and sequence of the curriculum in core subjects such as math, science, language arts, social sciences, and elective subjects; - includes the school cafeteria which serves as a "learning laboratory" to allow students to apply critical thinking skills taught in the classroom; - uses the SD Health Education Standards and addresses nutrition concepts progressively in grades K through 12; - provides enjoyable, developmentally appropriate, culturally relevant, and participatory activities (e.g. contests, promotions, taste testing, farm visits, and school gardens); - offers information to families that encourages them to teach their children about health and nutrition, and assists them in planning nutritious meals for their families; - will be taught by staff who are adequately prepared and who participate in professional development activities in order to deliver an effective program; - will include a school nutrition/health team, such as Team Nutrition or Coordinated School Health, to conduct nutrition education activities and promotions that involve parents, students, and the community. PHYSICAL ACTIVITY The primary goal for the school's physical activity component is to provide opportunities for every student to develop the knowledge and skills for specific physical activities, maintain physical fitness, regularly participate in physical activity, and understand the short and long-term benefits of a physically active and healthful lifestyle. Daily Physical Education Classes K-12 - All students in grades K-6 will have the opportunity to receive weekly physical education. Students with disabilities, special health-care needs, and those in alternative educational settings will be included. - Students will spend physical education class time participating in moderate to vigorous physical activity. - The physical education curriculum should demonstrate progression and sequence and be consistent with South Dakota and/or National Physical Education standards for Pre-K through grade 12. - All physical education will be taught by highly qualified physical education teachers. - Class teacher-to-student ratios should be equivalent to those of other subject area classes in the school. - The school will follow the SD High School Graduate Requirement in regards to allowing sports to be substituted for PE Physical Activity across the Curriculum - Opportunities for physical activity are incorporated into other subject areas (e.g. math, language arts, science, and social studies.). Daily Recess - All elementary school students will have at least 20 minutes a day of supervised recess, preferably outdoors, during which students are encouraged (verbally and through the provision of space and equipment) to engage in moderate to vigorous physical activity. - When feasible, recess will occur prior to lunch to ensure appropriate healthful food intake. - Extended periods of inactivity, two hours or more, are discouraged. When activities, such as mandatory school-wide testing, make it necessary for students to remain indoors for long periods of time, students will be given periodic breaks during which they are encouraged to stand and be moderately active. Physical Activity Opportunities Before and After School - Elementary, middle, and high schools will attempt to offer extracurricular physical activity programs, such as physical activity clubs or intramural programs. - All high schools and middle schools as appropriate, will offer interscholastic sports programs. - Schools will offer activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special health-care needs. - Schools will educate and encourage participation in community or club activitie. Rewards/Incentives/Consequences - Students will not be repeatedly denied physical activity for purposes of make-up work, testing, etc. Safe Routes to School - The school district will assess and, if necessary and to the extent possible, make needed improvements to make it safer and easier for students to walk and bike to school. When appropriate, the district will work together with local public works, public safety, and/or police departments in those efforts. - The school district will encourage students to use school transportation when available and appropriate for travel to school. Use of School Facilities Outside of School Hours - School spaces and facilities will be available to students, staff, and community members before, and after the school day; on weekends; and during school vacations. - Schools will educate the community, including parents and staff, about utilizing the facility. These spaces and facilities also will be available to community agencies and organizations offering physical activity and nutrition programs. - School policies concerning safety will apply at all times. Wellness Council/Committee - Schools will develop a Wellness Council/Committee comprised of school personnel, community members, and students to plan, implement, and assess ongoing activities that promote healthy lifestyles, particularly physical activity for all age groups within the school community. Other School-Based Activities Schools will create an environment that provides consistent wellness messages, is conducive to healthy eating and physical activity; and contributes to forming healthy life long habits. Professional Development - Schools will provide ongoing professional development and education for foodservice professionals, educators, administrators and other staff. - Schools will provide nutrition and physical education information for students, staff, parents, and, where appropriate, community members. Eating Environment - Students and staff will have adequate space to eat meals in clean, safe, pleasant surroundings and will have adequate time scheduled as near the middle of the school day as possible to eat, relax, and socialize. - Safe drinking water and convenient access to facilities for hand washing and oral hygiene will be available during all meal periods. - Consideration will be given for passing time, bathroom break, hand washing, and socializing so as to allow ten minutes for breakfast and twenty minutes for lunch once the student is seated. Lunch Recess - Schools will schedule recess for elementary grades before lunch when possible so that children will come to lunch less distracted and ready to eat. Activity before lunch also encourages nutrient intake. Rewards, Incentives, and Consequences - Rewards and incentives will be given careful consideration as to the messages they send to the students receiving them. - Food will not be withheld from students as a consequence for inappropriate behavior or poor academic performance. - Teachers and other school personnel will not prohibit or deny student participation in recess or other physical activity as a consequence for inappropriate behavior or poor academic performance. Access Facilities for Physical Activity - Schools will provide community access to the school's physical activity facilities outside of the normal school day and/or form city-school partnerships to institute recreation programs utilizing school facilities when possible. Vending Machines - Vending machines with food and beverages will not be available in elementary schools. - The Doland School does NOT have any vending machines. The School Food Service Director along with the School Business Official will be in charge of the school's compliance, policies that allow marketing or advertising of only the food and beverages that meet the Smart Snack School Nutrition standards, or documentation of the meeting announcements, committee invitation, and updates and assessments made available to the public if requested. Fundraising - School fundraising activities will support healthy lifestyles. Such activities may include physical activity (e.g. walk-a-thon), school support (e.g. selling school memorabilia) and/or academic achievement (e.g. spelling bee). - Schools will encourage fundraising activities that promote physical activity. Wellness Councils - Schools will organize local wellness councils comprised of parents, teachers, administrators, foodservice personnel, and students to plan, implement, and improve nutrition and physical activity within the school environment. Nutrition Standards Students' life-long eating habits are greatly influenced by the types of foods and beverages available to them. Foods of good nutritional content including fruits, vegetables, low-fat dairy foods, and low-fat grain products will be available wherever and whenever food is sold or otherwise offered at school during the normal school day. Examples may include a la carte, snacks, vending machines, fund raising activities, parties, celebrations, and school sponsored events. General Guidelines - Food pricing strategies will be designed to encourage students to purchase nutritious items. - Procedures will be in place for providing information to families, upon request, about the ingredients and nutritional values of the foods served. - Food and beverages sold or served on school grounds or at school sponsored events during the normal school day will meet the Dietary Guidelines for Americans and the Standards for Food and Beverages set forth in this document. School Meal Program - The school food service program will operate in accordance with the National School Lunch Act and the Child Nutrition Act of 1996 as amended and with applicable laws and regulations of the state of South Dakota. All schools will comply with USDA regulations and state policies. - Schools will offer varied and nutritious food choices that are consistent with the federal government's Dietary Guidelines for Americans. For the purpose of this policy, "Dietary Guidelines for Americans" refers to the current set of recommendations of the federal government that are designed to help people choose diets that will meet nutrient requirements, promote health, support active lives, and reduce chronic disease risks. - Menus will be planned with input from students, family members, and other school personnel and will take into account students' cultural norms and preferences. - Students with special dietary needs (e.g. diabetes, celiac sprue, allergies,) will be accommodated as required by USDA regulation. A la carte offerings in the food service program - A la carte items available during the school day will meet the Standards for Food and Beverages set forth in this document. - School food service departments will not sell extra portions of desserts, French fries, and/or ice cream. Snacks - Healthy snacks will include fresh, dried, or canned fruits (in 100% juice only); vegetables; 1% or skim milk; and grains meeting the Standards for Food and Beverages set forth in this document. Parties and Celebrations - Schools should limit celebrations that involve food during the school day. - Each party should include no more than one food or beverage that does not meet the Standards for Food and Beverages. - The district will disseminate a list of healthy party ideas to parents and teachers. - The list is available at the Doland School website. Some suggestions for snacks Best Choices: Granola bars, whole-grain fruit bars Nuts and seeds-plain or with spices Nut mix Trail mix-plain Fresh fruit of all varieties Good Choices: Nuts with light sugar covering; honey-roasted Popcorn without hydrogenated fats Individually packed fruit in natural juices only Fruit leather DEFINITIONS A La Carte: additional and separately priced foods sold in the lunch line. Dietary Guidelines for Americans: dietary recommendations for healthy Americans age 2 years and over about food choices that promote health, specifically with respect to prevention or delay of chronic diseases. Physical Activity: the Center for Disease Control and Prevention (CDC) defines physical activity as any bodily movement produced by skeletal muscles that results in an expenditure of energy. Normal School Day: time period spanning from the first bell of the day that begins the first class period to the last bell of the day ending the final class period. 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CHAPTER II SANTIAGO The Company was as yet unbloodied. They had never heard a shot fired in anger nor fired one, but with the coming of the Spanish-American War in 1898 this slight oversight would be remedied. Cuba stepped on the world scene in 1492 when a confused sailor named Columbus first blundered into her. Since 1511, Cuba had been firmly locked into the Spanish New World empire. As the years passed, however, the once glittering empire deteriorated and one by one the colonies began to drop away and became independent. Cuba tried to follow via bloody revolution in 1868, but was eventually defeated after a ten-year struggle. Fed by oppressive Spanish rule, heavy taxation and a strangling commercial policy, the smouldering embers of revolt were again fanned into flames in 1895. For three long years, the Cuban rebels battled Spanish troops in a cruel civil war. The clamor for American intervention reached a crescendo in April of 1898 when as a result of increasing public pressure, the Congress declared war on Spain on the 25th of the month. Under the active leadership of Under Secretary Theodore Roosevelt, the American Navy had been built into a first class fighting machine. It proved this to the world on April 30, when a squadron under Admiral Dewey steamed into Manila Bay and completely destroyed an opposing Spanish fleet. This action was fought a mere five days after the Declaration of War, and aptly demonstrated that the American Navy had been well prepared. Unfortunately, such was not true of the Army. Throughout the years prior to the war the Regular Army had been held to a strength of 25,000 troops, mostly used as Indian fighters on Western Plains. It was hardly an adequate force to oppose the 155,000 better trained, and superior equipped Spanish forces on Cuba. With the Declaration of War the American Regular Army was expanded to 61,000 troops and President McKinley issued a call for 125,000 volunteers. 1 Michigan responded to the President's call , by assembling 40 Companies approximately 3,400 men, Of the Michigan National Guard at Camp Eaton, Island Lake, Michigan near Brighton. From these units four twelve-Company Regiments with the designations of 31st through 34th Michigan Volunteer Infantry were formed. The 5th Michigan, with Company D of Calumet, was mustered into Federal service on May 20, 1898, as part of the 34th Michigan Volunteer Infantry Regiment. The Company at the time of the muster consisted of three officers (Captain Julius Fliege in command), six sergeants, two musicians, one artificer, one Wagoneer, and 73 privates. Each of the new Regiments was raised at a strength of 1,026 officers and men which was later increased to 1,326. A fifth Regiment, the 35th, was eventually also organized. 2 In late April, before the President's official Call for volunteers, the units of the 5th Regiment began to prepare themselves for service. Drills were increased to weekly and public interest soared. It wasn't uncommon to find several hundred spectators present at the armory just to watch the troops drill. At Calumet, 30 men. were on a waiting list to join, should there be a vacancy or change in the units authorized strength. 3 Throughout the United States the call-up of the troops was anything but orderly. The Army had simply been too badly neglected for too many years. Logistically and from a purely management standpoint it was plainly unable to handle effectively the vast influx of volunteer troops. Those volunteer troops already organized were woefully short of equipment. In fact, not a single Regiment was ready for the field! All supplies were in short supply, especially the recently accepted Krag-Jorgensen magazine rifle using the new smokeless powder. Many volunteer units, 11) including the 34th Michigan, were forced to use the antiquated 1873, breechloading, single shot, side hammer, .45 caliber Springfield rifles with black powder cartridges left over from the Indian Wars. Black powder was especially undesirable since every time the rifle was fired, the trooper's position was plainly marked by the billowing clouds of dense, black smoke. On April 23, the expected order came and the Companies of the 5th Regiment assembled at home stations to prepare to move to Island Lake. From all over the Midwest members of Company D flocked in to join their comrades. Private Weir returned from Big Rapids where he was a student, Private Light from the university at Ann Arbor and Private Kennedy from Chicago. 4 The actual telegraphic order, addressed to Colonel John P. Petermann, the Regiment's Commander, read 'Have your command ready to move in heavy marching order to Island Lake not later than Tuesday, April 26. Every available blanket and overcoat must be taken. Do not bring stoves or provisions, except rations to be used enroute. The men will find use for private blankets for a few days. Extra overcoats and blankets will be issued at camp. Mounted officers can take horses.' In turn the wires out from Calumet crackled with messages as each Company Commander and Staff Officer was notified of the orders contents by telegram. 5 Petermann, a strapping six-footer, was a young man of only 34 when he brought his Regiment to Island Lake. A resident of the Keweenaw town of Allouez, he was a merchant in civilian life. Later he would be appointed as the Commander of the 3rd Brigade, Provisional Division, 5th Army Corps. 6 When the marching orders for the 5th came a day later, the, home towns gave their local units riotous sendoffs. The celebrations were highlighted by parades, fiery oratory and much loud cheering. When the Calumet Light Guard marched smartly out of the armory enroute to the train station, they stepped out to a lively tune from the 5th Regimental Band. Thousands of people lined the flag draped streets cheering and waving. After the tearful farewells were bade at the station, the train pulled out bound for Houghton to pick up Company F. Another riotous celebration was in progress when the Light Guard train reached Houghton. After a massive parade down Shelden Avenue, the Houghton unit, known as the Houghton Light Infantry, was honored by speeches from Lt. Governor Thomas B. Dustan and a local favorite Mr. A. J. Scott. It was Scott who drew the loudest cheers when he hoped 'the war would go on until every bow-legged, crooked-eyed, onion-eating Spaniard was wiped off the face of the earth!' After the citizens of Houghton presented the unit with a silver bugle and the Hancock Fire Department gave them a silk flag, the Company marched to the station and joined the Calumet unit. The soldiers from Calumet were not forgotten in the turmoil over Company F. The 'Ladies from Lake Linden' presented each trooper with a colorful flower bouquet! When the troop train pulled away from the station it was to the cheers of what was estimated to have been the entire population of both Houghton and Hancock. 7 It is interesting to note that the Houghton Company was composed almost wholly of students from the Michigan School of Mines. (today's Michigan Technological University). 8 When the train reached Chassell, the entire town was on the platform, along with a local band and the fire department. An old cannon boomed while school children lined the railroad embankments singing and waving flags. At Baraga, the townspeople cheered while three old Indians did a war dance on the depot platform. Not to be outdone, another large crowd cheered at L'Anse. When the train reached Champion, the Sault Ste. Marie Company joined the Regiment amid the cheers of thousands. At Republic, the train halted briefly for more speeches and cheering. Although the train was under orders not to stop, it was hard not to halt when requested by town officials. When the train reached Iron Mountain and the local Company and the Ironwood Company climbed aboard, the entire town was at the station to bide farewell to their men. The troops remembered the Iron Mountain celebration as being a real 'monster.' The Ironwood Company, after being given a rousing home town send-off, was cheered all along the route of their special train. At Bessemer, Wakefield, Watersmeet, Iron River, Florence and finally Iron Mountain, thousands of citizens had turned out to wish them Well. 9 Finally reaching Menominee shortly after midnight, the men on the train were greeted by yet another tumultous demonstration. Band played and thousands of people cheered their arrival.. 10 At seven the next morning, the troops boarded the car ferry ANN ARBOR NO.2 and proceeded across Lake Michigan to Frankfort. But the celebrations were still not over! When the car ferry reached the Frankfort harbor, it was greeted by a barge filled with school children singing patriotic songs. All the vessels in the harbor flew their holiday flags to the loud accompaniment of their steam whistles. Disembarking, the troops boarded another train for Island Lake. All along the route crowds continued to cheer and cannons boom their greeting. In the evening, fireworks splashed across the sky. 11 From the time they left Calumet, the men had received numerous gifts from the crowds. Company D had 1,000 cigars donated by various Houghton benefactors and Sam Stephenson, the legendary lumber baron, presented them with still more before they left Menominee. A Calumet liquor company provided each man with a bottle of medicinal brandy with the words 'Remember the Maine' written on the label. 12 Local ladies donated countless pies, cakes and other sweet goods. It would not be unreasonable to assume that when they finally reached Island Lake, a much needed rest was in order. All toll, 678 men and 33 officers of the 5th Regiment reported to Island Lake on the original contingent. 13 At Island Lake the 5th joined the other Regiments in establishing a proper camp not unlike the annual encampments the men were used to After pitching tents and organizing the daily ritual of guard mount, the priority was to reorganize the old Regiments into the new ones and the official mustering of the volunteers into Federal service. Before any trooper could be accepted into Federal service, however, he was subjected to a rigorous physical exam. Approximately a quarter of the men, including in one case a Regimental Commander, failed to pass and were given a train fare home. One of those failing was the Regimental Surgeon, Major P. McNaughton. Colonel Petermann immediately wired Dr. J.A. Bobb of Calumet, offering him the vacated position. Bobb quickly accepted. It was a fateful decision. While returning home with the Regiment from Cuba aboard the steamer OLIVETTE, he would die of fever and be buried at sea. 14 It was important to realize that there was a critical difference between the Michigan National Guard of 1898 and the Guard of today. Today the Guard can be Federalized and shipped of to war in literally the 'twinkling of an eye.' This was not true in 1898. At that time, the Governor could order the units of the Guard to assemble at Island Lake and offer their services to the President for Federal service, but each man was required to personally volunteer. Not until he actually signed the muster rolls was he bound to go into Federal service. Of an estimated 3,400 men in camp, only 34 indicated that they would not volunteer for duty, a remarkable showing! Before the Federal muster, while the troops were still on State Duty, the enlisted men were paid at the rate of $2.00 per day, less 75 cents for board. When they were mustered into Federal service, the pay was $16.00 a month, or approximately 52 cents a day, a cause of much grumbling. 15 By all accounts, Camp Eaton was a maelstrom of activity. As the supplies trickled in, the Michiganders were slowly equipped with the required tents, uniforms, blankets and associated equipment. What time remained was spent in training, but with the problems of organizing the new 34th Regiment, and moving to the front, time was short indeed. The weekends were usually left free and visitors were common. Special trains brought sightseers from GRAND Rapids, Detroit and other major cities. Up to 20,000 people visited the camp on a single weekend. 16 During the approximate month between their arrival at Island Lake and the Federal muster, each Regiment was ordered to increase its strength as well as replace its losses from the physical exams. Consequently each Company dispatched an officer back home to enlist additional me. The task was easy. Volunteers were plentiful and home town support still. 17 Menominee, for example, raised a large contingent of men, as did several other U.P. towns. Major Cox (later to become the Adjutant GENERAL OF Michigan) of the 34th Regimental Staff, made a special trip north to inspect the new troops. 18 The Companies of the 5th Regiment started to be mustered into Federal service on May 17 when Company H of Ironwood was accepted. The last Company was mustered in on May 23. Although the Regiment was planned to have 12 Companies, the 34th entered service with only eleven. The official Muster Rolls list the Companies as: 19 The Regiment was further broken down into three Battalions, the 1st Battalion with Companies A, B, C and F; 2nd Battalion, Companies D, E, G and H; and the 3rd Battalion with Companies I, K and L. 20 Later, apparently in Camp Alger, an M Company was added to the 3rd Battalion. While it can be readily seen that the 34th was primarily composed of Upper Peninsula units, it was only the 2nd Battalion that was a 'pure' U.P. organization. 21 The make-up of the Regiment was a mirror image of society. Calumet's Company D, for example, had men with an entire galaxy of occupations, including teamsters, laborers, clerks, students, tailors, cigarmakers, firemen, salesmen, timbermen, miners, butchers, painters, farmers, teachers, a dentist, electrician and newspaperman. Nor were they native born Americans. Many hailed from countries such as Norway, Finland, Germany, England, Ireland and Denmark. 22 On June 6, the much awaited orders came and the 34th departed Camp Eaton by train for Camp Russell A. Alger, Virginia, arriving there on June 8. Governor Pingree of Michigan was on hand for their departure and sent his men off with a rousing speech. 23 When the Regiment arrived at Camp Alger the first order of business was to cut a campsite from a hundred acres of forest. Although the work was hard and the temperature soared to over 100 degrees, the task was quickly done. At Camp Alger, both training and the issue of equipment was stepped up considerably. Included in the training were 20 mile marches on the shores of the Potomac River and overnight tactical bivouacs. Camp Alger must have been a busy place a total of 29 Regiments were in the camp! Representing every State in the Union. The 34th was quickly brigaded with the 33rd Michigan and 9th Massachusetts, known as the Irish Regiment, into a Provisional Separate Brigade under General Duffield. Even at Camp Alger, recruiting took a major role. Company strength was increased from the original 86 to 106 men, so new recruiting details were sent back home for volunteers. Again, men were plentiful. The days at Camp Alger were long and tiring. Diversions of any sort were important to morale. It was common for the bands of the various Regiments to spend evenings Serenading other Regiments. The 34th Band, formed from the old 5th Regiment band of Calumet, was reportedly a cut above the rest. It was especially remembered for a very clever rendition of Sousa's 'Swanee River.' 24 Early in the morning of June 24, the men of the 34th Michigan doffed their romantic wide-brimmed campaign hats, slung their heavy Springfields and marched two miles to nearby Dunn Loring. There they boarded a waiting train for Newport News, arriving at the seaport on the following morning. At the pier, the 1st Battalion of the 34th Michigan, together with the 33rd Michigan, boarded the steamer YALE. The remaining two Battalions of the 34th and the entire 9th Massachusetts, boarded the U.S. Auxiliary Cruiser HARVARD (formally the CITY OF NEW YORK). The YALE departed Newport News first, making a rendezvous with the U.S. Blockading Squadron off Santiago early on June 27, the HARVARD arriving on the 30th. 25 The overall American plan for the Cuban Campaign called for the encirclement of the city of Santiago (located on the southern tip of the island) by the Army, and the blockade of the trapped Spanish fleet in the harbor by the Navy. The combination of the capture of the city and destruction of the Spanish Army and Navy would force a surrender. Accordingly, the landing of 17,000 American troops east of the city began on June 22. Slowly, the Americans forced their lines around Santiago and advanced on the city, but only after fierce and bloody fighting. Opposing the Americans were 36,500 Spanish troops armed with superior Mauser rifles using smokeless powder cartridges. Deadly at 1,000 yards, the Mauser made life indeed difficult for the Americans. The 1st Battalion of the 34th Michigan, together with the 33rd Michigan, went ashore near the squalid mining town of Siboney, ten miles east of Santiago on the afternoon of the 27th The remainder of the 34th landed on the 31st. Siboney was the sight of the original American landings and the crucial supply point. As no dock facilities were available, the troops were loaded into the transport's lifeboats and towed by steam launches to the shallows near shore, where they leaped into the surf and waded to the beach. The Regiment's horses were unceremoniously dumped overboard from the steamer and left to swim for the beach. Surprisingly, most made it. Initially the Regiment was assigned the task of guarding the Siboney beachhead, but this dull duty wasn't to last too long. Ten miles up the road from Siboney to the front was a group of hills known collectively as San Juan Heights. The capture of the hills could be the key to the capture of Santiago. On July 1, the fight for San Juan Heights began in earnest. In a battle that lasted most of the day, close to 16,000 American troops successfu I ly stormed the heights, but at a fearful cost, more than 4,000 becoming casualties. All was peaceful in Siboney that day until 10 p.m., when a messenger arrived with orders for the men to immediately march to the front. Although the assault had carried San Juan Heights, the situation was still very much in doubt. The Spanish had withdrawn in good order and with freshly arriving reinforcements could counter-attack and drive the Americans off the heights. There were no American reserves at the front and the 34th Michigan and 9th Massachusetts were ordered to move forward and strengthen the lines. The 34th Band, however, was left behind to guard the beachhead and work as aides in the. 26 All night long the Michiganders struggled up the narrow, winding path that served as the main supply route to the front. Burdened with blanket rolls, haversacks, three days rations, and a hefty 100 rounds of ammunition per man, they hacked their way through clinging jungle vines, climbed steep mountain passes, waded through thick swamps, and forded swiftly running streams. Sweating in their heavy woolen uniforms, they suffered in heat that men used to the primal cold of the far north found killing. For seven long, black hours, the green troops of the Regiment stumbled to the front, all the while to the accompanying shouts of 'close-up, close-up' by the off icers and non-com The long column was constantly delayed by enemy sharpshooters lurking deep in the jungle as well as by straggling lines of wounded returning. At 3 a.m. Colonel Petermann reached General Shafter's Headquarters and reported the 34th ready for action. There Petermann received orders to continue forward to support General Wheeler. Wheeler, also known as 'Fighting Joe', was one of the true characters in the American Forces. An ex-General of Confederate Calvary in the Civil War, during the height of battle in Cuba, he was heard to exhort to his men, with one arm waving in the air, 'Get them Yankees,' referring to the Spanish. At 8 a.m., July 2, the 34th reached General Wheeler's position and was ordered to support the extreme left of his line against an anticipated Spanish counter-attack. Later in the afternoon, the 34th was shifted into the center. 27 From their arrival, the men were under a deadly fire from Spanish positions varying from 200 to 800 yards distance. The position of the 34th was in an area of tall grass which afforded some concealment, but no protection. Slowly, shovels appeared and the Regiment began. to dig itself in. Years later a veteran of the action would remember 'the unmerciful sun and bullets whizzing over our heads.' Regular shrapnel bursts only added further excitement. During the next night, the Spanish made a determined assault on the heights, but were bloodily repulsed by the forward Regiment. On hearing the firing, Colonel Petermann prepared the 34th for a possible counter-attack and supported the defending Regiment. The 34th's heavy Springfields joined in with the newer Krags of the Regular Army and an estimated 800 of the attackers died. Because the 34th was armed with the black powder Springfields whose billowing clouds of dense smoke clearly marked each firers position, the troops were not normally allowed to return fire. 28 During the day an additional Regiment of American reinforcements arrived and the encircling lines were drawn tighter around Santiago. The casualties continued to mount as another 150 men were killed and over 1,000 wounded. By July 3, the American situation was still serious, but, with great audacity, they nonetheless called on the Spanish to surrender. The Spanish declined to reply. The military attaches of many foreign countries were frequently present on the battlefield to observe the action. On several occasions, Colonel Petermann divided his rations with the German, Swedish and Russian attaches when they Visited the 34th. 29 Although the 34th had only suffered light casualties due to enemy action, casualties due to various malarial fevers were increasing daily. To handle them, Surgeon Bobb established and manned a relief hospital directly behind the lines, while the full Regimental Hospital was located four miles to the rear. 30 As in all wars, fate stalked the lines with a strange sense of humor. In one case, a Mauser bullet bounced harmlessly off a tunic button of a Staff Lt. Colonel, only to strike and badly wound a private. In another case, a man was sent. to the hospital with a severe injury after being run down by a stampeding mule! 31 Because of the thick nature of the terrain, enemy snipers were constantly slipping around the flank of the Regiment and firing at the rear. In one day, Lt. McDonald, using a detail of eight sharpshooters, managed to round up 21 of the Spanish snipers. 32 Throughout this period on the lines, the 34th was at the end of a very long and very tenuous supply line Everything was in short supply including rations. When a load of hated sowbelly and hardtack finally made it through, the troops eagerly devoured it. On July 4, Company D, along with the remainder of the 2nd Battalion, was withdrawn from the lines and given the task of constructing a road for the movement forward of heavy siege artillery considered necessary for the reduction of Santiago., As the road wound from the depths of the jungle to the crest of the heights, it was hard, tough work, and required the building of a bridge over the treacherous San Juan River. In spite of the difficulties, the 34th was successful in accomplishing their mission. The mechanics, backwoodsmen and tradesmen did wonders in the Cuban wilderness. The construction of the bridge is a tale in itself. It seems that the Regular Army engineers on the staff of Major General Shafter, the Army Commander of Cuba, told the General that the bridge was impossible to build. Lt. Thielmen, a 34th Staff Officer in charge of road work, was in the vicinity and after apparently overhearing the remarks concerning the impossibility of the bridge, commented to General Shafter he would have the bridge up by 2 p.m. Thielman was a timberman in civilian life and being used to handling millions of feet of lumber every year, just couldn't see the problem. With nothing to lose, General Shafter gave his approval. Thielman found some suitable timber in a coconut grove two miles upstream from the bridge site. After cutting a sufficient number of the massive coconut palms, the men hauled them down the river, using telegraph wire since rope was not available. After the logs were trimmed to a standard length of 64 feet, they were carefully placed according to Thielman's plan and a lattice work of earth filled bamboo added as a roadway. The entire bridge was completed an hour early, but so as not to make the task look too easy, Thielman delayed reporting its completion to Shafter until five minutes before its deadline. 33 After a week at the front, the 34th was withdrawn to the coast for a rest. The campground there was reportedly excellent, with a good stream only a hundred yards away and a cool ocean breeze. However, the land crabs were so thick that if a man laid down to rest, a comrade had to closely watch to keep them from literally crawling over his resting companion. 34 In July the Spanish Fleet sailed forth from Santiago Harbor and was destroyed by the blockading American Fleet. The surrender of the city was now considered assured. In the early evening of July 13, the 34th was again ordered to the front. After a long, hot, forced march up the same winding trails they climbed when they first arrived, the 34th reached the lines early in the next morning. But their long march was in vain. 35 On July 15, the city formally capitulated and more than 12,000 Spanish troops laid down their arms. The 2nd Battalion of the 34th was later used to guard a road into Santiago which necessitated a change of bivouac site. The new campground, located in swampy terrain, was literally a death trap. Within a week, ten men from Company D were dead of the fever. 36 After the hostilities ended and before they left for home, the troops did what soldiers all the world over did. They explored the captured city of Santiago with illegal passes, made eyes at the pretty, dark-haired senoritas and drank large quantities of the local liquor! The men reported the local rum gave the man the 'jaggiest kind of jag, and made one feel as if he had fallen into the Quincy Mine; been dragged through the murky waters of Portage Lake and mopped over the Mining College (Michigan Tech) campus.' 37 Access to Santiago, a city largely placed off limits by the Army, was provided through the efforts of several unit members who were newspaper reporters in civilian life and used their old press credentials to obtain special military passes. These men simply rotated their passes through the units so everyone had a chance to see the sights. 38 With the defeat of Spain, the 34th Infantry was withdrawn from Cuba, leaving on August 20 and arrived at Montauk Point, New York a week later. On September 5, Company D arrived home at Calumet and mustered out on the 26th of November. The remainder of the 34th units reached home within a day of Calumet. For its participation in the war (through Company D), the Battalion flag proudly carries a battle streamer embroidered with 'Santiago.' Company D paid a high price for its Cuban adventures. Seventeen men of the original strength of 106 lost their lives, most to deadly malarial fevers. Again, though, the fates were not always kind. Private Rowe, for example, survived not only Spanish bullets, but also jungle fevers only to be hit and killed by a railroad train in Calumet on his return! 39 The Company was now blooded; it was a veteran unit and prepared for whatever the nation would require of it. In the years ahead, the nation would require much. It's interesting to note that the Michigan volunteers were committed to action a bare 41 days after being mustered into Federal service. While the speed was evidently caused by the need for immediate troops, it nonetheless was an occurrence that would not happen again. 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St Kevin's Curriculum Plan St Kevin's is a school which operates with the consent of the Catholic Archbishop of Melbourne and is owned, operated and governed by Melbourne Archdiocese Catholic Schools Ltd (MACS). Curriculum and learning policy Vision We are a welcoming Catholic community which stimulates a zest for life and learning inspiring all to be the best they can be. We flourish in a safe, dynamic and inclusive atmosphere where innovative collaboration empowers excellence. Mission We bring our faith to life by accepting the challenge to act justly, humbly and tenderly. We work collaboratively to create a contemporary sustainable and personalized curriculum focussed on excellence. Diverse skills, talents and passions are nurtured in a safe, rigorous, creative and restorative learning environment. Our community models compassion and empathy in our global neighbourhood. Purpose The Victorian Curriculum is the Foundation to Year 10 curriculum for Victorian government and Catholic schools for implementation from 2017. The Victorian Curriculum reflects Victorian priorities and standards for F–10 and incorporates the Australian Curriculum. It defines what it is that all students have the opportunity to learn as a result of their schooling, set out as a series of learning progressions. See https://www.vcaa.vic.edu.au/curriculum/foundation-10/Pages/default.aspx. The Victorian Curriculum F–10 recognises that increasingly, in a world where knowledge itself is constantly growing and evolving, students need to develop, in addition to discrete discipline knowledge and understanding, a set of skills, behaviours and dispositions, or general capabilities, that apply across discipline content and equip them to be lifelong learners able to operate with confidence in a complex, information-rich, globalised world. The St Kevin's Curriculum Plan has been developed in light of the directions for Catholic education and principles of curriculum from the Horizons of Hope education framework: Catholic schools provide an excellent holistic education centred on the students and engaging them in authentic, purposeful learning; and incorporating the philosophy of the Victorian Curriculum F–10 and the Religious Education Curriculum Framework. The curriculum is a statement of the purpose of schooling and defines what it is that all students have the opportunity to learn as a result of their schooling. Principles At St Kevin's the teachers will plan teaching and learning approaches which: * recognise the importance of designing and negotiating appropriate learning experiences * recognise that effective learning involves construction of meaning by the learner * * affirm the different needs of individual learners enhance different learning styles * help the learner use strategies and processes which take them beyond their styles to enhance and maximize their learning * provide negotiation between the learner and the teacher * teach learners about their own learning * prepare learners to live in the emerging world - a world with a global and local focus * use technologies in ways that reflect professional and community practices. * focus on thinking about thinking and thinking about learning Scope Our school curriculum defines what it is that all students have the opportunity to learn as a result of their schooling at St Kevin's At St Kevin's curriculum is enriched by the values, beliefs, perspectives and experiences of each member of the learning community when they engage actively with Catholic understandings of the human person. This orientation towards the person means that the process of curriculum design is shared with students, creating within them a sense of ownership and self-efficacy as learners. Our learning community fosters the conditions for students to have a voice in the design process, allowing them to make decisions about what they need to know and when. Implementation St Kevin's will implement the curriculum by developing whole school scope and sequence documents in line with Victorian Curriculum to ensure curriculum entitlement is achieved for all students. The curriculum is designed and delivered from whole-school to level planning to individual teacher plans. These are created in a collaborative and supported environment. This ensures that a guaranteed and viable curriculum is driving student learning and lifting student outcomes. At St Kevin's we believe that learning is most effective when there is a presence of positive relationships and mutual respect. An ethical, restorative outlook is modelled and taught, and we value and celebrate one another's individuality. We believe that all children can learn and that all children have the right to be engaged by and involved in the school curriculum regardless of ability, interests or preferred learning style. We believe that all students need to be given opportunities to: * work independently and interdependently * communicate ideas * think critically as well as imaginatively * be effective problem solvers * be autonomous, self-directed learners * be flexible and adaptable learning risk takers * build relationships based on our Gospel Values and connect faith to life * use Information and Communication Technology (ICT) and Web based tools to learn and share their learning * use technologies in ways that reflect professional and community practices * take risks in their learning in safe, supportive and collaborative environments. * participate in student-centred, personalized learning In order to engage with the challenges identified we have developed an agreed set of design principles that our practice in the area of Teaching, Learning and Assessment is based upon. These design principles are the drivers of our practice as defined in the following table. Data informs collaborative planning and teaching that is based on student needs in order to maximise student growth. Teachers behave professionally and are dedicated to ongoing professional learning in order to develop their practice. * Provide activities that cater for different learning styles and preferences, and allow opportunities for collaborative learning both within and beyond the school. * Make learning visible to students through the use of learning intentions and success criteria. * Seek to discover what learners already know, value and are able to do. * Provide scaffolds for learning to assist all learners in extending their levels of thinking and understanding. * Structure activities to challenge learners' suppositions and preconceptions. * Use pre and post assessment to guide teaching and learning. * Are clear that the primary purpose for assessment is to improve learning and that assessment is in itself a central learning experience. * Use assessment to provide all learners with the capacity to demonstrate what they know, value and are able to do. * Integrate assessment strategies that focus on demonstrations of understanding moving beyond gathering and recalling information. * Use assessment gathered to monitor students' achievements against similar cohorts/individuals. * Utilise judgements that are moderated through professional collaboration to enhance fairness, reliability and validity. * Monitor individual progress enabling tasks to be personalised to meet the needs of each student. * Use assessment to encourage learners to exhibit their actual understandings. * Implement a balance of assessment tasks that are based on real-world contexts and embedded in current learning. * Acknowledge attempts with specific, purposeful and constructive feedback that is about the product rather than the child. * Scaffold learning using appropriate technologies, content, services and environments. * Provide activities that are appropriate to outcomes and give each child the possibility of achieving success. * Provide students with a variety of group and classroom structures. * Expect that all people can learn. * Model curiosity and persistence. * Are passionate about learning. * Maintain challenging expectations for all learners. * Maintain professional standards outlined by the Victorian Institute of Teaching. * Continually update knowledge and understanding with ongoing professional learning. Curriculum content The school implements the Victorian Curriculum in order to provide students with a comprehensive and cumulative curriculum from Foundation to Year 10. The school's teaching and learning program is the school-based plan for delivering this common set of knowledge and skills in ways that best utilise local resources, expertise and contexts. Information technology is an integral part of our curriculum as a basic tool for learning. Supported by our governing body, St Kevin's will develop strong processes for monitoring student progress and the application of appropriate explicit teaching and intervention strategies. [St Kevin's will also take inspiration from the Horizons of Hope education framework. This framework supports Catholic school communities to engage in dialogue about the distinctive nature of learning and teaching, leading learning and enhancing Catholic identity in our schools. The framework is a living document that has been added to over the years with examples of practice from schools, as well as additional strategy statements in the areas of Leadership, Wellbeing, Diversity and Religious Education. Religious Education has a central place in the curriculum at St Kevin's as it reflects our unique character of Catholic identity and focus as a Catholic school. The primary source for developing our Religious Education program is the Religious Education Curriculum Framework, developed by our governing body MACS. Whole-school curriculum plan and time allocation The following provides an outline of the learning areas and recommended weekly time allocation across F–6. Multiple learning areas are often part of a unit and not always taught as separate subject areas. This is ensured through time allocations which are in line with recommendations of the educational authorities. Capabilities The Victorian Curriculum includes both knowledge and skills. It is expected that the skills and knowledge defined in the capabilities will be developed, practised, deployed and demonstrated by students in and through their learning across the curriculum: * Critical & Creative Thinking * Ethical * Intercultural * Personal & Social. The skills and knowledge defined in the capabilities will be developed in student learning across the curriculum areas where it is relevant and authentic to do so. Curriculum organisation and implementation The school's planning for curriculum draws on the Victorian Curriculum and Assessment Authority (VCAA) curriculum planning site for age-appropriate content, sequential learning patterns, and interrelated aspects of the content and skills and of the desired learning capabilities. Refer to the Pedagogical Framework. All content is developed using the following documents: * St Kevin's policies for each of the learning areas * St Kevin's Religious Education Scope and Sequence: Religious Education Curriculum Framework * Victorian Curriculum F–10 * Statement of Philosophy. A variety of other resources, including online resources, will be available to support planning. Evaluation This Policy will be monitored and reviewed by the staff, in accordance with the School Improvement Plan or as required.	<urn:uuid:487a4e9f-174e-4d3f-8085-9571663a7215>	CC-MAIN-2024-51	https://www.sktemplestowelr.catholic.edu.au/wp-content/uploads/2022/04/Curriculum-Plan.pdf	2024-12-09T19:42:21+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00672.warc.gz	875,490,474	1,998	eng_Latn	eng_Latn	0.996907	eng_Latn	0.997388	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2431, 5550, 5827, 8270, 10105, 11338, 11471 ]	[ 2.90625 ]	2	0
Aslı, Deren and Rainy Days (Hard) Time Limit: Memory Limit: 256M 1.0s This problem is the hard version of the Aslı, Deren and Rainy Days (Easy) problem. In the hard version of the problem, the numbers and can be up to . Deren and Aslı are best friends and have missed each other a lot. They now have an opportunity to see each other. They can meet up once in the upcoming day period. However, it is going to rain each of these days. So they want to meet up on a day where it does not rain too much. They also want to see each other as soon as possible. So, they have come up with a solution. They say that the th day is optimal if, on day number , it rains less than the previous days and the next days. Can you find the earliest optimal day so that Aslı and Deren can see each other and be happy? The days are numbered from 1 to . They are available only on those days, so they don't take any other day into account. It is guaranteed that there exists a solution. Input: The first line contains three integers, , , and . The second line will contain distinct integers where represents the amount of rain on the th day. Output: Print a single integer, the index of the earliest optimal day. Examples: Input: ``` 10 2 2 8 9 5 7 6 3 2 1 10 4 ``` Output: 3 Input: ``` 10 2 3 8 9 5 7 6 3 2 1 10 4 ``` Output: 8 Input: 6 6 6 6 5 4 3 2 1 Output: 6 Explanations: In the first test case, the 3rd day is valid (where it rains 5 units). Because there aren't any lessrainy-days in the previous 2 days or in the next 2 days. In the second test case, the 8th day is valid (where it rains 1 unit). Because there aren't any less-rainy-days in the previous 2 days or in the next 3 days (The days after the th day are out of their scope so they are not taken into consideration.). And in the third test case, the 6th day is valid (where it rains 1 unit). Because there aren't any lessrainy-days in the previous 6 days or in the following 6 days.	<urn:uuid:d73fdc23-2a2b-45fe-b198-6a7ce12c57f7>	CC-MAIN-2024-51	https://arsiv.cclub.metu.edu.tr/problem/21rainhard/pdf/	2024-12-09T20:27:20+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00678.warc.gz	88,345,837	541	eng_Latn	eng_Latn	0.983073	eng_Latn	0.997348	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1270, 1956 ]	[ 2.546875 ]	1	0
BEE & WASP STING ALLERGIES KNOWING HOW TO RESPOND TO A BEE OR WASP STING ALLERGY CAN BE LIFESAVING How to avoid being stung 1 FOOD: When outside, keep food covered, look at what you're eating FOOD: and drinking before you take a bite or a sip, and avoid open rubbish bins. How to avoid being stung How to avoid being stung 2 CLOTHING: Avoid bright colours, keep your arms and legs covered, and avoid walking barefoot or in sandals outdoors. CLOTHING: Anaphylaxis UK, a charity registered in England and Wales (1085527) and in Scotland – charity number: SC051390 How to avoid being stung 3 REACTION: If a bee or wasp is near you, don't swat it. Move away slowly and calmly. If it lands on you, don't panic. Be patient and wait for it to fly away. REACTION: 4. How to avoid being stung NEST: If you find a nest of wasps/bees in your house or garden, do not attempt to move it. Call the local authority or Bee Keeping Association for advice. NEST: What to look out for? What to do in an emergency? Airways: Swelling in the throat, tongue or upper airways (tightening of the throat , hoarse voice, difficulty swallowing Airways: Breathing: Sudden onset wheezing, breathing difficulty, noisy breathing Breathing: B Circulation: Dizziness, feeling faint, sudden sleepiness, tiredness, confusion, pale clammy skin, loss of consciousness. Circulation: Is there treatment available? Scan for more info If you have a bee or wasp venom allergy, yo u may be eligible for venom immunotherapy Ask your GP! If you have a bee or wasp venom allergy, you may be eligible for venom immunotherapy Ask your GP! venom immunotherapy (VIT) Ask your GP! Anaphylaxis UK, a charity registered in England and Wales (1085527) and in Scotland – charity number: SC051390 Anaphylaxis requires an urgent injection of adrenaline. If you are at risk o f anaphylaxis you should be prescribed two adrenaline auto-injectors (AAIs) Anaphylaxis requires an urgent injection of adrenaline. If you are at risk of anaphylaxis you should be prescribed two adrenaline auto-injectors (AAIs) Anaphylaxis adrenaline. two adrenaline auto-injectors (AAIs). 1 Stay where you are. Lie down with your legs raised. 2 3 4 5 Use an adrenaline auto-injector without delay. Call 999 & ask for an ambulance. Say its an emergency case of anaphylaxis. Use your second AAI after 5 mins if you get worse or do not improve. When waiting for an ambulance, stay where you are, do not stand or sit up. Copyright © 2024 Anaphylaxis UK, All rights reserved.	<urn:uuid:1c3c033a-f6c0-4c10-ac33-e05be5d41c67>	CC-MAIN-2024-51	https://www.anaphylaxis.org.uk/wp-content/uploads/2024/07/Bee-Wasp-Campaign-2024-Poster-3.pdf?x13227	2024-12-09T19:20:47+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00680.warc.gz	602,429,387	640	eng_Latn	eng_Latn	0.994942	eng_Latn	0.994942	[ "eng_Latn" ]	false	docling	[ 2521 ]	[ 2.03125 ]	1	1
Isabell Villacis Artist Statement I have a precise and intricate style that can be seen in both my acrylic and digital paintings. I have been creating art most of my life and am always happy to share my talents with others. When creating my compositions, I call upon my observations and experiences to create insightful pieces to help anyone navigate the travails they face in daily life. I tend to work quickly, in the moment, using whatever inspiration strikes me. I want to communicate to people what I feel inside as an artist, but sometimes I can't find the words when I talk. Through my artwork, I create my own language. Sometimes this is communicated by the colors that I use. Red means power, yellow means happy, blue is sad, black is negativity, and white is clearing of the mind, to name a few. I try to infuse each painting with meaning. Each element symbolizes or speaks to something important to me or to the message I want to convey with the piece. Art brings me joy, and I hope to bring that to others through my art. When people view my work, I want them to feel empowered to follow their dreams, no matter what happens or what challenges they come up against. I embedded positive messages and mantras into some of my paintings to serve as an extra reminder to preserve and be persistent, and remember where there is a will there is a way. I want my art to remind people that if you want something go for it, and little by little, one step at a time you will make your way to achieving it. I created these paintings at the Arts Access Program at Matheny, a fine art program for people with disabilities. I feel very fortunate to be part of this wonderful program. The professional team I'm working with is wonderful. I work closely with the program's facilitators, who are professional artists trained to assist me and the other artists in the program with neutrality and without preconceptions. I do as much as I can by with my own hands to create my art and then direct the facilitator for everything else. It's a process that demands a constant trust and respect between myself and the facilitator. They believe in me, and I believe in myself as an artist and as a person. I think it is important to believe in yourself; first, second, and third, believe in your abilities. Follow your work as an artist, and value yourself as a human being. Because your work is worth a lot. But remember, the people around you can help to inspire you, ground you, and lift you up. In the life of an artist, it makes a difference when you appreciate your peers and your supporters. It makes you push forward even more and grow as an artist. When I create art, I can be myself, be the person I truly am. Isabell Villacis Bio Born on October 3, 1979, weighing only one pound and with severe cerebral palsy, Isabell Villacis has not had an easy life. Thanks to her mother Ana Villacis who is also her caretaker, she has overcome many obstacles. With no use of her legs and minimal use of her hands, Isabell has been an inspiration and an encouragement to anyone who has the good fortune to meet her. Since age 16, Isabell's interests were inclined to art. Through her art she has found freedom and the ability to express her feelings, emotions and thoughts. She graduated from Lakeview School in Edison, New Jersey at the age of 21. Since then she has been participating with a group of children and adults with similar challenges. The non-profit programs offer alternatives to people with severe physical challenges and a way they can express themselves through their artistic talents. Isabell has excelled in many art forms particularly in acrylic painting. She also makes abstract music, sculptures, photos and some graphic design. She enjoys showing her art, and is always ready to display her work. She has participated in many art shows in the State of New Jersey at the Human Services Department office in Trenton, in the Princeton Museum, the Kessler Rehabilitations Institute, as well as in Paris, France. Besides her multiple talents, she also has a kind heart and is currently collaborating with a group of Hispanic artists in New Jersey. Isabell has been a member of Foundation Manos A La Ayuda, Inc. (Hands Help Hands) since the organization was established in 2006. This organization sponsored art exhibits in 2006 and 2007, 2008 and 2009 for Isabell. In June 2009, in partnership with the Boiling Bank of Rutherford, Isabell's work was on display at the bank and at the office of Foundation Manos A La Ayuda. She is also the inspiration for a scholarship fund called "The Picasso Dream" sponsored by Foundation Manos A La Ayuda, Inc. This fund provides scholarships each year to students graduating from high school with physical or learning disabilities who want, like Isabelle, to pursue their dreams in the field of art. In 2007, Isabell was able to fulfill one of her dreams, a visit to the Eiffel Tower in Paris. The Eiffel Tower had been one of her most precious inspirations, and the foundation for many of her paintings. Isabelle had been part of the Arts Access Program - Matheny's Arts Access since 2011 until now. Isabell dances, paints, and creates 3-D sculptures, and is working on a book about her life as an artist.	<urn:uuid:ee5803d7-1901-4adf-9a8d-3e1c7d7e46e4>	CC-MAIN-2024-51	https://ccabedminster.org/wp-content/uploads/2024/10/Isabell-Villacis-Artist-Statement-and-Bio.pdf	2024-12-09T19:14:03+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00682.warc.gz	147,166,254	1,142	eng_Latn	eng_Latn	0.998367	eng_Latn	0.998812	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2197, 3596, 5261 ]	[ 2.640625 ]	1	0
Spectrum Techniques Lab Manual Student Version Table of Contents Student Usage of Lab Manual This manual is written to help students learn as much as possible about radiation and some of the concepts key to nuclear and particle physics. This manual in particular is written to guide you through a laboratory experiment set-up. The lab manual has the following layout: - Detailed background material on radiation, the Geiger-Müller counter and its operation, and radiation interaction with matter. - Thirteen laboratory experiments with instructions, data sheets, and analysis instruction. A piece of standalone equipment from Spectrum Techniques may not be entirely equipped for the laboratory environment. Additional resources and recommendations are made in the teacher's notes of the experimental write-ups for schools that wish to run the specific experiments. Also, schools operate on different class schedules, varying from 42-minute periods to 3-hour lab sessions. Thus, the labs are written with flexibility to combine them in different manners (our suggestions are listed below). The lab manual is not intended to be a "recipe" book but a guide on how to obtain the data and analyze it to answer certain questions. What this means is that explicit directions as to every single button to push are not given, but the student will have guidance where this can be inferred. NOTE: All directions in this laboratory manual assume the use of a PC computer with Microsoft Excel ® used for the experiments. Any manual operation has the appropriate directions given in the product manual. All operations listed in the directions below may be carried out on the screen of the Spectrum Techniques equipment. Also, all instructions use the ST-360 model Geiger-Müller counter, but the other models, ST160 and ST-260, have similar functions available. 3 What is Radiation? This section will give you some of the basic information from a quick guide of the history of radiation to some basic information to ease your mind about working with radioactive sources. More information is contained in the introduction parts of the laboratory experiments in this manual. Historical Background Radiation was discovered in the late 1800s. Wilhelm Röntgen observed undeveloped photographic plates became exposed while he worked with high voltage arcs in gas tubes, similar to a fluorescent light. Unable to identify the energy, he called them "X" rays. The following year, 1896, Henri Becquerel observed that while working with uranium salts and photographic plates, the uranium seemed to emit a penetrating radiation similar to Röntgen's X-rays. Madam Curie called this phenomenon "radioactivity". Further investigations by her and others showed that this property of emitting radiation is specific to a given element or isotope of an element. It was also found that atoms producing these radiations are unstable and emit radiation at characteristic rates to form new atoms. Atoms are the smallest unit of matter that retains the properties of an element (such as hydrogen, carbon, or lead). The central core of the atom, called the nucleus, is made up of protons (positive charge) and neutrons (no charge). The third part of the atom is the electron (negative charge), which orbits the nucleus. In general, each atom has an equal amount of protons and electrons so that the atom is electrically neutral. The atom is made of mostly empty space. The atom's size is on the order of an angstrom (1 Å), which is equivalent to 1x10 -10 m while the nucleus has a diameter of a few fermis, or femtometers, which is equivalent to 1x10 -15 m. This means that the nucleus only occupies approximately 1/10,000 of the atom's size. Yet, the nucleus controls the atom's behavior with respect to radiation. (The electrons control the chemical behavior of the atom.) Radioactivity Radioactivity is a property of certain atoms to spontaneously emit particles or electromagnetic wave energy. The nuclei of some atoms are unstable, and eventually adjust to a more stable form by emission of radiation. These unstable atoms are called radioactive atoms or isotopes. Radiation is energy emitted from radioactive atoms, either as electromagnetic (EM) waves or as particles. When radioactive (or unstable) atoms adjust, it is called radioactive decay or disintegration. A material containing a large number of radioactive atoms is called either a radioactive material or a radioactive source. Radioactivity, or the activity of a radioactive source, is measured in units equivalent to the number of disintegrations per second (dps) or disintegrations per minute (dpm). One unit of measure commonly used to denote the activity of a radioactive source is the Curie (Ci) where one Curie equals thirty seven billion disintegrations per second. The SI unit for activity is called the Becquerel (Bq) and one Becquerel is equal to one disintegration per second. Origins of Radiation Radioactive materials that we find as naturally occurring were created by: 1. Formation of the universe, producing some very long lived radioactive elements, such as uranium and thorium. 2. The decay of some of these long-lived materials into other radioactive materials like radium and radon. 3. Fission products and their progeny (decay products), such as xenon, krypton, and iodine. Man-made radioactive materials are most commonly made as fission products or from the decays of previously radioactive materials. Another method to manufacture radioactive materials is activation of non-radioactive materials when they are bombarded with neutrons, protons, other high-energy particles, or high-energy electromagnetic waves. Exposure to Radiation Everyone on the face of the Earth receives background radiation from natural and man-made sources. The major natural sources include radon gas, cosmic radiation, terrestrial sources, and internal sources. The major man-made sources are medical/dental sources, consumer products, and other (nuclear bomb and disaster sources). Radon gas is produced from the decay of uranium in the soil. The gas migrates up through the soil, attaches to dust particles, and is breathed into our lungs. The average yearly dose in the United States is about 200 mrem/yr. Cosmic rays are received from outer space and our sun. The amount of radiation depends on where you live; lower elevations receive less (~25 mrem/yr) while higher elevations receive more (~50 mrem/yr). The average yearly dose in the United States is about 28 mrem/yr. Terrestrial sources are sources that have been present from the formation of the Earth, like radium, uranium, and thorium. These sources are in the ground, rock, and building materials all around us. The average yearly dose from these sources in the United States is about 28 mrem/yr. The last naturally occurring background radiation source is due to the various chemicals in our own bodies. Potassium ( 40 K) is the major contributor and the average yearly dose in the United States is about 40 mrem/yr. Background radiation can also be received from man-made sources. The most common is the radiation from medical and dental x-rays. There is also radiation used to treat cancer patients. The average yearly dose in the United States is about 54 mrem/yr. There are small amounts of radiation in consumer products, such as smoke detectors, some luminous dial watches, and ceramic dishes (with an orange glaze). The average yearly dose in the United States is about 10 mrem/yr. The other man-made sources are fallout from nuclear bomb testing and usage, and from accidents such as Chernobyl. That average yearly dose in the United States is about 3 mrem/yr. Adding up the naturally occurring and man-made sources, we receive on average about 360 mrem/yr of radioactivity exposure. What significance does this number have since millirems have not been discussed yet? Without overloading you with too much information, the government states the safety level for radiation exposure 5,000 mrem/yr. (This is the Department of Energy's Annual Limit.) This is three times below the level of exposure for biological damage to occur. So just living another year (celebrating your birthday), you receive about 7% of the government regulated radiation exposure. If you have any more questions, please ask your teacher. The Geiger-Müller Counter Geiger-Müller (GM) counters were invented by H. Geiger and E.W. Müller in 1928, and are used to detect radioactive particles ( and ) and rays ( and x). A GM tube usually consists of an airtight metal cylinder closed at both ends and filled with a gas that is easily ionized (usually neon, argon, and halogen). One end consists of a "window" which is a thin material, mica, allowing the entrance of alpha particles. (These particles can be shielded easily.) A wire, which runs lengthwise down the center of the tube, is positively charged with a relatively high voltage and acts as an anode. The tube acts as the cathode. The anode and cathode are connected to an electric circuit that maintains the high voltage between them. When radiation enters the GM tube, it will ionize some of the atoms of the gas * . Due to the large electric field created between the anode and cathode, the resulting positive ions and negative electrons accelerate toward the cathode and anode, respectively. Electrons move or drift through the gas at a speed of about 10 4 m/s, which is about 10 4 times faster than the positive ions move. The electrons are collected a few microseconds after they are created, while the positive ions would take a few milliseconds to travel to the cathode. As the electrons travel toward the anode they ionize other atoms, which produces a cascade of electrons called gas multiplication or a (Townsend) avalanche. The multiplication factor is typically 10 6 to 10 8 . The resulting discharge current causes the voltage between the anode and cathode to drop. The counter (electric circuit) detects this voltage drop and recognizes it as a signal of a particle's presence. There are additional discharges triggered by UV photons liberated in the ionization process that start avalanches away from the original ionization site. These discharges are called Geiger-Müller discharges. These do not effect the performance as they are short-lived. Now, once you start an avalanche of electrons how do you stop or quench it? The positive ions may still have enough energy to start a new cascade. One (early) method was external quenching, which was done electronically by quickly ramping down the voltage in the GM tube after a particle was detected. This means any more electrons or positive ions created will not be accelerated towards the anode or cathode, respectively. The electrons and ions would recombine and no more signals would be produced. The modern method is called internal quenching. A small concentration of a polyatomic gas (organic or halogen) is added to the gas in the GM tube. The quenching gas is selected to have a lower ionization potential (~10 eV) than the fill gas (26.4 eV). When the positive ions collide with the quenching gas's molecules, they are slowed or absorbed by giving its energy to the quenching molecule. They break down the gas molecules in the process (dissociation) instead of ionizing the molecule. Any quenching molecule that may be accelerated to the cathode dissociates upon impact producing no signal. If organic molecules are used, GM tubes must be replaced as they permanently break down over time (after about one billion counts). However, the GM tubes included in Spectrum Techniques ® set-ups use a halogen molecule, which naturally recombines after breaking apart. For any more specific details, we will refer the reader to literature such as G.F. Knoll's Radiation Detection and Measurement (John Wiley & Sons) or to Appendix E of this lab manual. * A -ray interacts with the wall of the GM tube (by Compton scattering or photoelectric effect) to produce an electron that passes to the interior of the tube. This electron ionizes the gas in the GM tube. Good Graphing Techniques Very often, the data you take in the physics lab will require graphing. The following are a few general instructions that you will find useful in creating good, readable, and usable graphs. Further information on data analysis are given within the laboratory write-ups and in the appendices. 1. Each graph MUST have a TITLE. 2. Make the graph fairly large – use a full sheet of graph paper for each graph. By using this method, your accuracy will be better, but never more accurate that the data originally taken. 3. Draw the coordinate axes using a STRAIGHT EDGE. Each coordinate is to be labeled including units of the measurement. 4. The NUMERICAL VALUE on each coordinate MUST INCREASE in the direction away from the origin. Choose a value scale for each coordinate that is easy to work with. The range of the values should be appropriate for the range of your data. It is NOT necessary to write the numerical value at each division on the coordinate. It is sufficient to number only a few of the divisions. DO NOT CLUTTER THE GRAPH. 5. Circle each data point that you plot to indicate the uncertainty in the data measurement. 6. CONNECT THE DATA POINTS WITH A BEST-FIT SMOOTH CURVE unless an abrupt change in the slope is JUSTIFIABLY indicated by the data. DO NOT PLAY CONNECT-THE-DOTS with your data! All data has some uncertainty. Do NOT over-emphasize that uncertainty by connecting each point. 7. Determine the slope of your curve: (a) Draw a slope triangle – use a dashed line. (b) Your slope triangle should NOT intersect any data points, just the best-fit curve. (c) Show your slope calculations right on the graph, e.g., BE CERTAIN TO INCLUDE THE UNITS IN YOUR SLOPE CALCULATIONS. 8. You may use pencil to draw the graph if you wish. 9. Remember: NEATNESS COUNTS. Lab #1: Plotting a GM Plateau Objective: In this experiment, you will determine the plateau and optimal operating voltage of a Geiger-Müller counter. Pre-lab Questions: 1. What will your graph look like (what does the plateau look like)? 2. Read the introduction section on GM tube operation. How does electric potential effect a GM tube's operation? Introduction: All Geiger-Müller (GM) counters do not operate in the exact same way because of differences in their construction. Consequently, each GM counter has a different high voltage that must be applied to obtain optimal performance from the instrument. If a radioactive sample is positioned beneath a tube and the voltage of the GM tube is ramped up (slowly increased by small intervals) from zero, the tube does not start counting right away. The tube must reach the starting voltage where the electron "avalanche" can begin to produce a signal. As the voltage is increased beyond that point, the counting rate increases quickly before it stabilizes. Where the stabilization begins is a region commonly referred to as the knee, or threshold value. Past the knee, increases in the voltage only produce small increases in the count rate. This region is the plateau we are seeking. Determining the optimal operating voltage starts with identifying the plateau first. The end of the plateau is found when increasing the voltage produces a second large rise in count rate. This last region is called the discharge region. To help preserve the life of the tube, the operating voltage should be selected near the middle but towards the lower half of the plateau (closer to the knee). If the GM tube operates too closely to the discharge region, and there is a change in the performance of the tube. Then you could possibly operate the tube in a "continuous discharge" mode, which can damage the tube. By the end of this experiment, you will make a graph similar to the one in Figure 1, which shows a typical plateau shape. Equipment - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) as shown in Figure 2. - Radioactive Source (e.g., Cs-137, Sr-90, or Co-60) – One of the orange, blue, or green sources shown above in Figure 2. Procedure: 1. Plug in the transformer/power supply into any normal electricity outlet and into the back of the ST-360 box. Next, remove the red or black end cap from the GM tube VERY CAREFULLY. (Do NOT touch the thin window!) Place the GM tube into the top of the shelf stand with the window down and BNC connector up. Next, attach the BNC cable to the GM tube and the GM input on the ST-360. Finally, attach the USB cable to the ST-360 and a USB port on your PC (if you are using one). 2. Turn the power switch on the back of the ST-360 to the ON position, and double click the STX software icon to start the program. You should then see the blue control panel appear on your screen. 3. Go to the Setup menu and select the HV Setting option. In the High Voltage (HV) window, start with 700 Volts. In the Step Voltage window, enter 20. Under Enable Step Voltage, select On (the default selection is off). Finally, select Okay. 4. Go under the Preset option and select Time. Enter 30 for the number of seconds and choose OK. Then also under the Preset option choose Number of Runs. In the window, enter 26 for the number of runs to make. 5. You should see a screen with a large window for the number of Counts and Data for all the runs on the left half of the screen. On the right half, you should see a window for the Preset Time, Elapsed Time, Runs Remaining, and High Voltage. If not, go to the view option and select Scaler Counts. See Figure 1, below. 6. Make sure no other previous data by choosing the Erase All Data button (with the red "X" or press F3). Then select the green diamond to start taking data. 7. When all the runs are taken, choose the File menu and Save As. Then you may save the data file anywhere on the hard drive or onto a floppy disk. The output file is a text file that is tab delimited, which means that it will load into most spreadsheet programs. See the Data Analysis section for instructions in doing the data analysis in Microsoft Excel ® . Another option is that you may record the data into your own data sheet and graph the data on the included graph paper. 8. You can repeat the data collection again with different values for step voltage and duration of time for counting. However, the GM tubes you are using are not allowed to have more than 1200 V applied to them. Consider this when choosing new values. Data Analysis 1. Open Microsoft Excel ® . From the File Menu, choose Open. Find the directory where you saved your data file. (The default location is on the C drive in the SpecTech directory.) You will have to change the file types to All Files (.) to find your data file that ends with .tsv. Then select your file to open it. 2. The Text Import Wizard will appear to step you through opening this file. You may use any of the options available, but you need only to press Next, Next, and Finish to open the file with all the data. 3. To see all the words and eliminate the ### symbols, you should expand the width of the A and E columns. Place the cursor up to where the letters for the columns are located. When the cursor is on the line between two columns, it turns into a line with arrows pointing both ways. Directly over the lines between the A and B columns and E and F columns, double-click and the columns should automatically open to the maximum width needed. 4. To make a graph of this data, you may plot it with Excel ® or on a sheet of graph paper. If you choose Excel, the graphing steps are provided. 5. Go the Insert Menu and choose Chart for the Chart Wizard, or select it from the top toolbar (it looks like a bar graph with different color bars). 6. Under Chart Types, select XY (Scatter) and choose Next. (This default selection for a scatter plot is what we want to use.) 7. For the Data range, you want the settings to be on "=[your file name]!$B$13:$C$32", putting the name you chose for the data file in where [your file name] is located (do not insert the square brackets or quotation marks). Also, you want to change the Series In option from Rows to Columns. To check to see if everything has worked, you should have a preview graph with only one set of points on it. Or you can go to the Series Tab and for X Values should be "=[your file name]!$B$13:$B$32" and for Y Values should be "=[your file name]!$C$13:$C$32". If this is correct, then choose Next again. 8. Next, you are given windows to insert a graph title and labels for the x and yaxes. Recall that we are plotting Counts on the y-axis and Voltage on the xaxis. When you have completed that, choose the Legend tab and unmark the Show Legend Option (remove the check mark by clicking on the box). A legend is not needed here unless you plotting more than one set of runs together. 9. Next, you are asked to choose whether to keep the graph as a separate worksheet or to shrink it and insert it onto your current worksheet. This choice is up to your instructor or you depending on how you want to choose your data presentation for any lab report. 10. If you insert the chart onto the spreadsheet, adjust its size to print properly. Or adjust the settings in the Print Preview Option (to the right of print on the top toolbar). Conclusions: Now that you have plotted the GM tube's plateau, what remains is to determine an operating voltage. You should choose a value near the middle of the plateau or slightly left of what you determine to be the center. Again, this will be somewhat difficult due to the fact that you may not be able to see where the discharge region begins. Post-Lab Questions: 1. The best operating voltage for the tube = Volts. 2. Will this value be the same for all the different tubes in the lab? 3. Will this value be the same for this tube ten years from now? 4. One way to check to see if your operating voltage is on the plateau is to find the slope of the plateau with your voltage included. Determine where your plateau begins and ends, and confirm it is a typical plateau. The equation for slope is where R1 and R2 are the activities for the beginning and end points, respectively. V1 and V2 and the voltages for the beginning and end points, respectively. (This equation measures the % change of the activities and divides it by 100 V.) Name: Lab Session: Date: Partner: Data Table for Geiger Plateau Lab Tube # Don't forget to hand in this data sheet with a graph of the data. Lab #2: Statistics of Counting Objective: In this experiment, the student will investigate the statistics related to measurements with a Geiger counter. Specifically, the Poisson and Gaussian distributions will be compared. Pre-lab Questions: 1. List the formulas for finding the means and standard deviations for the Poisson and Gaussian distribution. 2. A student in a previous class of the author's once made the comment, "Why do we have to learn about errors? You should just buy good and accurate equipment." How would you answer this student? Introduction: Statistics is an important feature especially when exploring nuclear and particle physics. In those fields, we are dealing with very large numbers of atoms simultaneously. We cannot possibly deal with each one individually, so we turn to statistics for help. Its techniques help us obtain predictions on behavior based on what most of the particles do and how many follow this pattern. These two categories fit a general description of mean (or average) and standard deviation. A measurement counts the number of successes resulting from a given number of trials. Each trial is assumed to be a binary process in that there are two possible outcomes: trial is a success or trial is not a success. For our work, the probability of a decay or non-decay is a constant in every moment of time. Every atom in the source has the same probability of decay, which is very small (you can measure it in the Halflife experiment). The Poisson and Gaussian statistical distributions are the ones that will be used in this experiment and in future ones. A detailed introduction to those distributions can be found in Appendix C of this manual. Equipment - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – Shown in Figure 1. - Radioactive Source (Cs-137 is recommended – the blue source in Figure 1) Procedure: 1. Setup the equipment as you did in the Experiment #1, and open the computer interface. You should then see the blue control panel appear on your screen. 2. Go to the Preset menu to preset the Time to 5 and Runs to 150. 3. Take a background radiation measurement. (This run lasts twelve and half minutes to match the later measurements.) 4. When you are done, save your data onto disk (preferred for 150 data points). 5. Repeat with a Cesium-137 source, but reset the Time to 1 and the Number of Runs to 750 (again will be twelve and a half minutes.) Data Analysis 1. Open Microsoft Excel ® . Import or enter all of your collected data. 2. First, enter all of the titles for numbers you will calculate. In cell G10, enter Mean. In cell G13, enter Minimum. In cell G16, enter Maximum. In cell G19, enter Standard Deviation. In cell G22, enter Square Root of Mean. In cell H10, enter N. In cell I10, enter Frequency. In cell J10, enter Poisson Dist. Finally, in cell K10, enter Gaussian Dist. 3. In cell G11, enter =AVERAGE(C12:C161) – this calculates the average, or mean. 4. In cell G14, enter =MIN(C12:C161) – this finds the smallest value of the data. 5. In cell G17, enter =MAX(C12:C161) – this finds the largest value of the data. 6. In cell G20, enter =STDEV(C12:C161) – this finds the standard deviation of the data. 7. In cell G22, enter =SQRT(G11) – this takes a square root of the value of the designated cell, here G11. 8. Starting in cell H11, list the minimum number of counts recorded (same as Minimum), which could be zero. Increase the count by one all the way down until you reach the maximum number of counts. 9. In column I, highlight the empty cells that correspond to N values from column H. Then from the Insert menu, choose function. A window will appear, you will want to choose the FREQUENCY option that can be found under Statistical (functions listed in alphabetical order). Once you choose Frequency, another window will appear. In the window for Data Array, enter C12:C161 (cells for the data). In the window for Bin Array, enter the cells for the N values in column H. (You can highlight them by choosing the box at the end of the window.) STOP HERE!! If you hit OK here, the function will not work. You must simultaneously choose, the Control key, the Shift key, and OK button (on the screen). Then the frequency for all of your N values will be computed. If you did not do it correctly, only the first frequency value will be displayed. 10. In cell J11, enter the formula =$G$11^H11/FACT(H11)EXP(-$G$11)150 for the Poisson Distribution. (You must multiply the standard formula by 150, because the standard formula is normalized to 1 1 .) 11. In cell K11, enter the formula =(1/($G$20SQRT(2PI())))EXP(-((H11$G$11)^2)/(2$G$20^2))150 for the Gaussian Distribution. Note that in Excel the number is represented by PI(). Again, you must multiply by 150 to let the function know how many entries there are. (NOTE: The formula this is derived from can be found in Appendix C.) 12. Next, make a graph of all three distributions: Raw Frequency, Poisson Distribution, and Gaussian Distribution. Start with the Chart Wizard either by choosing Chart 8 from the Insert Menu or pressing its icon on the top toolbar. (See Lab #1 if you need more detailed instructions.) 13. For your graph, select the N values in the H column and the Frequency values in the I column. Now add two more series, one for the Poisson Distribution and one for the Gaussian Distribution. 14. Print the graph to hand in to your instructor. 15. Repeat this whole data analysis procedure for your counts with Cs-137. Conclusions: What you have plotted is the frequency plot for your data. In addition, you have plotted on top of them the predictions of a Poisson and Gaussian Distribution. (Note: for the Cs-137 data, the Poisson distribution will read #NUM, because the number is too high for Excel to deal with, even in scientific notation.) How well do the statistical distributions predict the data? How close are the standard deviations? Is one better than the other? Do the conditions of when to use the Gaussian or Poisson Distributions apply correctly for our data? 1 Normalization is a common higher math procedure. One common technique is to make the highest value 1 and scale all the data below it. Post-Lab Questions: 1. Which distribution matches the data with the background counts? How well does the Gaussian distribution describe the Cs-137 data? 2. Why can't you get a value for the Poisson distribution with the data from the Cesium-137 source? 3. How close are the standard deviation values when calculated with the Poisson and Gaussian Distributions? Is one right (or more correct)? Is one easier to calculate? Name: Date: Tube #: Source: Run Duration: Lab Session: Partner: Data Sheet for Statistics Lab Tube #: Source: Run Duration: (Time) (Time) Gaussian Data Set Poisson Background Cs-137 Don't forget to hand in this data sheet with a graph of the data. Mean Lab #3: Background Objective: The student will investigate background radiation, learn how to measure it, and compensate for it. Pre-lab Questions: 1. Name the four natural sources and three man-made sources of background radiation. 2. Approximately how much background radiation is received by an average American citizen every year? Is this very high (dangerous)? Introduction: In an introductory section of this manual called, What is Radiation, there is a section that deals with the radiation that is around us everyday of our lives. Normally we don't even think about it. However, every living organism contains a radioactive isotope of carbon, Carbon-14. Whenever you watch TV or look at any object, you must receive the light waves, which are electromagnetic radiation. Cell phones also transmit via are electromagnetic radiation. It is all around us and we can't escape from it. But we are lucky; because the power and dosage in everyday life is so small there are no immediate biological effects. The GM tube is just like a human; it is being bombarded by radiation constantly. That extra radiation shows up in our GM tube as a count, but it is impossible to determine the origin of the count as from the radioactive source being investigated or background. This causes an erroneous sample count. The error can be very high, especially when the counts are low. Therefore, the background count must be determined and the sample's counts must be corrected for it. It is not a difficult process and is rather straightforward. You find the number of counts with a source present and without a source present. You subtract the counts obtained without the source from those obtained with a source, and that should give you the true number of counts from the source itself. Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 1. - Radioactive Source (e.g., Cs-137, Sr-90, or Co-60 – one of the blue, green, or orange sources shown in Figure 1, respectively) Procedure: 1. Setup the Geiger Counter as you have in the past two experiments. Set the Voltage of the GM Tube to its optimal operating voltage (found in the Plateau Lab). This voltage should be around 900 Volts. 2. Under the Preset Menu, choose Runs. Set the number of runs at 3 and the time for 5 minutes (or 300 seconds). 3. After the third run has finished, record your data by saving the data to the hard drive, a floppy disk, or using a data table. 4. Insert a radioactive source into one of the (upper) shelves. Complete at least another 3 runs of 5 minutes each with the radioactive source. 5. Record your data on some scrap paper or a data table, because you will combine it with the rest of the data later. Data Analysis: 1. Open Microsoft Excel ® and import your data. 2. Beginning in cell A4, fill in the appropriate data for the three runs you performed with the radioactive source inserted. You do not have to fill in the Time/Date information, but the run number, high voltage, counts, and elapsed time should all be filled with data. 3. Go to cell A19, insert the title Average Counts. In cell A20, put the title Average Background. In cell A21, put the title Average True Counts. 4. In cell B19, enter an equation to calculate the average of the counts with the source present. In cell B20, enter an equation to calculate the average number of background counts. In cell B21, enter the equation =B19-B20 to calculate the number of counts from the source accounting for background radiation. Conclusions: As you should see from your data, the background radiation is not high compared to a radioactive source. You should now know how to deal with background radiation to obtain a more accurate reading of counts from a radioactive source. Post-Lab Questions: 1. Is there anyway to eliminate background radiation? 2. What is your prediction for the number of background radiation counts that your body would receive a day? (Hint: convert from cps or cpm into cpd, counts per day.) How many counts per year? 3. Are all the background measurements exactly the same number of counts? Is there a systematic cause for this? Data Sheet for Background Lab Tube #: Tube #: Run Duration: Run Duration: (Time) (Time) Run # Counts Run # Counts Background Count Run # Corrected Counts Run # Corrected Counts Name: Lab Session: Date: Partner: Don't forget to hand in this data sheet with any lab report. Lab #4: Resolving Time Objective: The student will determine the resolving time of a GM counter. Pre-lab Questions: 1. When radiation travels through the window of the GM tube, what happens so that the tube sends a signal that it has detected a particle? 2. Can the GM counter distinguish between one or more particles when they are present in the tube at the same time? Introduction: When a particle decays and produces radiation, those particles or rays can produce an ion pair through ionization in the Geiger tube 1 . The electrons travel to the anode more quickly than the positive ions travel to the cathode. During the time it takes the positive ions to reach the cathode, the tube is insensitive to any radiation. During this time, if a second ionizing ray strikes the tube it will not be detected because the tube cannot tell there is another electron avalanche present. The Geiger counter only sees one "big" electron avalanche, until it has been reset after detection. Basically, the counter cannot produce pulses for more than one particle, because the counter is "occupied" with the particle that arrives earliest. This phenomenon is sometimes called coincidence. As a result of coincidence, the observed counts are always lower than the true counts. An approximate correction for coincidence is made by adding approximately 0.01% per 100 cpm (counts per minute) to the observed count rate, if it is assumed that the resolving time 2 is about 5 s. True resolving times span a range from a few microseconds for small tubes to 1000 microseconds for very large detectors. The loss 1 Make sure you read the appendix on the operation of a Geiger-Müller counter. Some aspects on how the Geiger counter works are assumed knowledge for the student. 2 Resolving Time is more commonly referred to as Dead Time by scientists, because in essence the detector is "dead" and cannot detect any other radiation in this time window. of counts is important, especially when there are high count rates involved and the losses accumulate into large numbers. In this experiment, you will perform a more accurate analysis of dead time via a method that uses paired sources. The count rates, or activities, of two sources are measured individually (r1 and r2) and then together (r3). The paired samples form a disc cut into two lengthwise. A small quantity of radioactive material is placed on each half making each a "half-source" of approximately equal strength. A blank disk is used to duplicate the set-up geometry while using only one half-source. (NOTE: You must keep the experimental set-up the same or there is a chance that results may change. This is a common experimental requirement for all sciences.) Theory: If we anticipate a counting rate, R, from a radioactive source, then the presence of coincidence will mean that the rate we actually measure, r, will be less than the expected value (r < R). If this GM tube has a dead time of T, then the equation for the true count rate is This allows us to find an equation to correct our counting rate for dead time You will have r from your data, and you will be asked to find R. What about T? We look at our two-source method of data taking, where we measure the activity from two halfsources, r1 and r2. Then, we measure their combined activity, r3, so we can use this setup to our advantage. We expect that the where b is the background counting rate. If each of these counting rates are corrected for dead time, then Equation (3) becomes We do not correct b, because any correction would only be a fraction of a count. Since the background count rate is negligible, Equation (4) can be changed into the form of a quadratic equation T is on the order of microseconds, so T 2 will also be negligible. This allows a very simple algebraic equation to be solved for T: Now, we can solve for R in Equation (2). Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 1. - Radioactive Half-Source Kit (3 Half Discs – One Blank and Two of Tl-204) – shown in Figure 2 Figure 2:Radioactive Half-Source Kit used for Resolving Time determination Procedure: 1. Setup the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to zero and set the Time to 60 (You want to measure counts per minute (cpm), so 60 seconds allows you to convert the number of counts to cpm). 3. First do a run without a radioactive source. This will determine your background level. Use two blank disks in the sample tray if they are available. 4. Next, place one of the half-sources on the sample tray with the blank disc. (The orientation does not matter here but it must be the same throughout the experiment.) Insert this into one of the upper shelves to take data. Record the number of counts as r1. 5. Replace the blank disc with the second half-source and start a second run. Click on the green diamond to take data. Record this number of counts as r3. 6. Replace the first half-source with the blank disc and start a third run. Record this number of counts as r2. 7. Save your data either onto disk or into a data table. Data Analysis: 1. Open Microsoft Excel ® and import your data into it. 2. In cell G9, enter the word Corrected. In cell G10, enter the word Counts. 3. In cells G13-G15, enter the formula to correct for the background. On the data sheet attached to this lab, the Corrected Counts column is for the final corrected counts, which means that the correct for resolving time is also done. 4. In cell E2, enter "Resolving Time =". 5. In cell F2, enter the equation =(G13+G15-G14)/(2G13G15). . 6. In cell H9, enter the word New and in cell H10 enter Counts 7. In cells H13-H15, enter the formula =G13/(1-(G13$F$2)) to correct for resolving time. . 8. In cell I9, enter the words % Counts and in cell I10 enter Added 9. In cells I13-I15, enter an Excel formula to find the percent of change, which is and the measured counts are from column H. This value for the percent of the measurement that was missing due to resolving time will be large, from 20-60% due to the very active source Tl-204 and the high count rates we are using. 10. Save your worksheet or print it out per your teacher's instructions. Post-Lab Questions: 1. What is your GM tube's resolving (or dead) time? Does it fall within the accepted 1 s to 100 s range? 2. Is the percent of correction the same for all your values? Should it be? Why or why not? Name: Date: Counts Lab Session: Partner: Data Sheet for Resolving Time Lab Tube #: Run Duration: Source: r1: r2: r3: T: Tube #: (Time) Corr. Counts % Missing Run Duration: Source: (Time) T: Lab #5: Geiger Tube Efficiency Objective: The student will determine the efficiency of a Geiger-Muller counter for various types of radiation. Pre-lab Questions: 1. How can you determine the activity of a radioactive source? Find the activity of the three sources you will use in this experiment. 2. Do you expect efficiency to be good or bad for each of your sources? (Consider real-world effects) Introduction: From earlier experiments, you should have learned that a GM tube does not count all the particles that are emitted from a source, i.e., dead time. In addition, some of the particles do not strike the tube at all, because they are emitted uniformly in all directions from the source. In this experiment, you will calculate the efficiency of a GM tube counting system for different isotopes by comparing the measured count rate to the disintegration rate (activity) of the source. To find the disintegration rate, change from microCuries (Ci) to disintegrations per minute (dpm). The disintegrations per minute unit is equivalent to the counts per minute from the GM tube, because each disintegration represents a particle emitted. The conversion factor is: Multiply this by the activity of the source and you have the expected counts per minute of the source. We will use this procedure to find the efficiency of the GM tube, by using a fairly simple formula. You want to find the percent of the counts you observe versus the counts you expect, so you can express this as In this formula, r is the measured activity in cpm, C is the expected activity of the source in Ci, and K is the conversion factor from Equation 1. Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 1. - Radioactive Source (one each of an alpha, beta, and gamma sources – we recommend Po-210, Sr-90, Co-60 respectively.) – shown in Figure 2. Procedure: 1. Setup the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to zero and set Preset Time to 60 to measure activity in cpm. 3. First do a run without a radioactive source to determine your background level. 4. Next, place one of the radioactive sources in the top shelf and begin taking data 5. Repeat this for each of your other two sources. Remember that the first run is a background number. 6. (OPTIONAL) From the Preset menu, change the Preset Time to 300, and take data for all three sources again. 7. Save your data to disk or to a data table before exiting the ST-360 program. Data Analysis: 1. Open Microsoft Excel ® and import your data into it. 2. In cell E2 enter constant, K = and in cell F2 enter 2.20E6 (or 0.00000220). In cell E3 enter (conversion from Ci to dpm). (To create the , you need to change to the Symbol font and then simply type the letter m. Don't forget to switch back to your original font when you are done.) 3. In cell E5 enter Dead Time = and in cell F6 enter the dead time for your GM tube found in Lab #4: Resolving Time. 4. In cell G10, enter Activity (Ci). Then cells G13-G17, enter the activities of the sources used. (Remember to not enter one for the background counts row.) 5. In cell H9 enter Res. Corr. and in cell H10 enter Counts. In cell C13, enter the formula to correct for resolving time. Copy this formula to cells C14 and C15. Then, in cell H16, enter the formula again and copy to cells H17 and H18. This should change the five minute counts to counts per minute, and corrects them for resolving time. 6. In cell I9 enter Bkgd Corr. and in cell I10 enter Counts. In cell I13, enter the formula =H13-$C$12. Copy this formula to the other cells. (You may have to adjust the formula if you took a five minute background count, but don't forget to convert it to cpm by dividing by 5.) 7. In cell J10, enter % efficiency. In cell J13, enter the formula for efficiency and copy it to all the relevant cells. 8. Copy your results to your data table or print out a hard copy if you need to hand one in attached to a lab report Conclusions: Are your results reasonable? How do you know? You should have numbers above zero but below 10 if you performed the experiment correctly. Answer the postlab questions to help you form a conclusion from your results. Post-Lab Questions: 1. Is the efficiency you calculated for each isotope valid only for that isotope? Explain your answer. 2. If a different shelf is used, will the efficiency change? Explain your answer. 3. The radius of the GM tube's window is 3.5 cm. The source is 3 cm from the GM tube. Compare the surface area of a sphere 3 cm from the source to the area of the GM tube's window. (Hint: find the ratio) How is this related to this experiment? Can this tell you if your results are reasonable? 4. (Correlates if five minute and one minute runs were taken.) Are the efficiencies different? How different? Why? Name: Date: Lab Session: Partner: Data Sheet for GM Tube Efficiency Lab Tube #: Run Duration: Dead Time: (Time) Tube #: Run Duration: Dead Time: (Time) Lab #6: Shelf Ratios Objective: The student will investigate the relationship between the distance and intensity of radiation. The student will also measure the shelf ratios of the sample holder. Pre-lab Questions: 1. Does radiation gain intensity or lose intensity as a source gets farther from a detector? 2. How is radiation emitted from a radioactive source? (Hint: Think of the sun) Introduction: Although radiation is emitted from a source in all directions, only a small part actually enters the tube to be counted. This fraction is a function of the distance, h, from the point source of radiation to the GM tube. See Figure 1 for a picture of a "sphere" which represents the radiation emitted radially from the radioactive source. It can also be observed the small fraction of the "sphere" that will enter the window of Geiger counter, which is represented by the triangle of sides d and height h. If the source is moved further away from the tube, the amount of radiation entering the tube should decrease. This is due to the fact that the triangle's height will increase, and the triangle will represent less and less of the "sphere" of radiation. As a beta source is moved away from the detector, activity will decrease more rapidly than predicted by the inverse square law because beta particles are also attenuated or absorbed by air. The problem presented by this extra absorption is placing the source close enough to get a good fraction of the radiation in the window of the GM tube, but also not placing the source too far away where absorption becomes a important factor to consider. It is sometimes convenient to take advantage of this change in activity with distance by moving less active samples toward the counter and samples which are too active away from the tube in order to obtain suitable counting rates. This is the reason that tube stands are made with multiple shelves. Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 1. - Radioactive Source (beta sources – we recommend Tl-204 or Sr-90) – green source in Figure 1. Procedure: 1. Setup the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to zero and set Preset Time to 30. 3. First do a run without a radioactive source to determine your background level. 4. Next, place the radioactive source in the top shelf and begin taking data. In this position, the source is 2 cm from the GM tube's actual detector components. 5. Move the source down one shelf each time and take another run. You should see the data accumulating in the Data window. After all ten shelves have been used, save the data onto disk or record in a data table. Remember that the first run is a background number. Data Analysis: 1. Open Microsoft Excel® and import your data into it. 2. In Cell E2 enter Dead Time = and in cell F2 enter the dead time for your GM tube (found in Lab #4). 3. In cell G9 enter Res. Corr. and in cell G10 enter Counts. In cell G13, enter the formula to correct for resolving, or dead, time and copy this to the rest of the cells corresponding to counts in column C. 4. In cell H9 enter Bkgd Corr. and in cell H10 enter Counts. In cell H13, enter the formula to correct for the background, and copy this to the rest of the cells corresponding to counts in column G. 5. In cell I9 enter Shelf and in cell I10 enter Ratio. In cell I13, enter the formula to compute the shelf ratio, and copy this to the rest of the cells corresponding to counts in column H. The shelf ratio is calculated by dividing the number of counts on any shelf by the number of counts from the second shelf. This should give you a shelf ratio of 1.00 for the second shelf, which is our reference point. Conclusions: You should see a decrease in your values as you move away from the source. If you do not, this may be caused by statistical fluctuations in your counts. Why? Post-Lab Questions: 1. Does the shelf ratio depend on the identity of the sample used? 2. If the experiment is repeated with a gamma or alpha source, what differences would you expect? 3. Why is the second shelf the reference shelf? Data Sheet for Shelf Ratios Lab Tube #: Run Duration: Dead Time: (Time) Name: Lab Session: Date: Partner: Lab #7: Backscattering Objective: The student will investigate the relationship between absorber material (atomic number) and backscattering in Part One. In Part Two, the student will investigate the relationship between absorber thickness and backscattering Pre-lab Questions: 1. Calculate what percentage of the entire "sphere" surrounding the source does the GM window occupy. 2. Backscattering does have dependencies on atomic number and on thickness. Does either one dominant the amount of backscattering versus the other? What kind of dependence do you predict for each (direct, inverse, inverse square for example – be descriptive)? Introduction: Radiation is emitted from a source in all directions. The radiation emitted within the angle subtended by the window of the GM tube is the only radiation counted. Most radiation is emitted away from the tube but it strikes matter. When it does so, the direction of its path may be deflected. This deflection is known as scattering. Most particles undergo multiple scattering passing through matter. Beta particles especially may be scattered through large angles. Radiation scattered through approximately 180 0 is said to be backscattered. For Geiger counters, backscatter is the fraction of radiation emitted away from the GM tube that strikes the material supporting the sample. It is deflected toward the tube window and is counted. A beta particle entering matter undergoes a series of collisions with mostly nuclei and sometimes orbital electrons. A collision between particles does not occur in the same manner we picture them in the macroscopic world. There are very little contact collisions, but instead the term, collision, refers to any interaction, coulombic or otherwise. (A coulombic interaction is an electrical attraction or repulsion that changes the path of the particle's motion.) A collision may be elastic or inelastic, but in either case the result is not only a change in direction but usually a decrease in the energy of the beta particle as well (inelastic). In the first part of the experiment, we will investigate the effect of the size of the nucleus on backscattering since this would seem most likely effect the number of backscattered beta particles. This can be determined by using absorbers as backing materials. Even though the metal pieces you will use are called absorbers, in this experiment, they will also be used to deflect radiation upward into the GM tube. To eliminate any other effects, the absorbers will be the same thickness but different atomic number (and thus different sized nuclei). In the second part of the experiment, you will use absorbers of the same material (atomic number) and different thickness. This is a common experimental technique, fixing one variable and varying another to investigate each one individually Normally when we think of thickness, we think of linear thickness that can be measured in a linear unit such as inches or centimeters. However, in nuclear and particle physics, thickness refers to areal thickness. This is the thickness of the absorbers in mg/cm 2 . The absorptive power of a material is dependent on its density and thickness, so the product of these two quantities is given as the total absorber thickness, or areal thickness. We determine areal thickness with the equation: You will determine the dependence that absorber thickness has on backscattering. Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) - Radioactive Source (THIN * beta emitter) - Part I: Backscatter Absorber Kit – Plastic (poly-carbonate), Aluminum, Copper, Tin, Lead, and "an unknown" Discs - Part II: (Regular) Absorber Kit – the Aluminum and Lead pieces will be used. (Shown in Figure 1.) Procedure: Part I – Atomic Number Dependence 1. Setup the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to zero and set Preset Time to 60. 3. First do a run without a radioactive source to determine your background level. 4. Next, place the radioactive source in the second shelf from the top and take data. * A thin source is required to reduce self-absorption by the source. This enables beta particles sent downward that are scattered back up toward the GM tube may pass through the source again. 5. Place an absorber piece, or disk, in the source holder and place the source directly on top of it. 6. Repeat this for all of the various absorbers (different materials) including the unknown. 7. Record the data to a file on disk or into a data table. Part II – Thickness Dependence 1. Setup the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to zero and set Preset Time to 60. 3. First do a run without a radioactive source to determine your background level. (Do not repeat if this is part is being performed in the same lab period as Part I.) 4. Next, place the radioactive source in the second shelf from the top and begin taking data. 5. Place the source directly on top of one of the absorbers. Take data by clicking on the green diamond. 6. Place the source on a different absorber and insert into the second shelf. Click on the green diamond to begin taking data. 7. Repeat for at least three other absorber thicknesses. 8. Record the data to a file on disk or into a data table. Data Analysis: Part I – Atomic Number Dependence 1. Open Microsoft Excel® and import your data into it. 2. In cell E2, enter Dead Time = and in cell F2 enter the dead time determined for your GM tube. 3. In cell G9 enter Dead Corr. and in cell G10 enter Counts. In cell G13, enter a formula to correct for dead time. Copy this down for the cells that have counts in column C. 4. In cell H9 enter Corrected and in cell H10 enter Counts. In cell H13, enter a formula to correct for background counts. Copy this down for the cells that have counts in column G. Is background significant? Can you back up your answer numerically? 5. In cell I9 enter Atomic and in cell I10 enter Number. In cell I13 and below, enter the atomic numbers for the absorbers you used to get obtain the corresponding counts. (Plastic is poly-carbonate ** – Z = 6, Aluminum – Z = 13, Copper – Z = 29, Tin – Z = 50, and Lead – Z = 82) 6. To double-check the general result of our data that we will graph below, we will calculate the percentage of counts that were due to backscattering and compare that to the Z values. To calculate the percent of counts from backscattering, use the following formula 100 % o o r r r back , where r is the corrected count rate (cpm) and ro is the count rate without any absorber present. To do this in Excel, in cell J9 enter Percent and cell J10 Backscatt. In cell J13, enter the formula =((H13-$H$13)/$H$13)100. This should give 0 for cell J13 but not for the rest. 7. Next, make a graph of Corrected Counts vs. Atomic Number. Start with the Chart Wizard either by choosing Chart from the Insert Menu or pressing its icon on the top toolbar. 9. Select the Atomic Number values in the I column and Corrected Counts values in the H column. 10. Fill in the Chart Title, Value (X) Axis, and Value (Y) Axis windows with appropriate names and units (if applicable) for those items. 11. Choose whether you want to view your graph as a separate worksheet as your data, or you wish to see a smaller version of the graph with the data. 12. Adjust the size of the graph for your preference (or the instructor's). You may also wish to adjust the scales on one or more of the axes. Again, this is a preference issue. 13. Right click on one of the data points and from the menu that appears, choose Add Trendline. Make sure that the Linear option is chosen (should be darkened). Then click on the Options tab and check the boxes for Display equation on chart and * Plastic is effectively carbon because that is the dominating element in this material. Display R-squared value on chart. This will make the equation of the best fit line appear as well as a number that represents the percent of linearity of the data. Part II – Thickness Dependence 1. Open Microsoft Excel® and import 2. In cell E2, enter Dead Time = and in cell F2 enter the dead time determined for your GM tube. 8. In cell G9 enter Dead Corr. and in cell G10 enter Counts. In cell G13, enter a formula to correct for dead time. Copy this down for the cells that have counts in column C. 9. In cell H9 enter Corrected and in cell H10 enter Counts. In cell H13, enter a formula to correct for background counts. Copy this down for the cells that have counts in column G. 3. In cell I9 enter Thickness and in cell I10 enter (in). In cell I13 and below, enter the thickness of the absorbers (0.32, 0.063, or 0.125 inches) for the aluminum and lead *** . 4. Calculate the percentage of counts that were due to backscattering. In cell J9 enter Percent and cell J10 Backscatt. In cell J13, enter the same formula as for Part I for percent of backscattering. This should give 0 for cell J13 but not for the rest. 5. Next, make a graph of Corrected Counts vs. Thickness. Start with the Chart Wizard either by choosing Chart from the Insert Menu or pressing its icon on the top toolbar. 6. Select the Thickness values in the I column and Corrected Counts values in the H column. 7. Fill in the Chart Title, Value (X) Axis, and Value (Y) Axis windows with appropriate names and units (if applicable) for those items. 8. Choose whether you want to view your graph as a separate worksheet as your data, or you wish to see a smaller version of the graph with the data. * ** Lead has an absorber that is 0.064 inches thick instead of the listed 0.063 inches. Make sure you enter it correctly. 9. Adjust the size of the graph for your preference (or the instructor's). You may also wish to adjust the scales on one or more of the axes. Again, this is a preference issue. 10. Right click on one of the data points and from the menu that appears choose Add Trendline. Make sure that the Linear option is chosen (should be darkened). Then click on the Options tab and check the boxes for Display equation on chart and Display R-squared value on chart. This will make the equation of the best-fit line appear as well as a number that represents the percent of linearity of the data. Conclusions: What is your conclusion about the dependence of backscattering on atomic number? How about on thickness? Post-Lab Questions: 1. Justify your answers to the questions about the dependences of backscattering. 2. Do your % backscattering calculations confirm your results? 3. What element (or material) is the unknown absorber? 4. What would be the predicted count rate for a uranium disk of the same size as those used in Part I? How about if it was ¼ in. thick (qualitative answer, higher or lower)? Show your work and explain any reasoning. Name: Lab Session: Date: Partner: Data Sheet for Backscattering Lab Tube #: Run Duration: Dead Time: (Time) Part I Element (Z) Counts Corr. Counts % Backscat. Name: Lab Session: Date: Partner: Don't forget to hand in a graph of the data with this table. Data Sheet for Backscattering Lab Tube #: Run Duration: Dead Time: (Time) Part II Don't forget to hand in a graph of the data with this table. Lab #8: Inverse Square Law Objective: The student will verify the inverse square relationship between the distance and intensity of radiation. Pre-lab Questions: 1. Write a general mathematical expression for an inverse square law. 2. What are other examples of inverse square laws? Introduction: As a source is moved away from the detector, the intensity, or amount of detected radiation, decreases. You may have observed this effect in a previous experiment, Shelf Ratios Lab. If not, you have observed a similar effect in your life. The farther you move away from a friend, the harder it is to hear them. Or the farther you move away from a light source, the harder it is to see. Basically, nature provides many examples (including light, sound, and radiation) that follow an inverse square law. What an inverse square law says is that as you double the distance between source and detector, intensity goes down by a factor of four. If you triple the distance, intensity would decrease by a factor of nine. If you quadruple the distance, the intensity would decrease by a factor of 16, and so on and so on. As a result, if you move to a distance d away from the window of the GM counter, then the intensity of radiation decreases by a factor 1/d 2 . Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 1. - Radioactive Source (beta sources – we recommend Tl-204 or Sr-90) – one of the green sources shown in Figure 1. Procedure: 1. Setup the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to zero and set Preset Time to 30. 3. First do a run without a radioactive source to determine your background level. 4. Next, place the radioactive source in the top shelf and begin taking data. In this position, the source is 2 cm from the GM tube's actual detector components. 5. Move the source down one shelf each time and take another run. You should see the data accumulating in the Data window. After all ten shelves have been used, save the data onto disk or record in a data table. Remember that the first run is a background number. Data Analysis: 1. Open Microsoft Excel® and import your data into it. 2. In cell E2, enter Dead Time = and in cell F2 enter the dead time determined for your GM tube. 3. Go cell G9 and insert the word True. Go to cell G10 and insert the word Counts. In cell H10, insert Distance (cm). In cell I10, insert Distance (m). In cell J10, insert 1/d^2 1 . 4. In cells G13 down to G14, insert a formula to correct for dead time and background. (may need additional column). 5. In cell H13, insert the distances in centimeters. They should begin with 2 and increase by one until 11 is reached. 6. In cell I13, insert the formula to convert the distance from centimeters to meters. Copy this formula in each cell from I14 down to I22. 7. In cell J13, insert the formula =1/(I13I13) or =1/(I13^2). Either form gets you the inverse square of the distance. Copy this formula in the cells down from J14 to J22. 8. Next, make a graph of Counts vs. 1/d 2 . Start with the Chart Wizard either by choosing Chart from the Insert Menu or pressing its icon on the top toolbar. 9. Choose the True Counts values in the H column and the 1/d 2 values in the J column. 10. Fill in the Chart Title, Value (X) Axis, and Value (Y) Axis windows with appropriate names and units (if applicable) for those items. Recall that Counts are a unitless quantity. 11. Position your cursor directly over one of the data points on your graph. Then click the right button on the mouse and watch a small menu appear. Choose the Add Trendline option. You may click OK here or if you want more information choose the Options Tab. There you may click in the boxes for Display Equation on Chart (for the equation of the line in slope-intercept form to appear on the graph) or on Display R-squared Value on Chart (this gives a decimal representation of the percentage completely linear the data is). Conclusions: Use your graph to determine if the data does indeed obey inverse square law. 1 The carrot, ^, is the computer programming way of indicating exponent or power. Post-Lab Questions: 1. Does your data follow Excel ® 's best fit line? If not, why? 2. Does this verify the inverse square law? Explain? Data Sheet for Inverse Square Law Lab Tube #: Run Duration: Dead Time: (Time) Name: Lab Session: Date: Partner: Don't forget to hand in a graph of the data with this table. Lab #9: Range of Alpha Particles Objective: The student will determine the range of an alpha particle in air, and consequently the alpha particle's energy. Pre-lab Questions: 1. What is an alpha particle? How and why are they emitted? 2. What everyday material can block alpha particles? 3. Do you predict the range to be long or short? Why? Introduction: We know that particles that enter matter lose their energy 1 via collisions with atoms in the matter. So, a natural question would be, how far will the particle travel in the matter before it loses all of its energy? This quantity is called the range of a particle, and depends on the type of material, particle type, and its energy. Normally, we assume that the energy loss is continuous (particle loses some energy for each amount of distance it travels); the range will be a certain distance for the same particles with identical initial energies passing through the same type of material. In this experiment, you will look at alpha particles passing through air. The alpha particle () is a helium ion (+2), which is composed of two protons (p) and two neutrons (n). Ramsay and Soddy observed that helium is constantly being produced from radium and that radioactive minerals invariably contain helium. Rutherford and Royds later showed that alpha particles form neutral helium atoms when they lose their kinetic energy. In the process, each alpha particle gains two electrons from the surrounding material. Alpha particles emitted from a particular species of nucleus are mono-energetic; alphas from the same species have the same energy. The energy of most alphas falls 1 When dealing with particles, we ignore potential energies from bonding mainly because the size is so small. The term energy refers solely to the kinetic energy of the particle. in the range between 3 and 8 MeV. By comparison, chemical reactions have energies of 5 to 30 eV per molecule. The velocity of an alpha particle upon emission from the nucleus depends upon the radioelement of its origin. The alpha particle has great ionizing power, but very little penetrating power. (If it enters the GM tube, then it will ionize the gas and be detected unless it is the dead time.) Its energy is approximated by its range in air in the equation: where R is the range in air of the alpha particle in centimeters and E is the energy of the alpha particle in MeV. Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 1. - Radioactive Source (alpha emitter – Po-210 is best for this experiment – the red source shown in Figure 1) Procedure: 1. Setup the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to it optimal operating voltage, which should be approximately 900 Volts. 2. From the Preset menu, set Runs to three and set Preset Time to 60. (You will take three data sets from each shelf due to the low count rate on some shelves.) 3. First do a run without a radioactive source to determine your background level. 4. Next, place the radioactive source in the top shelf from the top and begin taking data. 5. Move the source down one shelf and take data again. 6. Repeat this until you repeatedly get counts approximately equal to your background. (This means you will take data until the source reaches the sixth or seventh shelf approximately.) 7. Save your data either to disk or into a data table. Data Analysis: 1. Open Microsoft Excel® and import your data into it. 2. In cell E2, enter Dead Time = and in cell F2 enter the dead time determined for your GM tube. 3. In cell G9 enter Corrected and in cell G10 enter Counts. In cells G15, enter a formula for dead time and background correction (average background runs first Cells C12-C14), and copy that formula down to cell G32. 4. Now, average the three runs you preformed on each of the shelves. In cell H9 enter Average and in cell H10 enter Counts. 5. Next, add the distances to the chart. In cell J10, enter Distance (cm). Starting in cell J13, enter 2. Then in cell J14, enter the formula =J13+1 and copy this down for all the distances you took data. 6. Use that number as R in Equation (1) to find the energy of your alpha particles. Compare this value of E to the expected value, 5.34 MeV, by finding the percent error. Record these values either in the spreadsheet or on your data sheet. OPTIONAL: 7. A graph is very tricky here because of lack of measurements below 2 cm. In addition, you would like measurements in increments less than 1 cm. Look at your data. Where is there a sudden fall-off in the counts per minute (going from thousands to tens)? Where does the data dip below the x-axis? Use extrapolation to guess where these two situations occur (i.e., 2.7 cm because it fell in-between 2 cm and 3 cm but seems closer to 3 cm). Average these two numbers and that gives the mean range of your alpha particles. 8. Make a graph of Corrected Counts per Minute vs. Distance. Start with the Chart Wizard either by choosing Chart from the Insert Menu or pressing its icon on the top toolbar. 9. Use the Average Counts in column I and Distance in column J columns of data. 10. Fill in the Chart Title, Value (X) Axis, and Value (Y) Axis windows with appropriate names and units (if applicable) for those items. 11. Choose whether you want to view your graph as a separate worksheet as your data, or you wish to see a smaller version of the graph with the data. Click Finish when you have chosen one or the other. Conclusions: What you should see in a graph of your data (if you made one) is that as the data approaches the range, it does not drop immediately to the background level directly at the range value. Instead, the curve slopes down over a certain interval of distances. This is because our original assumption of energy loss being continuous is not quite accurate. Not every identical particle will have identical energy loss. That is because every particle suffers a different number of collisions when passing through matter and thus have slightly different energy losses. This means that energy loss is statistical in nature. If you measure an ensemble (or group) of identical particles passing through the same sample, then you will a statistical distribution of ranges centered about some mean value, the mean range. This phenomenon is known as range straggling. This means some alpha particles are stopped with less air than others, because of the difference in the number of collisions it has with air molecules. An example of a plot of alpha range straggling is shown in Figure 2. You can see that at that point the counts first drop off sharply to the left of the mean range, which is one point you can identify on the graph from your data. Then there is a sudden drop off to zero to the right of the mean range where the counts above background are zero. This is the other point you should found. Then, the point in the point in the middle of these other two will be your mean range. Post-Lab Questions: 1. Compare your results of range and energy to those values that can be found in a handbook (see Figure 3). Results? 2. How far away should a person stand to not receive any alpha particles that are emitted from a nucleus at 8 MeV? 3. How reliable is your data? In other words, is the percent error high? (Explain why you think it is high) If it is high, is that OK? Why? Name: Date: Tube #: Lab Session: Partner: Data Sheet for Alpha Range Lab Run Duration: Dead Time: (Time) Fall off starts about: Cm E = R + 1.5 Fall off ends about: Center of Fall off: Cm Cm E = Lit. Value: E= % Error = Don't forget to hand in a graph of the data with this table. MeV MeV Lab #10: Absorption of Beta Particles Objective: The student will investigate the attenuation of radiation via the absorption of beta particles. Pre-lab Questions: 1. How does activity of a source vary with distance? 2. How do you predict activity will vary with increasing absorber thickness, when an absorber is placed between the source and window of the GM tube? Introduction: Beta particles are electrons that are emitted from an atom when a neutron decays by the weak force. The neutron (n) becomes a proton (p), an electron (e ), and an anti-neutrino () 1 . When an electron originates in the nucleus, it is called a beta particle. Unlike alpha particles that are emitted from the nucleus with the same energy (~5 MeV), beta particles are emitted with a range of energies between 0 MeV and the maximum energy for a given radioactive isotope. The velocity of a beta particle is dependent on its energy, and velocities range from zero to about 2.9 x 10 8 m/s, nearly the speed of light. So the beta particles do not all have the same kinetic energy and thus they do not all have the same range. When the range varies over different values, this is called range straggling. It represents the different energy losses all of the beta particles have given their different initial values. Figure 1 shows a typical absorption curve for beta particles, which illustrates the range straggling. 1 The purpose of the anti-neutrino's creation is to carry off extra energy and momentum for the conservation of those quantities. Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 2. - Radioactive Source (beta emitter – any green source shown in Figure 2) Procedure: 1. Setup the Geiger counter as you have in previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to zero and set Preset Time to 60. 3. First do a run without a radioactive source to determine your background level. 4. Next, place the radioactive source in the second shelf from the top and begin taking data. 5. Place an absorber piece in the top shelf and take another run of data. 6. Repeat this a minimum of 5 more times with absorbers of increasing thickness. Data Analysis: 1. Open Microsoft Excel ® and import your data into it. 2. In cell F6, enter Dead Time = and in cell G6 enter the dead time determined for your GM tube. 3. In cell G9, enter Thickness and in cell G10 enter mg/cm 2 . Then starting in cell G13, enter the thickness for the absorbers used. For cell G13, it should be zero (no absorber used). In column F, under Notes, it may be convenient to enter the letters associated with the absorbers you used. 4. In cell H9 enter Dead Corr. and in cell H10 enter Counts. Then starting in cell H13, enter a formula to correct for the dead time of the GM counter. Copy this formula down the column for all the data you collected. 5. In cell I9 enter Corrected and in cell I10 enter Counts. Then starting in cell I13, enter a formula to correct for the background of the GM counter. Copy this formula down for all the data you have. 6. In cell J9 enter Natural Log and in cell J10, enter of Counts. Then in cell J13, enter the formula =LN(I13) and copy this formula down for all the data you have. 7. Next, make a graph of Corrected Counts vs. Thickness. Start with the Chart Wizard either by choosing Chart from the Insert Menu or pressing its icon on the top toolbar. 8. Select the Thickness values in the G column and the Corrected Counts values in the I column. 9. Fill in the Chart Title, Value (X) Axis, and Value (Y) Axis windows with appropriate names and units (if applicable) for those items. 10. Add a trendline to the graph. The x-intercept represents the extrapolated range. Conclusions: You should be able to characterize the relationship between beta particle activity and absorber thickness. Post-Lab Questions: 1. Is your data linear? If not, what type of behavior does it exhibit? 2. What is the slope for your data? How did you obtain it? 3. What is the range of the beta particles, so that all of them stop? 4. Bremmsstrahlung (German for braking radiation) is the name given to x-rays produced by beta particles reacting with matter. Was any Bremmsstrahlung produced during the experiment? Can it minimized? Name: Lab Session: Data Sheet for Beta Absorption Lab Tube #: Run Duration: Dead Time: (Time) Counts Corr. Counts Thickness ln (Counts) Date: Partner: Don't forget to hand in a graph of the data with this table. Lab #11: Beta Decay Energy Objective: The student will determine the maximum energy of decay of a beta particle. Pre-lab Questions: 1. What is the decay mechanism for beta decay? Why are there three decay products? 2. What are the units of thickness for an absorber? 3. Why shouldn't a beta source be placed below the third shelf? Or above the second shelf? Introduction: When beta particles are emitted from a nucleus, they are emitted over a wide range of energies. Recall that this is different from alpha particles, which are emitted monoenergetically. The maximum energy of the emitted beta particles is a characteristic signature for different radioisotopes. In this experiment, you will find the range of beta particles by measuring their attenuation 1 with absorbers and extrapolating the absorption curve. The range R will then be substituted into the formula where R is in g/cm 2 . (Note that the units for R are not the same as the absorber thicknesses. You must convert at the end.) See Figure 1 for an example of an energy curve for beta particles. 1 Attenuation is a term used for the exponential decrease of a quantity. The spectrum is not linear and "tails" off at high energy, which means that there are very few beta particles (This effect is seen with the phenomenon of range straggling, which was observed in the absorption curve in the previous experiment.) The reason is that most of the beta particles cannot penetrate the absorber and most of the counts are background counts. Thus, one must assume linearity and extrapolate the line to the x-axis. There are two options to finding this x-intercept. The first is to find an equation for the best-fit line of the data in slope-intercept form, y = mx + b. Then set y = 0 and solve for the x value, since the x-intercept is the point on the line where the y – coordinate is zero. The second method is to take a copy of the plot and use a rule to continue the linear part of the data through the x-axis and finding that point. Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 2. - Radioactive Source (beta sources – Sr-90 or Tl-204 are recommended) – green source shown in Figure 2. Procedure: 1. Set up the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to three and set Preset Time to 60. 3. First do a run without any absorber and with a radioactive source. Place the source in the second shelf and click the green diamond to begin taking data. No background reading is taken because 204 Tl and 90 Sr are relatively strong beta sources (high count rates) and the background will be negligible (20-40 cpm). 4. Next, place the first absorber in the top shelf, directly above the source, and begin taking data. 5. Change your absorber each time for as many absorbers as the instructor gives to you. You should see the data accumulating in the Data window. After all the absorbers have been used, save the data onto disk or record in a data table. Data Analysis: 1. Open Microsoft Excel® and import your data into it. 2. In cell E2 enter Dead Time = and then in cell F2 enter the value for your GM tube's resolving time. 3. In cell G9 enter Corrected and in cell G10 enter Counts. Next, in cell G13, enter a formula to correct for your data for resolving time. Copy this formula down for all the cells that should contain data. 4. In cell H9 enter Thickness and in cell H10 enter (mg/cm 2 ). Then, in column H beginning with cell 12, enter the thickness values you used taking data. 5. In cell I9 enter Log of and in cell I10 enter Activity. Next, in cell I13, enter the formula =LOG(G13) to calculate the logarithm (base 10) of your data. Copy this formula down for all the cells that should contain data. Taking the logarithm of the data substitutes for plotting your data on semi-log paper. 6. Next, make a graph of Log of Activity vs. Thickness. Start with the Chart Wizard either by choosing Chart from the Insert Menu or pressing its icon on the top toolbar. 7. Select the thickness values in the H column and the Log of Activity values in the I column. 8. Fill in the Chart Title, Value (X) Axis, and Value (Y) Axis windows with appropriate names and units (if applicable) for those items. 9. Add a trendline to your graph. 10. In cell A34, copy the equation shown for the best-fit line in your graph. Then, set y = 0 and solve for x. This breaks down to dividing the negative of the y-intercept by the value for the slope (should be negative). Take the value for x and divide it by 1000, because your answer was in mg/cm 2 . But to use the equation given earlier for maximum energy, you need x in units of g/cm 2 . This is your value of the range R of a beta particle emitted from your source. 11. Then plug your value for R into 212 .0 84 .1 R E and get a value for E. Place this value in cell B36. In cell A36, enter E =. 12. In cell A38 enter True Value for E =. Then in cell B38, enter the literature value for your source. (Sr-90 has E = 0.546 MeV and Tl-204 has E = 0.7634 MeV.) 13. In cell A40 enter Percent Error =. In cell B40, enter the formula =((ABS(B36B38))/B38)100. This formula represents the formula Conclusions: You should have found the value for the maximum energy of a beta particle from your source and the percent error of this result when compared to the literature value. However, this percent error is not a good way to determine experimental error. As discussed in a previous lab, the best way to determine error is to use the standard deviation. So, calculate for your value of E – you will have to use propagation of errors. (OPTIONAL) Post-Lab Questions: 1. Does your data follow Excel's ® best fit line? If not, why? 2. Why does the data fluctuate so much at high absorber values, especially those above 1400 mg/cm 2 ? How can this be handled in the data analysis stage? 3. Is your result for E accurate? Is it still a good result even if it is not exactly the same as the literature value? Data Sheet for Beta Energy Lab Tube #: Run Duration: Dead Time: (Time) Name: Lab Session: Date: Partner: Equation for line: y= For y=0, x= Conversion x= Use E = 1.84R+0.212 E= MeV Don't forget to hand in a graph of the data with this table. mg/cm^2 g/cm^2 (This is the range) Lab #12: Absorption of Gamma Rays Objective: The student will investigate the attenuation of radiation via the absorption of gamma rays. Pre-lab Questions: 1. How do gamma rays interact with matter (hint: there are three)? 2. Where are gamma rays on the electromagnetic spectrum? What are the characteristics (high, low, short, or long) of their wavelength, frequency, and energy? 3. How do you calculate mass thickness (g/cm 2 ) from other quantities of a material? Introduction: Gamma radiation unlike alpha and beta radiation, consists of electromagnetic waves. Gamma rays are emitted as photons, or little "packages" of energy called quanta, which travel at the speed of light (c = 3.0 x 10 8 m/s 1 ). What differentiates gamma rays, x-rays, visible light, and radio waves is their position in the electromagnetic spectrum (see Figure 1). What actually happens is that some of these "zones" actually overlap, especially between x-rays and gamma rays. While this is not shown in explicitly in Figure 1, you can see that the x-rays and gamma rays do reside next to one another on the spectrum. 1 A unit conversion shows that 3.0 x 10 8 m/s = 30 cm/ns. That means in one nanosecond light travels 30 cm or in one second light travels 30 billion centimeters. One significant difference between x-rays and gamma rays is their origin. X-rays are produced in the electron shells, while gamma rays are produced in the nucleus. Xrays are created when electrons undergo a deceleration or jump to lower energy levels. Gamma rays are created by energy transitions in the nucleus. In this experiment, we are mostly concerned with gamma rays, because any x-rays present will be shielded by air and matter acting as absorbers. When a beam of gamma rays impinges on a sheet of absorbing material, some of the radiation will be absorbed or scattered 2 . As the thickness of the absorber is increased, the fraction of the radiation passing through will decrease. When exactly half the radiation passes through the absorber (and the other half is absorbed or scattered), the thickness of the absorber is called the half thickness, X1/2. 2 Gamma rays interact with matter in three ways: (1) photoelectric effect (ionization), (2) Compton effect, and (3) pair production (e + e - ). Your instructor can explain more. This thickness, X1/2, is not normally how we perceive thickness. We normally consider it to be a distance possibly in cm. Here, thickness is short for mass thickness. Why? Because the thickness of different materials represents different amounts of matter (atoms). But a mass thickness is used to represent how much matter is being passed through (regardless of whether it is air, aluminum, or lead). To calculate mass thickness you simply multiply the density of the material (g/cm 3 ) times its length, or normal thickness, (cm) to get the mass thickness (g/cm 2 ). The absorbers you will use for this experiment have their thickness listed as mass thickness because that quantity can be used to compare the plastic to lead absorbers. Since the intensity of radiation is reduced by 50% by passing through one X1/2, it will be reduced by another 50%, or only to 25% of the original intensity, in passing through a second X1/2 of absorber. A linear relationship is obtained if the data are plotted using semi log paper or if the logarithm of the activity is plotted as a function of the absorber thickness. The attenuation (or absorption and scattering) of gamma rays is exponential in nature, which is shown by the equation: where I is the intensity of the beam after passing through X amount of absorbing material, Io is the original intensity, is the mass attenuation coefficient, and X is the mass thickness. Since the intensity of the gamma rays is cut in half after passing through X1/2, we can rewrite Equation 1 as The Io terms cancel giving which can again be rewritten by taking the natural logarithm of both sides Using the rules of exponents, we know that ln(1/2) = -ln(2), so that gives One final rearrangement gives us a value of the mass attenuation coefficient. During your data analysis, you will find a value for X1/2, and thus one for Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 2. - Radioactive Source (gamma ray emitter – any of the sources pictured in Figure 3). Procedure: 1. Setup the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to zero and set Preset Time to 60. 3. First do a run without a radioactive source to determine your background level. 4. Next, place the radioactive source in the second shelf from the top and begin taking data. 5. Place an absorber piece in the top shelf and take another run of data. 6. Repeat this a minimum of 5 more times with absorbers of increasing thickness. Data Analysis: 1. Open Microsoft Excel ® and import your data into it. 2. In cell E2, enter Dead Time = and in cell F2 enter the dead time determined for your GM tube. 3. In cell G9, enter Thickness and in cell G10 enter mg/cm 2 . Then starting in cell G13, enter the thickness for the absorbers used. For cell G13, it should be zero (no absorber used). In column F, under Notes, it may be convenient to enter the letters associated with the absorbers you used. 4. In cell H9 enter Dead Corr. and in cell H10 enter Counts. Then starting in cell H13, enter a formula to correct for the dead time of the GM counter. Copy this formula down the column for all the data you collected. 5. In cell I9 enter Corrected and in cell I10 enter Counts. Then starting in cell I13, enter a formula to correct for the background of the GM counter. Copy this formula down for all the data you have. 6. Next, make a graph of Corrected Counts per Minute vs. Thickness. Start with the Chart Wizard either by choosing Chart from the Insert Menu or pressing its icon on the top toolbar. 7. Select the Thickness values in the G column and the Corrected Counts values in the I column. 8. Fill in the Chart Title, Value (X) Axis, and Value (Y) Axis windows with appropriate names and units (if applicable) for those items. 9. Choose whether you want to view your graph as a separate worksheet as your data, or you wish to see a smaller version of the graph with the data. 10. Right click on the y-axis of the graph and choose the Format Axis option. Then choose the Scale Tab, and check the Logarithmic Scale option towards the bottom. 11. Add a trendline to your data to obtain the equation of the best fit line through your data. Conclusions: From your best-fit line equation, find the values for X1/2 and . Make sure your answers are in the appropriate units (involving grams and centimeters). Post-Lab Questions: 1. Is your data linear? If not, why? 2. Looking at your data and equating intensity and counts per minute, does your result for X1/2 a correct approximation? (Does your result match the data?) 3. Can we be completely shielded from gamma rays? If not, then why bother? 4. Comparing your range for alpha particles, the absorption of beta particles, and now the results for gamma rays, why are they different? Name: Date: Tube #: Lab Session: Partner: Data Sheet for Gamma Absorption Lab Run Duration: Dead Time: (Time) Equation for line: y= x_1/2 = ln(2)/ OR Calculate x_1/2 = g/cm^2 Don't forget to hand in a graph of the data with this table. mg/cm^2 g/cm^2 Lab #13: Half-Life of Ba-137m Objective: The student will measure the half-life of metastable Barium-137. Pre-lab Questions: 1. Explain how you will obtain Ba-137m from the isotope generator. 2. Draw the decay diagram for the process you describe in #1. 3. If a Sr-90 source has a count rate of 7020 cpm today, when will it have a count rate of 1404 cpm? The half-life of Sr-90 is 28.6 yrs. When will Po-210 reach 1404 cpm from 7020 cpm (half-life for Po-210 is 138 days)? 4. If a Tl-204 source has 1.34 x 10 21 atoms today. When will it have 1.675 x 10 18 atoms? The half-life for Tl-204 is 3.78 years. Introduction: The decay of radioactive atoms occurs at a constant rate. There is no way to slow it down by maybe refrigeration or to accelerate the process with heat. The rate of decay is also a constant, fixed rate regardless of the amount of radioactive atoms present. That is because there are only two choices for each atom, decay or don't decay. Thus, the amount of radioactive atoms we have on hand at any time is undergoing a consistent, continuous change. The change in the number of radioactive atoms is a very orderly process. If we know the number of atoms present and their decay constant (probability of decay per unit time), then we can calculate how many atoms will remain at any future time. This can be written as the equation where N(t) is the number of atoms that will be present at time t, N is the number of atoms present currently, is the decay constant, and t is the elapsed time. If the number of radioactive atoms remaining is plotted against time, curves like those in Figure 1 can be obtained. The decay constant can be obtained from the slope of these curves (discussed more below). A more common way of expressing the decay of radioactive atoms is the halflife. The half-life of a radioactive isotope is the time required for the disintegration of one-half of the atoms in the original sample. In the graphs in Figure 1, 1000 atoms were present at t = 0. At the end of one half-life, 500 atoms were present. At the end of two half-lives, 250 atoms were present, one-quarter of the original sample. This continues on and on, and example of what happens in the first nine half-lives is shown in Table 1. Table 1: Table of Example of Radioactive Decay Since the observed activity of a sample as detected by a Geiger counter is proportional to the number of radioactive atoms, it is not necessary to know exactly how many atoms are present to determine either the half-life or the decay constant. Any quantity of sample providing a suitable activity may be used. The derivations presented below use the number of radioactive atoms but could very easily be substituted with activity, since activity time atoms of time counts of # # . (Each count of a GM tube represents one atom decaying and releasing one particle or ray of radiation.) Looking back at Equation (1) in a slightly rearranged form But N(t)-N is just the change in the number of radioactive isotopes of the original type present, so we can define Dividing both sides of the equation gives but in calculus 1 we write changes, especially small, or infinitesimal, changes as This is a separable differential equation that becomes which can be solved by integrating both sides. When we do this we impose limits for the integrals 2 , and pull out of the integral because it is a constant. The limits for dN'/N' are from No to N, which is from the initial number of particles (No) to the new amount of particles (N). The limits for dt are from the beginning, where t=0, to the end The solution to this equation is Solving for ln(N), gives 1 If you have not had Calculus yet, do not worry about the details of the derivation. Concentrate on the second part where natural logarithms are used. You should have this knowledge to perform the lab. 2 We have to change dN/N to dN'/N' because one of the limits is N, and we are not allowed to have a limit that is the same as the differential (dN part). For the same reason, we change dt to dt'. This is a basic substitution. Thus, if we plot the natural log of the number of atoms (or activity) versus time, we will get a straight line with slope = - and y-intercept = ln(No). This would allow us to find the decay constant. Why? We will need the decay constant in the next step, which is to find the half-life of the radioactive isotope we are studying. Starting from Equation (8) and applying a simple logarithmic identity, we get If we are considering the half-life, then N is one-half of No (reduced ratio) and t is t1/2. This changes our equation to be Applying the reverse of our previous logarithmic identity, we get The ln(1) = 0, so now we have Finally, we can solve for the half-time Equipment: - Set-up for ST-360 Counter with GM Tube and stand (Counter box, power supply – transformer, GM Tube, shelf stand, USB cable, and a source holder for the stand) – shown in Figure 2. - Radioactive Source (Cs/Ba-137m Isotope Generator – shown in Figure 3) Procedure: 1. Setup the Geiger counter as you have in the previous experiments. Set the Voltage of the GM tube to its optimal operating voltage, which should be around 900 Volts. 2. From the Preset menu, set Runs to zero and set Preset Time to 30. 3. First do a run without a radioactive source to determine your background level. 4. Next, from the Preset menu, set the Runs to 31. (This will take 30 more runs so the total number of runs is 31.) 5. From the isotope generator, obtain 10-12 drops of Ba-137m. Place the radioactive source in the second shelf from the top and begin taking data. 6. Record the data to a file on disk or into a data table. 7. You may wish to do a second trial if time allows. Data Analysis: 1. Open Microsoft Excel ® and import your data into it. 2. In cell E2, enter Dead Time = and in cell F2 enter the dead time determined for your GM tube. 3. In cell G9 enter Dead Corr. and in cell G10 enter Counts. In cell G13, enter a formula to correct for resolving time and copy it down for the cells that have counts in column C. 4. In cell H9 enter Corrected and in cell H10 enter Counts. In cell H13, enter a formula to correct for background radiation and copy this down for the cells that have counts in column G. 5. In cell I9 enter Natural Log and in cell I10 enter of Activity. In cell I13 and below, enter a formula for the natural log (ln) of the corrected counts, and copy this down for the cells that have counts in column H. 6. In cell J10 enter Time (s). In cell J13, enter 30. In cell J14, enter the formula =J13+30, and copy this down for the cells that have entries in column I. 7. Next, make a graph of Natural Log (Ln) of Activity vs. Time. Start with the Chart Wizard either by choosing Chart from the Insert Menu or pressing its icon on the top toolbar. 8. Select Time values in the J column and the Ln of Activity values in the I column. 9. Fill in the Chart Title, Value (X) Axis, and Value (Y) Axis windows with appropriate names and units (if applicable) for those items. 10. Adjust the size of the graph for your preference (or the instructor's). You may also wish to adjust the scales on one or more of the axes. Again, this is a preference issue. 11. Right click on one of the data points and from the menu that appears, choose Add Trendline. Make sure that the Linear option is chosen (should be darkened). Then click on the Options tab and check the boxes for Display equation on chart and Display R-squared value on chart. This will make the equation of the best-fit line appear as well as a number that represents the percent of linearity of the data. 12. Make another graph, except this time use the Corrected Counts vs. Time. From this graph, you will be able to see the true exponential nature of the decay and also be able to estimate approximate half-lives. 13. Now, you will perform a linear regression over three different sets of numbers. A linear regression finds the slope and y-intercept for the best-fit line through the data chosen. 14. In the Tools menu, choose Data Analysis (ask your teacher if this option does not appear). Then a small window will appear. Scroll down and choose the Regression option. Now, a larger will appear. You will have to choose X-Values, Y-Values, and an Output Range. 15. For the first linear regression, choose the first 15 data points under Natural Log of Activity (column I) for the Y-Values by clicking on the box at the end of the input window, outlining these numbers in column I, and then pressing the Enter key. (You can either count 15 data points, or a small yellow box will appear and you enclose numbers in the column until it reads 15R x 1C which means 15 rows in one column.) Now, for the X-Values, choose the first 15 Time values in column J. Make sure the Output Range is chosen. Then, either enter $M$1 in the input window or click on the box and choose the M1 square. Click on OK and the results will appear on the spreadsheet. 16. For the second linear regression, choose the data points 16-30 and choose the output range to be M19. (We are squeezing them together because if you print in landscape, these two will be on the same page.) 17. For the third linear regression, choose all 30 data points and choose the output range to be M37. Does the slope for this linear regression match the slope from the first graph? 18. To perform your final calculations, you will need the slopes from these linear regressions and the error for the slope. The slope is the Coefficient of the XVariable (Why?) and is found in cells N18, N36, and N54. The error is the Standard Error of the X-Variable and is found in cells O18, O36, and O54. Conclusions: Fill in the following table: The variable is the decay coefficient. If you assumed you plotted Equation (9), then the slope from the linear regression is the negative of From Equation (14), you can calculate the half-life: If you perform the proper error propagation, then you will end up with a final equation of Rearranging this equation to calculate 2 / 1 t gives Now, to find the number of 's that your result is away from the true value of t1/2 = 153 s, we use the following equation What you measure is the distance from your result to the true value and then see how many standard deviations that is. The rule of thumb is that the result should be no more than 2 's away from the true value to be statistically good. Post-Lab Questions: 1. Write your result with the error, i.e. 153 s ± 1 s. Is this result (statistically) good? (Recall that any value judgments must be justified.) 2. Which of the three results is better? Why? 3. How can the situation in #2 be resolved so that a linear regression over all the data gives a more valid result? (How can you combine the halves of the data?) Data Sheet for Half-Life Lab Tube #: Run Duration: Dead Time: (Time) Name: Lab Session: Date: Partner: (Background Count) Data Sheet for Half-Life Lab (Cont'd) Don't forget to hand in a graph of the data with this table. Appendix A – SI Units The standard units of measure used in physics are the MKS (Meter, Kilogram, Second) version of the International System (SI) of Units. They are commonly referred to as the metric units. The latest version of the standards can be found in the following three resources: - "Preferred Metric Units for General Use by the Federal Government," (Federal Standard 376B), January 27, 1993, General Services Administration. - "Guide for the Use of International System of Units (SI)," (NIST Special Publication 811) (obtainable at the NIST website - http://www.nist.gov) - "The International System of Units (SI)," (NIST Special Publication 330) (obtainable at the NIST website – http://www.nist.gov) Below, you will find the proper SI units – base and derived – that we will use. Also, there is a table showing the latest prefixes for SI Units. Table 1: Proper SI units that may be used in the lab manual. Appendix B – Common Radioactive Sources Below is a list of commonly used radioactive sources. All of these sources are available from Spectrum Techniques, Inc. The standard radioisotopes sold by Spectrum Techniques, Inc. are exempt from NRC licensing and require no special handling, storage or disposal. Isotope Generator The Cs-137/Ba-137m Isotope Generator provides a convenient means of producing a short half-life isotope for demonstrating radioactive decay experiments. This improved design is based on the original Union Carbide patent and can produce up to 1000 samples of the Ba-137 isotope with a half-life of 2.6 minutes using a simple eluting solution of 0.9% NaCl. The kit is supplied complete with the Cs-137/Ba-137m generator, 250 ml of eluting solution, a syringe for the elution, planchets and a storage case. Appendix C – Statistics Statistics play a very important part of physics, especially nuclear physics, because we are dealing with atoms that number on the order of Avogadro's number. It is impossible to deal with every single atom individually, so we rely on statistics to give us a prediction of behavior. Statistics uses two main quantities in predicting behavior, the mean and the standard deviation. The mean is the average, what most of the particles are doing. The standard deviation tells us how many particles are also doing almost the same thing as the mean. The previous experience that students usually have with mean and standard deviation is from mathematics class (unless a statistics class has been taken). From this experience, they know that mean can formulated by where x is the mean of a set of measurements i x (i = 1, 2, 3, …, N), and N is the number of measurements taken. Most students can recall how to calculate the standard deviation What this equation does is measure the variance without regard to direction above or below the mean (that is why you square and then square root – it is equivalent to absolute value which just measures distance). These equations hold for most everything the students have dealt with up to this point in school. The reason is that most measurements follow a Gaussian distribution (symmetric about a mean). Counting in nuclear physics is not symmetric about a mean. There is usually some count rate that is pretty small because probability of decay is pretty small. Then you also get high count rates. (Look back at the data from the statistics experiments you performed this year.) When the data collects to a small number with a bit of a tail, this is no longer a Gaussian distribution. The standard three statistical distributions will be discussed below to assist the student learning more in detail about the statistics of counting in nuclear physics. There are many more statistical distributions used for various reasons but they will not be discussed here. (An example is the Landau distribution used in describing the energy loss of a charged particle in matter, which is different because it has an infinitely long tail to it.) The first distribution is the Binomial distribution. This distribution is used when you have two possible outcomes, the probability of getting one of those outcomes (and thus the other) is a constant number independent of the number of trials, and the selection of either outcome does not affect that outcome again in later trials. A good example of this is flipping a coin. To look at an example, we have an experiment where there are only two outcomes A and B. In a binomial distribution, we deal with p, the probability that you will get one of the outcomes (A), and q, the probability that the other outcome occurs (B). Sometimes, instead of q, statistics books use 1-p, which is how q is calculated. Then, the binomial distribution gives the probability, P(n), that n out of N objects are A is given by Now for this distribution the mean, m, is given by and the standard deviation is calculated with any of the following In order to study radioactive decays, we need a more useful distribution. We need one for a very large number of counts and one that can handle a very small probability of success (large N and small p). It just happens that the Poisson distribution is the special case of the binomial distribution given those two conditions. The Poisson distribution gives the probability, P(n), that n out of N objects are A as where m is the mean of the distribution (m = Np). The nicest feature of the Poisson distribution is the ease to calculate standard deviation. The formula is But for individual measurements, we take the standard deviation to be the square root of the number of counts, here N, So if you have a count rate of 10,000 cpm, then the standard deviation is ±100 cpm. You may have noticed that for large values of m, the Poisson distribution becomes hard to use. So we use a special case of the Poisson distribution for m>20 (the accepted rule of thumb), or a different special case of the Binomial distribution that has large counts, low probability, and a large mean. This new distribution is called the Normal or Gaussian distribution. This is the distribution that most students are familiar with, its common name is the bell curve. Another added feature of this distribution is that it can handle continuous variables (like most of those in our experiments), unlike the Poisson and Binomial distributions, which can only handle discrete variables . The Gaussian distribution is given by This equation gives us the mean and standard deviation equations that we are accustomed to in Equations (1) and (2). More details about statistical distributions must be researched in other books. There is a huge amount of resources out there, statistical books and methods in experimental physics books abound. There are some of the latter books listed below if you wish to do more research. These should be available at most university libraries, or through interlibrary loan services. 1. P.R. Bevington, D.K. Robinson, Data Reduction and Error Analysis for the Physical Sciences, (McGraw-Hill, 1992). 2. G. Knoll, Radiation Detection and Measurement, (John Wiley & Sons, 1989) ** . 3. N. Tsoulfanidis, Measurement and Detection of Radiation, (McGraw-Hill, 1995). * The number of counts is a discrete, there is no such thing as a fraction of a count (there is nothing between 1 and 2). Length is a continuous variable, between 1 and 2 is 1.5. Between 1 and 1.5 is 1.25 and so on. * * There is a newer edition this one. This edition is the one the author owns. 4. W.R. Leo, Techniques for Nuclear and Particle Physics Experiments, (SpringerVerlag, 1994) Linear Regression When Excel ® or a graphing calculator performs a linear regression, it makes two calculations to determine the slope and y-intercept of the best-fit line for the data. How does it do it? Linear regressions are carried out using the method of least squares. This method finds the line that minimizing the distance all the data points are away from the best-fit line. This may sound complicated but it is really not if you know a little algebra and one concept from calculus. Recall, that in math to find distance we use absolute value, which is equivalent to the square root of the square * . (The squaring and subsequent square rooting of a quantity is a common mathematical trick to substitute taking an absolute value.) Let us start with an experiment, where you measure variables x and y over N trials. The expected result is but remember that we take N measurements. So we get …. These equations are not in general consistent; if we take different pairs of equations, and solve them for m and b, we obtain different values for m and b. The reason for the various values of m and b, of course, is that there are experimental errors in the yi. Since the two sides of the equation, yi = mxi + b, are not exactly equal, but differ by an amount let's call d. To calculate d, we use where di is the deviation corresponding to the i th equation and the pair of observations (xi, yi). Since the values for di are the results of the experimental errors, we can assume * The terms for absolute value and square root of a square are equivalent. That is 2 x x . that they are distributed according to the Gaussian (or normal) distribution. This allows us to use the method of maximum likelihood to find the most probable values of m and b. This method finds the most probable values of m and b by minimizing the sum of the squares of the deviations. That is, we minimize the quantity, d 2 , which has the form. The principle of least squares is finding the values of m and b that minimize d 2 . To minimize the two variables, we take the partial derivative (due to the fact that m and b are in the equation) of the function with respect to each of the variables (m and b) in turn and set each derivative equal to zero. Rearranging the equations, we get 1 where N is the number of points that are being used in the fitting process. Further rearrangement, gives the following results for m and b: These values for m and b, are the slope and y-intercept, respectively, for the best-fit line for the data. This is the calculation that a computer or calculator makes to output the equation of the best-fit line. Propagation of Errors Often in laboratory experiments, the results will not be measured directly. Rather, the results will be calculated from several measured physical quantities. Each of these measured quantities consists of a mean (average) value and an error. What is the resulting error in the final result of such an experiment? It is difficult to say how the error of the measured quantities will translate (or propagate) to the error of the final result. The difficulty arises because we do not which sign, plus or minus, really exists for the error. Recall that when reporting error, we show both signs, ±, to indicate that we 1 The summations, , are still over the index i but it has been dropped for convenience. do not truly know where the true values lie. As an example, assume that we measure two quantities, A ± A and B±B. (A and B represent the error on A and B, respectively.) Then, we combine A and B into Z by Z = A + B. The extreme values of the error are easy to predict, they are given by. The problem is that most likely there is a mixture, some error from A cancels some of the error or vice-versa. Then the situation becomes more complicated. However, this problem has arisen before, the distance between two points on the Cartesian plane. There we treat the distances independently (actually, perpendicular), but combine them by the Pythagorean theorem. Simple enough solution, but what if the result, Z, depends on both A and B (Z is a function of A and B). Then the problem uses the same method but involves partial derivatives. (Note: The author considers this too complex of a concept to explain here and refers any interested readers to their instruction or multivariable calculus textbooks.) Due to the complexity of the work with partial derivatives, the results of the error for various operations are given in the table below. * n is a constant (any real number) Any further discussion of data analysis and error analysis techniques should be referred to Taylor, John R. An Introduction to Error Analysis: The Study of Uncertainties in Physical Measurements. University Science Books, 1982. Appendix D - Radiation Passing Through Matter Our three forms of radiation must interact with matter while passing through it or we would never be able to detect them. However, how they interact with matter is completely different. Therefore, I will break this appendix up into three sections to study alpha particles, beta particles, and gamma rays individually. Alpha Particles Alpha particles are helium nuclei, two protons and two neutrons, so it is considered a heavy particle (compared to other particles in the universe). As an alpha particle passes through matter, it passes close to many atoms. The positive charge from the alpha particle attracts an electron from the valence shell of an atom it passes. Sometimes the attraction is strong enough to free the electron from the atom, this process is known as ionization. During this process, the alpha particle ends up giving up some energy to the freed electron. This is the only true interaction that the alpha has besides depositing its energy in some atoms through inelastic collisions. Either way, the alpha particle loses some energy each time it interacts, which is denoted by physicists as dE/dx. To calculate dE/dx, one uses the Bethe-Bloch formula which is where 2 0 1535 2 2 2 N r m c M eV cm g a e e . / and re: classical electron radius = 2.817 x 10 -13 cm me: electron mass = 9.11 x 10 -31 kg Na: Avogrado's number = 6.022 x 10 23 / mol I: mean ionization energy Z: atomic number of absorbing material A: atomic mass of absorbing material : density of absorbing material z: charge of incident particle in units of e = v/c of the incident particle $$ = 1 1 2 $$ : density correction C: shell correction Wmax : maximum energy transfer in a single collision 2 2 c m e . Note that the equation for dE/dx is negative to indicate that it is an energy loss. There are two correction terms, one for density effects and one for shell effects. While there are many other possible corrections that could be made, they are negligible ( 1%). The density effect arises due to the fact that atoms in the matter are polarized by the electric field of the alpha particle passing through it. Thus, the electrons on the far side of the atom will be shielded from interactions with the particle. However, the denser the material, the closer the atoms are together and more shielding that occurs. Since this term takes away possible interactions, is subtracted from the original formula. The shell effect gives a small correction to the Bethe-Bloch formula, but still must be taken into account. This effect only occurs when the velocity of the incident particle is equal to or less than the orbital speed of the electrons. This situation invalidates the assumption that the electrons are stationary with respect to the incident particle. While an alpha particle will lose energy in a collision, it is not much to make it stray from its path. Therefore, an alpha particle passing through matter traverses it in a relatively straight path while giving up energy in mainly ionization interactions. Beta Particles Beta particles are electrons that are emitted by the nucleus. They also undergo the ionization energy loss as predicted by the Bethe-Bloch formula (Equation 1). However, electrons are much less massive than alpha particles, m m 7342 , so there is additional interaction due to the fact that the beta particle is greatly scattered through matter. A beta particle passing close to a nucleus can have an electromagnetic interaction that will slow the beta down and cause it to change directions; in essence it will be braking. This "braking radiation" is described by its German name, bremmstrahlung. Whenever the beta particle undergoes bremmstrahlung, it loses energy but when an electron changes energy, it must absorb or emit electrons. Thus, bremmstrahlung is the production of x-ray photons due to the interactions of electrons (beta particles) with nuclei in matter. Again, an alpha particle will pass almost straight through matter. The opposite is true for a beta particle. It undergoes multiple scatterings that cause it path to be very much of a "zigzag" pattern with no way to predict its path. Gamma Rays Gamma rays are photons that have an energy, frequency, and wavelength sufficient enough to be classified as a gamma ray in the electromagnetic spectrum. Photons interact three different ways in matter: (1) Photoelectric effect, (2) Compton scattering, and (3) Pair production. The photoelectric effect is when a photon is absorbed by an electron with the subsequent ejection of the electron from the atom. The maximum energy of the ejected electron is given by where E is the energy of the incident photon and is the work function (energy necessary to free the electron). Compton scattering is the scattering of photons on electrons. Originally, this was only for free electrons but if the photon energy is sufficient to overcome the binding energy, then we can consider the electron as free. In this collision, the photon is incident on the electron with an energy h, where h is Planck's constant and n is the frequency of the photon. The photon undergoes an inelastic collision with the electron, so the photon gives some of its energy to the electron. The photon leaves with a new energy h' and the electron leaves with a certain amount of kinetic energy that is E = h-h'. We can calculate h' by determining the scattering angle of the photon, . Then we can use the equation: The process of pair production refers to the transformation of a photon into an electron-positron pair. In order to conserve momentum, this process can only occur when the photon is close to the nucleus. Theoretically, the photon needs only the energy that equates to the mass of an electron-positron pair. This energy is 1.022 MeV. However, this process very, very rarely occurs below 1.5 MeV of photon energy, because nature does not like creating the electron and positron and then having them just sit there. Therefore, pair production only occurs when there is not only the mass (energy) available, but also some extra energy for kinetic energy for the electron and positron. The photoelectric effect dominates for photon energies from 4 eV up to 0.5 MeV. Then Compton scattering dominates up to 2 MeV. Finally, pair production dominates above 10 MeV, but only if a nucleus is present to absorb the momentum. (Between 2 MeV and 10 MeV there is no true dominating absorption mechanism for photons.) For further reading on this topic, please refer to the Suggested References section. Appendix E – Suggested References There is a large amount of information in books, journal articles, and on the Internet relating to the topics in this lab manual (Radiation, particle interaction with matter, and particle detection). Since many high school teachers do not have access to journals, I have only listed books and website references. Two of the best books on the topics of particle detectors that cover Geiger counters are - Knoll, G. Radiation Detection and Measurement, John Wiley & Sons, 1989. - Tsoulfanidis, N. Measurement and Detection of Radiation, McGraw-Hill, 1995. As for websites, there is a very large number of websites that would consume page after page of this manual. Instead, this is a small sample of websites, which represent the ones that the author deemed most helpful while writing this manual. They are not listed in any particular order of importance, just alphabetically. Also, these sites were verified in July of 2002, and any further accuracy of the information cannot be guaranteed. In addition, if further resources are desired, do a search on a website such as Google (http://www.google.com). - American Nuclear Society – http://www.ans.org This is the professional organization for nuclear engineers, nuclear scientists, and other nuclear related professionals. They sponsor very good programs for teachers in different areas of the country. There is large public information section covering many different levels of education. - EPA – Radiation Protection Program – http://www.epa.gov/radiation This is the EPA's webpage for how to protect the environment from radiation's harm and explains how they clean it up after it happens. The EPA also tries to educate people that not all radiation is harmful. - Health Physics Society – http://www.hps.org This is the professional organization for health physicists. It has more public information available, as well as an "Ask the Expert" area. Some of its regional chapters are excellent resources as well. - Nuclear Engineering 104A: Radiation Detection and Nuclear Instrumentation Laboratory (Fall 2001) – http://www.nuc.berkeley.edu/dept/Courses/NE_104A This link leads you to a list of files that comprise the course information. There is no main page that accesses all of the files. This course contains many materials on the basics of radiation and its detection. - RadEFX Radiation Health Effects Information Resource - http://radefx.bcm.tmc.edu/chernobyl This is a very neat webpage where experts answer questions from basic radiation facts to questions mainly focusing on the worldwide effects of Chernobyl. - Radiological Information from the Collider-Acceleration Group at Brookhaven National Laboratory – http://www.agsrhichome.bnl.gov/AGS/Accel/SND/radiological_information.htm This site covers radiation safety information from the most basic form to the very advanced concepts that are involved at the AGS and RHIC particle colliders at BNL. The link on elements is very good. – Texas Department of Health – Bureau of Radiation Control http://www.tdh.state.tx.us/ech/rad/pages/brc.htm This is the website of the State's controlling entity in Texas. (It is suggested that you find your state's radiation department for information relevant to your state.) There may or may not be education information available, it depends on the state. - - The Radiation and Health Physics Page – http://www.umich.edu/~radinfo/nojava.html This is perhaps one of the best, or at least most referenced, webpage dealing with radiation on the Internet. It is a comprehensive website that does supply educational resources. - US Nuclear Regulatory Commission – http://www.nrc.gov Find out what the controlling entity in the US for radiation does. There are also public information materials available. - University of Waterloo Radiation Safety Training – http://www.rstp.uwaterloo.ca Good online training manual with a lot of basic information using animated gifs. Many of the particle interactions with matter are animated. - Uranium Information Centre (Melbourne, Australia) – http://www.uic.com.au/ral.htm This is an awesome introduction to radiation all around us in everyday life. There are many good cartoon figures that explain the concepts being discussed. - Worcester Polytechnic Institute's Radiation Safety Training and Reference Manual – http://www.wpi.edu/Admin/Safety/RSO/Training/trm.html This radiation safety manual is online and covers the basics for many different professions that interact with radiation. Appendix F – NRC Regulations 10 CFR 30.18, 30.71 Schedule B, and 32.19 §30.18 Exempt quantities. (a) Except as provided in paragraphs (c) and (d) of this section, any person is exempt from the requirements for a license set forth in section 81 of the Act and from the regulations in parts 30 through 34, 36 and 39 of this chapter to the extent that such person receives, possesses, uses, transfers, owns, or acquires byproduct material in individual quantities each of which does not exceed the applicable quantity set forth in §30.71, Schedule B. (b) Any person who possesses byproduct material received or acquired prior to September 25, 1971 under the general license then provided in §31.4 of this chapter is exempt from the requirements for a license set forth in section 81 of the Act and from the regulations in parts 30 through 34 of this chapter to the extent that such person possesses, uses, transfers, or owns such byproduct material. (c) This section does not authorize for purposes of commercial distribution the production, packaging, repackaging, or transfer of byproduct material or the incorporation of byproduct material into products intended for commercial distribution. (d) No person may, for purposes of commercial distribution, transfer byproduct material in the individual quantities set forth in §30.71 Schedule B, knowing or having reason to believe that such quantities of byproduct material will be transferred to persons exempt under this section or equivalent regulations of an Agreement State, except in accordance with a license issued under §32.18 of this chapter, which license states that the byproduct material may be transferred by the licensee to persons exempt under this section or the equivalent regulations of an Agreement State. [35 FR 6427, Apr. 22, 1970, as amended at 36 FR 16898, Aug. 26, 1971; 43 FR 6921, Feb. 17, 1978; 52 FR 8241, Mar. 17, 1987; 58 FR 7736, Feb. 9, 1993] §30.71 Schedule B. §32.19 Same: Conditions of licenses. Each license issued under §32.18 is subject to the following conditions: (a) No more than 10 exempt quantities set forth in §30.71, Schedule B of this chapter shall be sold or transferred in any single transaction. For purposes of this requirement, an individual exempt quantity may be composed of fractional parts of one or more of the exempt quantities in §30.71, Schedule B of this chapter, provided that the sum of such fractions shall not exceed unity. (b) Each quantity of byproduct material set forth in §30.71, Schedule B of this chapter shall be separately and individually packaged. No more than 10 such packaged exempt quantities shall be contained in any outer package for transfer to persons exempt pursuant to §30.18 of this chapter. The outer package shall be such that the dose rate at the external surface of the package does not exceed 0.5 millirems per hour. (c) The immediate container of each quantity or separately packaged fractional quantity of byproduct material shall bear a durable, legible label which (1) identifies the radioisotope and the quantity of radioactivity, and (2) bears the words "Radioactive Material." (d) In addition to the labeling information required by paragraph (c) of this section, the label affixed to the immediate container, or an accompanying brochure, shall also (1) state that the contents are exempt from NRC or Agreement State licensing requirements; (2) bear the words "Radioactive Material -- Not for Human Use -- Introduction Into Foods, Beverages, Cosmetics, Drugs, or Medicinals, or Into Products Manufactured for Commercial Distribution is Prohibited - - Exempt Quantities Should Not be Combined"; and (3) set forth appropriate additional radiation safety precautions and instructions relating to the handling, use, storage, and disposal of the radioactive material. [35 FR 6428, Apr. 22, 1970] Contact us: If we may be of help to you, feel free to contact us. Visit our web site for up-todate information and products. 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The History and Development of Elementary Music Education in Canada: Curricular Perspectives Rodger J. Beatty Brock University Elementary music education in Canada has had a remarkable history and development. Today all provinces and territories recognize to some degree that music education is an integral part of holistic education in the elementary school. Provincial/Territorial Departments and Ministries of Education as well as some school districts have developed effective music curriculum documents that play a role supporting the teacher of music. The intended curricula help to guide classroom practice for both classroom teachers and specialized music teachers. Since the founding of Canada and the signing of the British-North America Act in 1867, education has been a provincial responsibility. As a result, the organization of elementary and secondary education in Canada by provincial and territorial ministries and departments of education has varied from province to territory. Some, like Ontario, for example, have organized elementary education to include kindergarten to Grade 8. Others, like Nova Scotia, have utilized a primary to Grade 6 organizer for elementary education. In most provinces/territories, music at the elementary level is a required subject for all pupils (See Figure 1). For the purpose of this paper, the term "elementary" will describe the grade range attributed as elementary in each provincial/territorial context. Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), From sea to sea: books/1/ . Retrieved from http://ir.lib.uwo.ca/musiceducationE- 1 Figure 1. Provincial/Territorial Organization of Elementary Education in 2005 Legend: K = Kindergarten; P = Primary With this in mind, the following research questions guided my study: * What are the historical foundations upon which our current Canadian elementary music education curricula are built? * What musical learnings/experiences are outlined in each provincial curriculum document? * What commonalities and/or differences exist among provincial music curricula? Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), Historical Foundations Historically, music education in Canada has had a long tradition of being a part of the elementary school program. In the colonial days of Canada West (Upper Canada) during the first half of the nineteenth century, education was primarily sectarian-based. By the 1840s, interest developed in a public school movement with music instruction as an integral part of an elementary student's education. As early as 1846, Egerton Ryerson affirmed that music was a subject worthy of inclusion in public school elementary education. A Methodist minister by occupation, Ryerson served as Chief Superintendent of Education in Canada West (Upper Canada) from 1844 to 1876. Vocal music was prescribed as a subject for the elementary grades in schools of Upper Canada in the Common School Act of 1841. As a Methodist, Ryerson valued music in education for extrinsic aims rather than intrinsic ones: "'I hope to see taught to the sons and daughters of our entire population—vocal music—an art and accomplishment which often converts the domestic fireside into a paradise, refines and promotes social feelings and enjoyments, and blesses the Churches of the land.'" (Ryerson cited in Hodgins, 1910, 148). (Ryerson, 1853; Green & Vogan, 1991). In early Québec it was not until much later that music was accepted as part of elementary school education although music instruction was community based in a private music school established by Charles Watts from England as early as 1789, music instruction gradually emerged as a prescribed course, first in 1870 in Protestant schools of the province and then later in Roman Catholic schools beginning in 1873. In the course of study published in 1886, singing was listed as an action for morning opening exercises and required for the inclusion of solfège (Green & Vogan, 1991). In the Maritimes, the first course of study for common schools was issued in 1879 in New Brunswick; in this curriculum, singing was included under Language. In Nova Scotia, the first course of study was published in 1882. Before this teachers and school trustees determined the subjects to be taught and although there had been reference to music education as early as 1819, there had not been a provincially prescribed course of study. By 1883, the course of study for common schools in Prince Edward Island included singing and physical exercises for Grade 1 to 4 and music and physical and vocal culture for Grades 5 and 6 (Green & Vogan, 1991). Across the prairies, music gradually emerged as part of the school curriculum. In Manitoba, the Protestant schools prescribed music in their program of studies as early as 1876. Training for teachers began in 1882 with the establishment of the first normal school. 1 When Saskatchewan became a province in 1905, limited support for music existed. Regina was the first to introduce music as a subject in elementary school but it was not until 1913 that the provincial department of education began to prescribe music as a part of the curriculum. Further west, in Alberta, music first appeared as a subject in the elementary curriculum in 1892 (Green & Vogan, 1991). In the colony of British Columbia, two colonial statues—Vancouver Island's Common School Act, 1865 and the Common School Ordinance, 1869—provided foundations for establishing school districts and the official course of education. The prescribed use of Hullah's vocal music text suggests that vocal music was beginning to 1 The need was great: in 1883, fifty per cent of all teachers in the province had not received teacher training of any kind. K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada become an integral part of early public school (Rules and Regulations for the Management and Government of Common Schools, 1870). In 1890 the common school curriculum consisted of reading, writing, arithmetic and geography. By the turn of the 20 th century, it included vocal music and, for pupils at advanced levels, natural history (i.e. botany and biology) and bookkeeping. Object lessons and moral duties were also important features of the curriculum (Curriculum Development Overview, n.d.) Teacher Training From these early colonial days in Canada's development as a country, classroom teachers -- rather than music specialists -- were charged with delivering the music course of study. Mongomery (2000) elaborates: "While the practice of using classroom teachers to teach music has not always been consistent between, or even within provinces, such teachers have continued to be responsible for much of the elementary music instruction in this country" (p. 128). Normal schools were established in various provinces to train teachers in all aspects of instruction. With great teacher shortages, normal school courses were very short running, from four months at first and then extending to eight months. The implications for music education were clear: Normal school programs were not of sufficient length or academic depth to give teachers-in-training any real musical expertise. Much more than with other subjects, the quality of music instruction depended upon the ability, confidence and interest of the individual teachers. Although inspectors complained about superficial training, these programs were not altered significantly to improve the situation because normal schools were already struggling to cope with the supply or regular teachers. The magnitude of that problem was more compelling than the seemingly trivial nature of the concerns of music. (Green and Vogan, 1991, p. 114) Canadian Elementary Music Education Today In the latter part of the 20 th century and into this new millennium, research has helped us to broaden our understanding of commonalities or regional differences between provincially designed curricula. Research on the components of Canadian music curricula suggests that the action of singing remains central in many elementary music classes across Canada (Shand, 1982a, 1982b; Cooper, 1989; Montgomery, 1990; Shand & Bartel, 1993), and that the use of Canadian music in Canadian elementary and secondary music classrooms is supported by both curriculum documents and classroom practice (Bartel & Shand, 1995; Shand & Bartel, 1998; Bartel, Dolloff & Shand, 1999; and Shand, Dolloff & Bartel, 1999). More specifically, Younker (2000) investigated the role of music thinking in elementary music curricula from the provinces of Prince Edward Island, Ontario and British Columbia. She found that curricula from British Columbia and Prince Edward Island devoted sections to instructional and assessment strategies. Younker suggests that this type of information may provide guidance about how to empower musical thinking for teachers and their students. Finally, Montgomery (2000), in a critical reflection of elementary school music in Canada, suggests that in order to promote a successful elementary music teaching process, curriculum, teacher education and music specialists need to work together. She proposes that music specialists teacher education should be examined and that preservice teacher candidates should be encouraged to develop "sound before symbol" pedagogies that would provide children with multiple perspectives of music. Montgomery also proposes that "the musical sounds in 21 st century children's lives most likely will be quite diverse. Thus, music content as well as experiential practice should be reflective of this reality" (Montgomery, 2000, p. 136). From Sea to Sea to Sea: Curricular Perspectives Atlantic Canada In 1993, the Atlantic provinces under the auspices of the Atlantic Provinces Education Foundation (APEF), began developing a framework for future curriculum development. In 2001, Foundation for the Atlantic Canada Arts Education Curriculum was published. This document is shaped by a vision of enabling and encouraging students to engage in creative, expressive, and responsive processes through the arts, throughout their lives. This Primary/Kindergarten to Grade 12 document describes the knowledge, skills and attitudes in the areas of aesthetic expression, citizenship, communication, personal development, problem solving and technological competence expected of all students who graduate from high school. It provides 8 general curriculum outcomes arranged according to the types of understanding and processes that are common to the all arts disciplines: creating works of art; responding critically to personal work and the Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), works of others; and making connections in local, global and historical contexts. Subsequently, key stage arts outcomes in each discipline are outlined for the end of Grade 3, Grade 6, Grade 9, and Grade 12. Newfoundland and Labrador Three documents comprise the current elementary music curriculum in Newfoundland and Labrador: Early Beginnings: Kindergarten Curriculum Guide (Newfoundland and Labrador Department of Education, 1997), Primary music: A Teaching Guide (Newfoundland and Labrador Department of Education, 1983); and Elementary Music: Curriculum and Teaching Guide (Newfoundland and Labrador Department of Education, 1985). The kindergarten document embraces the APEF Essential Graduation Learnings. Specific curriculum outcomes are outlined for music. Appropriate actions for kindergarten children include: listening to music, singing, playing instruments and moving to music. Analysis and critical reflection are part of this curriculum, and technological competence is promoted as an important component. Developed prior to the formation of APEF, Primary music: A Teaching Guide and Elementary Music: Curriculum and Teaching Guide, both contain a goal and objectivebased approach. Using an aesthetic education philosophy, these curricula include gradeby-grade objectives employing an elemental framework for rhythm, melody, harmony, governed by a clearly defined child developmental scope and sequence in music education. Actions involve singing, playing instruments, listening, creating, and moving to music. Instructional procedures, as well as assessment/evaluation and reporting suggestions are outlined and sample song materials and resource lists are also included. Nova Scotia The Nova Scotia Department of Education released Music Primary – 6 in 2002, fully endorsing the Atlantic Provinces Education Foundation (2001) document. This curriculum espouses an aesthetic education philosophy and a multiple intelligences approach to music. The comprehensive document includes general curriculum outcomes and grade-by-grade specific curriculum outcomes. Other features include contexts for learning and teaching (i.e. principles underlying music education curricula); the learning environment; the use of technology; roles in music education; diverse learning needs; suggestions for learning and teaching; and suggestions for assessment and evaluation, including guiding principles, involving all partners, ways of knowing, and student achievement standards. In addition, appendices offer suggestions for organizing instruction, program extension, listening to music, sample learning experiences, sample assessment forms, a glossary of terms, music career choices and an extensive music resource list. Actions involve singing, playing instruments, listening, creating and analyzing/critiquing. Prince Edward Island The Elementary Music Curriculum Guide: Grades 1-6 published by the Prince Edward Island Department of Education in 2002 also embraces the Atlantic Provinces Education Foundation (2001) document. This document was originally developed in Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), 10 1995-1997 and was revised in 2001-2002. Using an aesthetic education philosophy, it organizes the curriculum under four focus areas: musical participation, musical awareness and appreciation, musical understanding and musical technology. Curriculum outcomes are outlined sequentially for each grade in each of the aforementioned focus areas and instructional strategies are provided for key stage outcomes at the end of Grade 3 and Grade 6. Suggestions are provided for assessment/evaluation and communicating with parents. Appendices include: listening resources and activities, recorder skills, and various resource lists. Actions involve singing, playing instruments, listening, creating, and analyzing/critiquing. New Brunswick The New Brunswick Department of Education established Music: Curriculum Outcomes K-8 with its sequential outline of concept/skill scope and sequence in 1996. The Department has begun the process of redeveloping their curricula based on Foundations for the Atlantic Canada Arts Education Curriculum. The most recent of these developments is Music Education Curriculum: Grade six released in 2004. Although this document is for middle school, an analysis of its content reveals current curricular development in this province. The organizational and presentational framework for this Grade 6 curricula is modeled after that developed by Nova Scotia (Nova Scotia Department of Education, 2002). The document includes: general and specific curriculum outcomes, suggestions for learning and teaching, suggestions for assessment and evaluation (including student achievement standards), and pertinent notes and resources. Actions involve singing, playing instruments, listening, creating and analyzing/critiquing. Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), Québec The Québec Ministry of Education released Québec Education Program: Elementary Education in 2001. This revised curriculum for preschool education and elementary education includes the organization of all elementary subjects and positions music as part of arts education (Québec Ministry of Education, 2001). This document began to put into place revised education policies presented in A New Direction for Success: Québec Schools on Course published in 1997. Using an aesthetic educational philosophy, music learning is organized under three foci of competency: to invent vocal or instrumental pieces; to interpret musical pieces; and to appreciate musical works, personal productions and those of classmates. The curriculum is organized into three cycles, cycle 1: Grades 1 and 2; cycle 2: Grades 3 and 4; and cycle 3: Grades 5 and 6. Outcomes are broadly stated at the end of each cycle and evaluation criteria suggested. In addition, a scope and sequence chart is presented outlining essential knowledges in the language of music (music elemental framework), graphic representation (traditional, conventional nontraditional code, student invented code), sound sources, instrumental techniques, rules for group ensemble work, composition procedures, structures, music appreciation repertoire, vocabulary and suggestions for using information and communications technologies. Actions involve: creating, playing instruments, listening, singing, analyzing/critiquing. Ontario The Ontario Curriculum Grades 1-8: The Arts and The Kindergarten Program, both released in 1998 by the Ontario Ministry of Education, promote an aesthetic education philosophy for arts education curriculum. Music, Drama/Dance, and Visual Arts comprise the three strands of the Grades1-8 arts education curriculum. The documents provide grade-by-grade overall and specific expectations organized around three foci: knowledge of elements, creative work, and critical thinking. Expectations are arranged sequentially and involve actions such as singing, playing instruments, listening, creating and analyzing/critiquing. In addition, the document identifies four areas of achievement in the arts: understanding of concepts; critical analysis and appreciation; performance and creative work; and communication. Suggestions are provided for achievement levels. A glossary of terms is also included. Manitoba The elementary music/arts curriculum in Manitoba is currently under consultation for redevelopment and revision. A survey on The Arts in Education (Manitoba Education, Citizenship and Youth, 2003) welcomed input from various stakeholders in education to chart new directions for Arts Education in the province's public schools. The summary report of this consensus-building action was released in 2004 (Manitoba Education, Citizenship and Youth, 2004). In the interim, the Manitoba government has posted a concise overview of Arts (including music) expectations on their website (Manitoba Education, Citizenship and Youth, 2005). These expectations suggest that the K-5 music program involves actions such as singing, playing instruments, listening, and creating. During the interim, teachers in Manitoba rely on locally-developed music curricula. Saskatchewan The Saskatchewan arts education curriculum has as its one main aim the ability to enable students to understand and value arts expression throughout life. The elementary music strand has six distinct curricula for each of kindergarten through Grade 5 (Saskatchewan Education, 1991a; 1991b; 1991c; 1991d; 1991e, 1994). Embracing a philosophy of aesthetic education, the music strand is organized around foundational objectives within a developmental elemental framework. The music curricula include nine key objectives involving, singing, playing instruments, creating, moving and analyzing/critiquing. Suggestions are provided for instruction, and guidelines for unit planning that addresses the Common Essential Learnings as well as some preplanned units are given for each grade level. Units show the division of the creative/productive component, the cultural/historical component, and the critical/responsive component. Some general suggestions are provided for assessment. Strategies for promoting technological literacy are also included. Alberta Alberta's Music Elementary document was released in 1989, Kindergarten Program Statement in 2000. Both promote an aesthetic education philosophy. To satisfy creative and cultural expression, kindergarten children express themselves through singing, moving, playing instruments, creating and problem solving. Music Elementary Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), presents five general learner expectations followed by sequential child-developmental specific learner expectations. The specific learner expectations are organized in charts that are structured on five conceptual elements: rhythm, melody, harmony, form, expression; and six skill areas: singing, playing instruments, listening, moving, reading (and writing), and creating. Attitudinal development is also considered. British Columbia The British Columbia Ministry of Education released its Fine Arts K-7 curriculum document in 1998. The organizers for the Music strand of this document are: structure (elements of rhythm); structure (elements of melody); thoughts, images and feelings; context (self and community); and context (historical and cultural) (British Columbia Ministry of Education, 1998). These developmental expectations provide opportunities for students to create, listen to, and perform music, and to demonstrate their understanding of the expressive and physical properties of rhythm and melody. The document outlines prescribed learning outcomes for each grade, accompanied by suggested instructional strategies, assessment strategies and print, video and multimedia resources. Appendices include a listing of all prescribed learning outcomes, learning resources, cross-curricular interests, glossary and approaches to instruction. Yukon, Northwest Territories, and Nunavut The Yukon Department of Education, Public Schools Branch relies on curriculum produced by other jurisdictions, especially those of the British Columbia Ministry of Education. BC's involvement in the Western and Northern Canadian Protocol in Basic Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), Education (WNCP) benefits Yukon schools through the development of common WNCP curriculum framework. Other programs are modified to meet Yukon requirements and additional courses are approved by the Yukon Department of Education to reflect local interests, needs, and available resources. The Northwest Territories Department of Education, Culture and Employment utilizes the K-9 Saskatchewan Education Arts Education Curriculum developed by Saskatchewan Education (1991a, 1991b, 1991c, 1991d, 1991e, 1994). Finally, the Nunavut Department of Education also supports the Western and Northern Canadian Protocol in Basic Education (WNCP). New programs and curricula are being developed for their schools, and currently Nunavut primarily utilizes the Alberta curricula. Comparison of Provincial Music Curricula and Discussion Curriculum development is always in a state of flux and change. However, most provinces currently have some type of provincially developed curricula, as is reported in this analysis. A number are in various stages of revision or consideration of revision. For this reason it is no wonder that Manitoba teachers responded that they are less likely to have an established music curriculum. As well, Manitoba teachers felt the least comfortable in comparison with other provincial colleagues at implementing the curriculum (Coalition for Music Education in Canada, 2005). Some commonalities emerged through the content analysis of these provincial elementary music curricula. In general, most provinces have embraced an aesthetic education philosophy of music education, while Nova Scotia purports their curricula to be a Multiple Intelligence-based approach. As well, most provincial curricula content Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), demonstrates that music understanding of the knowledge in and about music comes through action: singing, playing instruments, listening, creating and analyzing/critiquing. Most provincial ministries/departments of education have now embraced the North American outcome-based education movement of the late 1980's and early 1990's. Outcome-based or expectation-based knowledge and skills are increasingly present in more recent curriculum documents. Those provinces that use objectives tend to follow older documents from the 1980s. Some provincial documents such as Nova Scotia, British Columbia, and Prince Edward Island are more inclusive curricula with learning outcomes/expectations, strategies for teaching/learning, strategies for assessment, resource lists, etc., while other provinces like Ontario and Alberta have spartan documents with mainly expectations/outcomes listed and minimal supports provided to assist teachers in implementation. It was interesting to note the strong promotion of technological competency in newer documents developed by Nova Scotia and Prince Edward Island. This development naturally grew from the Foundation for the Atlantic Canada Arts Education Curriculum. As we move to prepare our future graduates of high school, it may be incumbent upon all provincial ministries/department of education to consider the inclusion of technological competencies as part of revisions to elementary music curricula. It must be stated and recognized here that the intended curriculum does not necessarily lead to implemented curriculum, nor to instructional reality in the classroom. It is but a first step. As Montgomery, (2000) noted, curriculum is only part of the Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), 17 challenge in elementary music education in Canada. Music educators must consider the opportunities presented when provincial or regional curricula are revised and/or developed and rise to the meet this challenge. We must also continue to strive for enhanced and further developed professional learning for teachers at the pre-service and in-service levels. As Beatty (2001a; 2001b) in a study of elementary music education in Ontario schools found, generalist classroom teachers were struggling with the implementation of the music strand of The Ontario Curriculum Grades 1-8: the Arts (1998). The issue of who teaches music in the elementary schools across Canada continues. Who has the best musical content knowledge and pedagogical skill to teach music to the elementary-aged pupil? Should it be a music specialist or the classroom teacher? Elementary music education in Canada truly has had a remarkable history and growth. We have come far in public school music education from the early beginnings of music in the elementary curriculum of the Common School Act of 1841 in Upper Canada. As we look to the future and continue to strive for improvements to curricula in Canadian music education, we must always keep the student in mind as we prepare to meet the needs of our graduates of schools in this 21 st century. References Alberta Learning. (1989). Music elementary. Edmonton, AB: Government of Alberta. Alberta Learning. (2000). Kindergarten program statement. Edmonton, AB: Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In Perspectives on music education in Canada K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), Government of Alberta. Atlantic Provinces Education Foundation (2001). Foundation for the Atlantic Canada arts education curriculum. Halifax, NS: Atlantic Provinces Education Foundation. Bartel, L. R., Dolloff, L. & Shand, P. M. (1999). Canadian content in school music curricula: A research update. Canadian Journal of Research in Music Education, 40(4), 13-20. Bartel, L. R. & Shand, P. M. (1995). Canadian music in the school curriculum. Illusion or reality? In McGee, T. (Ed.). Taking a stand: Essays in honour of John Beckwith (pp. 125-145). Toronto: University of Toronto Press. Beatty, R. J. (2001). The state of the art of music education in Ontario elementary schools. The Recorder, 43(4), 38-42. Beatty, R. J. (2001). Through the looking glass: A reflection of our profession. The Recorder, 44(1), 35-39. British Columbia Ministry of Education. (1998). Fine arts K-7. Victoria, BC: Government of British Columbia. Coalition for Music Education in Canada. (2005). Music education "state of the nation" benchmark study. Toronto, ON: Coalition for Music Education in Canada. Cooper, T. G. (1989). School music teaching in Canada. Canadian Journal of Research in Music Education, 31(1), 47-80. Curriculum Development 1890-1940 (n.d.). Retrieved from http://www.mala.bc.ca/homeroom/content/topics/programs/Curricd.htm Doucet, C. W. (2002). Egerton Ryerson, 1803-1882. Retrieved from http://www.ryerson.ca/archives/egerton.html Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), From sea to sea: Perspectives on music education in Canada. Retrieved from http://ir.lib.uwo.ca/musiceducationEbooks/1/ Dunae, P. A. (n.d.) The inspectorate. Retrieved from http://www.mala.bc.ca/homeroom/content/Topics/Programs/inspect.htm Green, J. P. & Vogan, N. F. (1991). Music education in Canada: A historical account. Toronto, ON: University of Toronto Press. Hodgins, J.G. (Ed.). (1910). Documentary history of education in Upper Canada 1791-1896. Toronto, ON: King's Printer. Manitoba Education, Citizenship and Youth. (2003, October). The arts in education survey. Winnipeg, MB: Government of Manitoba. Manitoba Education, Citizenship and Youth. (2004, April). The arts in education survey: Summary report. Winnipeg, MB: Government of Manitoba. Manitoba Education, Citizenship and Youth. (2005). Curriculum information for parents: The arts. Retrieved from http://www.edu.gov.mb.ca/ks4/cur/parents/arts.html Montgomery, A. (1990). The effect of selected factors on the use of instructional time by elementary music specialists in Atlantic Canada. Canadian Journal of Research in Music Education, 32(3), 48-61. Montgomery, A. (2000). Elementary school music: Reflections for the future. In B. Hanley & B. A. Roberts (Eds.), Looking forward: Challenges to Canadian music education (pp. 127-138). Edmonton, AB: Canadian Music Educators' Association. New Brunswick Department of Education. (1996). Music: Curriculum outcomes K-8. Fredericton, NB: Government of New Brunswick. New Brunswick Department of Education. (2004). Music education curriculum: Grade six. Fredericton, NB: Government of New Brunswick. Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), From sea to sea: Perspectives on music education in Canada. Retrieved from http://ir.lib.uwo.ca/musiceducationEbooks/1/ Newfoundland and Labrador Department of Education. (1983). Primary music: A teaching guide. St. John's, NF: Government of Newfoundland and Labrador. Newfoundland and Labrador Department of Education. (1985). Elementary music: Curriculum and teaching guide . St. John's, NF: Government of Newfoundland and Labrador. Newfoundland and Labrador Department of Education. (1997). Early beginnings: Kindergarten curriculum guide. St. John's, NF: Government of Newfoundland and Labrador. Newfoundland and Labrador Department of Education. (2004). Program of studies 20042005. St. John's, NF: Government of Newfoundland and Labrador. Northwest Territories Department of Education, Culture and Employment. (n.d.). Retrieved from http://www.ece.gov.nt.ca/Divisions/kindergarten_g12/ Nova Scotia Department of Education. (2002). Music primary – 6. Halifax, NS: Government of Nova Scotia. Nunavut Department of Education. (n.d.). Retrieved from http://www.gov.nu.ca/education/eng/css/index.htm Ontario Ministry of Education and Training. (1998). The Ontario curriculum: Grade 1-8: The arts. Toronto, ON: Government of Ontario. Ontario Ministry of Education and Training. (1998). The kindergarten program. Toronto, ON: Government of Ontario. Prince Edward Island Department of Education. (2002). Elementary music curriculum guide: Grades 1-6. Charlottetown, PE: Government of Prince Edward Island. Québec Ministry of Education. (1997). A new direction for success: Québec Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), From sea to sea: Perspectives on music education in Canada. Retrieved from http://ir.lib.uwo.ca/musiceducationEbooks/1/ Schools on course . Québec, QC: Government of Québec. Québec Ministry of Education. (2001). Québec education program: Elementary education. Québec, QC: Government of Québec. Rules & Regulations for the Management of Common Schools, (1870, May 28). Government Gazette, 2-3. Retrieved from http://www.mala.bc.ca/homeroom/content/topics/statutes/rules70.htm The Ryerson, E. (1853). The Common School Acts of Upper Canada and the forms and regulations for executing their provisions. Toronto, ON: Lovell & Gibson. Saskatchewan Education. (1991a). Arts education: A curriculum guide for Grade 1. Regina, SK: Government of Saskatchewan. Saskatchewan Education. (1991b). Arts education: A curriculum guide for Grade 2. Regina, SK: Government of Saskatchewan. Saskatchewan Education. (1991c). Arts education: A curriculum guide for Grade 3. Regina, SK: Government of Saskatchewan. Saskatchewan Education. (1991d). Arts education: A curriculum guide for Grade 4. Regina, SK: Government of Saskatchewan. Saskatchewan Education. (1991e). Arts education: A curriculum guide for Grade 5. Regina, SK: Government of Saskatchewan. Saskatchewan Education, Training and Employment. (1994). Children first: A curriculum guide for kindergarten). Regina, SK: Government of Saskatchewan. Shand, P. M. (1982a). Music education in Canada Part I: The status of music education in Canada. Canadian Music Educator, 23(3). 18-30. Beatty, R. J. (2007). The history and development of elementary music education in Canada: Curricular perspectives. In K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood), From sea to sea: Perspectives on music education in Canada. Retrieved from http://ir.lib.uwo.ca/musiceducationEbooks/1/ Shand, P. M. (1982b). Music education in Canada Part II: The need for change. Canadian Music Educator, 24(1), 29-34. Shand, P. M. & Bartel, L.R. (1993). A guide to provincial music curriculum documents since 1980. Toronto, ON: Canadian Music Education Research Centre, University of Toronto. Shand, P. M. & Bartel, L. R. (1998). Canadian content in music curriculum: Policy and practice. In Roberts, B. A. (Ed.) Connect, combine, communicate: Revitalizing the arts in Canadian schools (pp. 89-107). Sydney, NS: University College of Cape Breton Press. Shand, P. M., Bartel, L. R. & Dolloff, L. (1999). Canadian content in elementary and secondary school music curricula. In Hanley, B. (Ed.), Leadership, advocacy, communication: A vision for arts education in Canada. (pp. 81-92). Victoria, BC: Canadian Music Educators Association. Younker, B. A. (2000). The role of musical thinking in selected Canadian elementary music curricula: Evidence of success and ideas for consideration. In B. Hanley & B. A. Roberts (Eds.), Looking forward: Challenges to Canadian music education (pp. 169-192). Edmonton, AB: Canadian Music Educators' Association. Yukon Department of Education. (2005). 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Common Core and Georgia Performance Standards: HIGHlights Tour Grades K-12 HIGHlights tours offer students an overview of the High's collection by comparing and contrasting select objects. Students will use questions, observations, and discussion to discover meaning in works of art that date from the fourteenth through the twenty-first centuries. High school groups may request special tours that focus on African art, African American history, architecture, women artists, American history, and narrative art. The HIGHlights tour can support the following Common Core and Georgia Performance Standards: Kindergarten Science SKP1 Students will describe objects in terms of the materials they are made of and their physical properties. Social Studies SSK3 The student will correctly use words and phrases related to chronology and time to explain how things change Mathematics MCCK.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. MCCK.G.2 Correctly name shapes regardless of their orientations or overall size. Language Arts ELACCKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ELACCKSL4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. ELACCKSL6 Speak audibly and express thoughts, feelings, and ideas clearly. Visual Arts VAKMC.1 Engages in the creative process to generate and visualize ideas. VAKMC.2 Formulates personal responses. VAKMC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. VAKCU.1 Identifies artists and offers ideas about what art is and who artists are. VAKCU.2 Views and discusses selected artworks. VAKAR.1 Discusses his or her own artwork and the artwork of others. VAKAR.2 Utilizes a variety of approaches to understand and critique works of art. VAKC.1 Applies information from other disciplines to enhance the understanding and production of artworks. VAKC.2 Develops life skills through the study and production of art. Grade 1 Language Arts ELACC1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. ELACC1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ELACC1SL6 Produce complete sentences when appropriate to task and situation. Visual Arts VA1MC.1 Engages in the creative process to generate and visualize ideas. VA1MC.2 Formulates personal responses. VA1MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. VA1CU.1 Identifies artists as creative thinkers who make art and share ideas. VA1CU.2 Views and discusses selected artworks. VA1AR.1 Discusses his or her artwork and the artwork of others. VA1AR.2 Uses a variety of approaches to understand and critique works of art. VA1C. 1 Applies information from other disciplines to enhance the understanding and production of artworks. VA1C. 2 Develops life skills through the study and production of art. Grade 2 Mathematics MCC2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.11 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Language Arts ELACC2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, ELACC2SL4 speaking audibly in coherent sentences. ELACC2SL6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Visual Arts VA2MC.1 Engages in the creative process to generate and visualize ideas. VA2MC.2 Formulates personal responses. VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. VA2CU.1 Identifies artists as creative thinkers who make art and share their ideas. VA2CU.2 Views and discusses selected artworks. VA2AR.1 Discusses his or her artwork and the artwork of others. VA2AR.2 Uses a variety of approaches to understand and critique works of art. VA2C. 1 Applies information from other disciplines to enhance the understanding and production of artworks. Grade 3 Language Arts ELACC3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. ELACC3SL6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Visual Arts Grade 4 Language Arts ELACC4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. ELACC4SL6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. Visual Arts VA4MC.1 Engages in the creative process to generate and visualize ideas. VA4MC.2 Formulates personal responses to visual imagery. VA4MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. VA4CU.1 Investigates and discovers the personal relationship of artist to community, culture, and world through making and studying art. VA4CU.2 Views and discusses selected artworks. VA4AR.2 Uses a variety of approaches to understand and critique works of art. VA4AR.3 Explains how selected elements and principles of design are used in artwork to convey meaning and how they affect personal responses to and evaluation of the artwork. VA4C.1 Applies information from other disciplines to enhance the understanding and production of artworks. VA4C.2 Develops life skills through the study and production of art. Grade 5 Language Arts ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Visual Arts VA5MC.1 Engages in the creative process to generate and visualize ideas. VA5MC.2 Formulates personal responses to visual imagery. VA5MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. VA5CU.1 Investigates and discovers the personal relationship of artist to community, culture, and world through making and studying art. VA5CU.2 Views and discusses selected artworks. VA5AR.2 Uses a variety of approaches to understand and critique works of art. VA5AR.3 Explains how selected elements and principles of design are used in artwork to convey meaning and how they affect personal responses to and evaluation of the artwork. VA5C.1 Applies information from other disciplines to enhance the understanding and production of artworks. VA5C.2 Develops life skills through the study and production of art. Grade 6 Language Arts ELACC6SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. ELACC6SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Visual Arts VA6MC.1 Engages in the creative process to generate and visualize ideas. VA6MC.2 Identifies and works to solve visual problems through creative thinking, planning, and/or experimenting with art materials, tools and techniques. VA6MC.3 Interprets how artists communicate meaning in their work. VA6MC.4 Engages in dialogue about his or her artwork and the artwork of others. VA6CU.1 Discovers how the creative process relates to art history. VA6CU.2 Investigates and discovers personal relationship to community, culture, and the world through making and studying art. VA6AR.2 Critiques personal artworks as well as artwork of others using visual and verbal approaches. VA6Ar.3 Reflects and expands use of visual language throughout the artistic process. VA6C.1 Applies information from other disciplines to enhance the understanding and production of artworks. VA6C.2 Develops fluency in visual communication. VA6C.3 Expands knowledge of art as a profession and/or avocation. Grade 7 Language Arts ELACC7SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. ELACC7SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ELACC7L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Visual Arts VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. VA7MC.2 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. VA7MC.3 Interprets how artists create and communicate meaning in and through their work. VA7MC.4 Participates in dialogue about his or her artwork and the artwork of others. VA7CU.1 Discovers how the creative process relates to art history. VA7CU.2 Investigates and discovers personal relationships to community, culture, and world through creating and studying art. VA7AR.2 Critiques personal artworks as well as artwork of others using visual and verbal approaches. VA7AR.3 Reflects and expands the use of visual language throughout the artistic process. VA7C.1 Applies information from other disciplines to enhance the understanding and production of artworks. VA7C.2 Develops fluency in visual communication. VA7C.3 Expands knowledge of art as a profession and/or avocation and increases personal life skills through artistic endeavor. Grade 8 Language Arts ELACC8SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others' ideas and expressing their own clearly. ELACC8L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Visual Arts VA8MC.1 Engages in the creative process to generate and visualize ideas. VA8MC.2 Identifies and works to solve problems through authentic engagement (thinking, planning, and experimenting) with art methods and materials, exploring the nature of creativity. VA8MC.3 Demonstrates how artists create and communicate meaning in artworks. VA8MC.4 Participates in aesthetic dialogue about his or her artwork and artwork of others. VA8CU.1 Discovers how the creative process relates to art history. VA8CU.2 Investigates and discovers personal relationship to community, culture, and world through making and studying art. VA8AR.1 Critiques personal artworks as well as artwork of others using visual and verbal approaches. VA8AR.2 Reflects and expands the use of visual language throughout the artistic process. VA8C.1 Applies information from other disciplines to enhance the understanding and production of artworks. VA8C.2 Develops fluency in visual communication. VA8C.3 Expands knowledge of art as a profession and/or avocation and develops personal life skills through artistic endeavor. Grades 9-12 Sociology SSSocC2 Students will evaluate how cultures develop and evolve. World History SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans. Language Arts ELACC9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ELACC9-10SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ELACC9-10L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC11-12SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. ELACC11-12SL6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. ELACC11-12L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC11-12L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Reading and American Literature ELAALRL3 The student deepens understanding of literacy works by relating them to their contemporary context or historical background, as well as to works from other time periods. AP English Language and Composition ELA11LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELAALRL3 The student deepens understanding of literacy works by relating them to their contemporary context or historical background, as well as to works from other time periods. Reading and World Literature ELAWLRL3 The student deepens understanding of literacy works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. Visual Arts The African art HIGHlights tour also supports the following standards: World History SSWG4 The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa. SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE. The women artists HIGHlights tour also supports the following standards: Sociology SSocIC1 Students will analyze forms of social inequality. United States History SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s. 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Activity 35: A Measure of Maine's Water in a Typical Year Maine Geological Survey Objectives: The student will use a water budget graph to gather statistics and interpret what the statistics mean. They will view and discuss the correlation between the various forms of water within the hydrologic cycle. They will relate the graph to their knowledge of water use and analyze the relationship. Time: The graph interpretation itself can be done in one class period or for one homework assignment. Any further writing assignments (i.e. an essay on "Human influence on the water cycle") may take additional non-class time. Background: This activity is more successful if the students have had some exposure to the hydrologic cycle as well as some discussion on domestic water use. The USGS pamphlet entitled "How Much Water in a Twelve Ounce Can?" is a great starter for water use discussions. The graph activity presented here is an excellent way to wrap up a unit on the hydrologic cycle because it deals with Maine's water statistics. You may wish to gather the same information for the current year or for your particular area/school district. Materials: Each student should have a hydrologic measures graph (Figure 1), data table (attached), schematic copy of the hydrologic cycle (Figure 2), pens and a notebook. Procedure: This activity works well as a class discussion, a small group activity, or as an individual activity. Provide as much or as little introduction as you feel each group needs. 1. Introduce the activity with a general discussion of the graph and the information contained on it. 2. Allow students to answer the questions individually or in small groups. Follow-Up: This activity can be nicely followed with an independent writing assignment (2 pages minimum) on "Human Influence and the Water Cycle." It provides an opportunity for the student to sum up information on water budgets, water use, and the water cycle. References: The graph that serves as the center of this activity was taken from the Ground Water Handbook for the State of Maine, by W. B. Caswell (Maine Geological Survey, Bulletin 39, 1987). Activity developed by Donna Casavant, in conjunction with the 1991 CREST intern program. Name ________________________________ Activity 35: A Measure of Maine's Water in a Typical Year Maine Geological Survey Student Sheet Purpose: To gather statistics and data from the water budget graph and relate this information to water use and the hydrologic cycle. Materials: Each student will need a copy of the Hydrologic Measures graph, a questions sheet, pens and notebook, and a copy of the hydrologic cycle diagram. Background: The hydrologic cycle is the name given to the natural system which continually moves, purifies, and stores water in an ongoing system all over the planet. The graph shows certain aspects of this cycle for water in the state of Maine for a given year, in this case 1971. Based on previous class work and discussion, study the graph and extract some of the graph's data into a data table. Then use this data to answer the following questions. PROCEDURE: Fill in the attached data table with values for each variable (air temperature, evaporation, precipitation, streamflow and water table) for each month. Calculate the averages for each of the following categories: Air temperature for the year: _____________________________________________ Ground water table level for the year: ______________________________________ Stream flow for the year: ________________________________________________ Precipitation for the year: _______________________________________________ Evaporation for the year: ________________________________________________ Evaporation for May through October: _____________________________________ USE the data from the chart and your averages to answer the following questions 1. When does Maine receive the most precipitation? 2. When does it receive the least precipitation? 3. Why does ground water decrease from the month of May on? 4. Why does streamflow increase starting in November? 5. What is the correlation between air temperature and evaporation? 6. When does the ground water table begin to rise? Discuss a possible reason for this. 7. What is the correlation between precipitation and the ground water table? 8. What is the relation between precipitation and stream flow? 9. Think of three questions you could ask using information from this graph. List the questions and the answers. 10. How does water use by humans relate to the graph? Explain. 11. A woman from Australia has just bought a piece of land in your area with the intent of raising vegetables commercially. She asks you to fill her in on the nature of the water cycle in your area. Write at least two paragraphs telling her what she can expect in terms of water availability in this area. She will NOT be using artificial irrigation techniques.	<urn:uuid:66cd618d-c95c-4ed2-9d5e-c55e5a5a37f5>	CC-MAIN-2015-06	http://www.maine.gov/dacf/mgs/education/lessons/act35.pdf	2015-01-26T16:36:46Z	crawl-data/CC-MAIN-2015-06/segments/1422115864313.15/warc/CC-MAIN-20150124161104-00095-ip-10-180-212-252.ec2.internal.warc.gz	851,233,382	951	eng_Latn	eng_Latn	0.99622	eng_Latn	0.99824	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1149, 2236, 3124, 4111, 4524, 4951 ]	[ 4.59375 ]	2	4
Feline Nutritional & Special Health Issues FAQs Drs. Foster & Smith Educational Staff What is arachidonic acid, and why does my cat need it? Why does my cat need the active form of Vitamin A? Why does my cat need niacin? Does my senior cat have special dietary needs? What is arachidonic acid, and why does my cat need it? Arachidonic acid is one of the essential fatty acids. Dogs can manufacture arachidonic acid from linoleic acid or gamma-linolenic acid. Cats cannot. Arachidonic acid is necessary to produce an inflammatory response. In many cases, such as in allergies, the goal is to suppress the inflammatory response. But in other cases, the response is a necessary means by which the body can protect itself. Arachidonic acid also helps to regulate skin growth, is necessary for proper blood clotting, and is necessary for the reproductive and gastrointestinal systems to function properly. Arachidonic acid is found in animal fats which must therefore be included as part of the diet. Like dogs, cats also require linoleic acid, another fatty acid. [ Back to Top ] Why does my cat need the active form of Vitamin A? Cats lack the enzyme which can convert beta-carotene to retinol, the active form of Vitamin A. Therefore, they require a preformed Vitamin A, which is present only in foods of animal origin, and is usually included in cat foods as retinyl palmitate. Deficiencies of Vitamin A are rare, but signs include night blindness, retarded growth, and poor-quality skin and coat. [ Back to Top ] Why does my cat need niacin? Many animals can synthesize niacin, a B vitamin, from the amino acid tryptophan. Cats, however, can not manufacture niacin in sufficient quantities, thus require higher amounts in their diet. Niacin deficiencies can lead to loss of appetite and weight, inflamed gums, and hemorrhagic diarrhea. [ Back to Top ] Does my senior cat have special dietary needs? Various disease processes may require dietary changes to lessen the effects or progression of the disease. Cats with colitis, constipation, or anal gland disease often benefit from diets with increased dietary fiber. Cats with diabetes mellitus may benefit from a diet high in fat and protein and low in carbohydrates. Cats with inflammatory bowel disease and colitis can benefit from diets which have highly digestible sources of protein, fat, and carbohydrates. Cats with heart disease may require a special diet with decreased amounts of sodium and increased amounts of the amino acid taurine. Cats with chronic kidney failure should be on diets with highly digestible protein so there are fewer breakdown products, which the kidneys are responsible for eliminating in the urine. Cats with dental and oral disease, who experience pain while eating hard food, may need to switch to canned food. Cats with cancer have special dietary needs; we recommend increasing omega-3 fatty acids in the diet. [ Back to Top ] Special Health Issues If I feed only canned food, what precautions should I take to protect my pet's teeth? Could your food be causing my pet's excess gas? Could your food be causing my pet's loose stools? If I feed only canned food, what precautions should I take to protect my pet's teeth? If your pet eats only canned food, you'll need to take extra precautions to ensure healthy teeth and gums. Brush your pet's teeth regularly, take your pet to the vet for regular dental exams, and provide your pet with plenty of chew toys and treats (such as rawhide bones) to remove the plaque and tartar that cause tooth decay and gum disease. [ Back to Top ] Could your food be causing my pet's excess gas? Your pet's excess gas could be due to diet-related factors such as eating too quickly, eating too much, switching to a new diet too quickly, or changing the diet frequently. Minor amounts of gas are a normal part of your pet's digestive processes, and are to be expected. Major amounts of gas, however, are not typical, are unpleasant for you and your pet, and can often be remedied. Feline Nutritional & Special Health Issues FAQs - Page 1 of 2 Be sure that your pet doesn't eat too quickly, that he doesn't eat more food than he needs, and that you're not changing his food frequently without allowing enough time to gradually change from the old food to the new. If adapting your pet's diet doesn't seem to help your pet's flatulence, consult your veterinarian. [ Back to Top ] Could your food be causing my pet's loose stools? Loose stools (diarrhea) can be caused by a pet's diet. However, diet is not the only cause. Be sure to consult your veterinarian if your pet is experiencing loose stools, as they could be an indication of illness. If your pet has consistently loose stools that are not related to a physical illness, first check your pet's food to be sure it is not expired or spoiled. If the food is indeed spoiled or past its expiration date, replace it immediately. If this does not alleviate the problem try feeding less of the food; sometimes inadvertent overfeeding can cause loose stools because pet foods are typically very nutrient-rich and easy to digest. You may also choose to try feeding several small meals throughout the day, rather than 1 or 2 large ones. If feeding less food or feeding several smaller meals does not eliminate the problem of loose stools, your cat may have an intolerance to one or more ingredients in the food. You may wish to try a different food. Remember, periods of loose stools can quickly cause dehydration and deprive your cat's body of necessary nutrients, so be sure to contact your veterinarian as soon as possible. [ Back to Top ]	<urn:uuid:c2ef1f3e-4a18-409e-83e8-3ec9ca7e5e36>	CC-MAIN-2015-06	http://www.drsfostersmith.com/PIC/article_pdf.cfm?aid=544	2015-01-26T16:33:15Z	crawl-data/CC-MAIN-2015-06/segments/1422115864313.15/warc/CC-MAIN-20150124161104-00103-ip-10-180-212-252.ec2.internal.warc.gz	625,926,491	1,195	eng_Latn	eng_Latn	0.999184	eng_Latn	0.999164	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4085, 5641 ]	[ 2.59375 ]	1	25
Boise State University ScholarWorks innovate@boisestate 4-2-2010 Boise Exploration Project Dominique Elliott Department of Accountancy, Boise State University Lauren Garrett Department of Economics, Boise State University Max Greenlee Department of Political Science, Boise State University Ricardo Malo Department of Electrical and Computer Engineering, Boise State University Sydney Reed Department of Anthropology, Boise State University Student Research The Boise Exploration Project 1 The Boise Exploration Project Dominique Elliott, Lauren Garrett, Max Greenlee, Sydney Reed, and Ricardo Malo Innovate@Boise State Challenge April 2, 2010 Executive Summary To being the innovate challenge, we were presented with five undeveloped properties that we needed to turn into something innovative, filled the needs of the community, was feasible, and grounded in evidence. Our wish was to build something so that Downtown Boise could become a place that truly fostered a sense of community, and culture, while emphasizing education by bringing together everyone from adults to children, students to businessmen, and urban to suburban. This vision was formalized through the construction of our idea: to build a large, interactive Boise City Museum. This museum would take visitors on an interactive journey through the world, from dinosaurs, to Idaho history, to space exploration. We wanted visitors to experience education, to not only learn about history in a classroom; therefore, the Boise City Museum would offer an IMAX experience as well as a public-access planetarium. These innovations would not only allow potential partners like Boise State University, Microsoft, and Hewlett Packard the chance to have a foothold in the community, but also they would inspire young students through sponsoring an exhibit. However, our vision did not stop with the Boise City Museum, we wanted to foster all of the arts, so we added an amphitheatre that could house different plays, local orchestras and support other arts. Next to the amphitheatre, a shopping center called The Marketplace is set; it is a place that will be supportive to small, local businesses and restaurants. This place will have beautiful architecture to provide a breathtaking first glimpse of Boise when exiting the connector. Other innovative aspects to our design was the addition of pedestrian bridges to encourage walking and bicycling; also a parking garage, to help address some of the space issues business people downtown experience. Our design, the Boise Exploration Project, is a large scale, innovative project designed around Boise's strengths as a community. OUR VISION Boise, Idaho, is a beautiful city, full of culture, prospering businesses, and a strong sense of community. Recently, this wonderful place to live has experienced many young people leaving. Hence, city-makers have asked our group, the Boise Exploration Project, to make Boise more "livable." This presented the question: What is livable? We, as the Boise Exploration Project, defined livable as a place where community, culture, education, business, and the arts were all fostered in a positive environment. In addressing this problem, our team considered various sources to determine the best way to make Boise the "most livable city in the world." During the first two days of the competition, we heard from the following leaders in the community: Mayor Bieter, President Kustra, and developer Mark Rivers. It struck our group how all of them mentioned arts and culture as a key foundation for the city. Mayor Bieter said one thing to always keep in mind was the "city soul", which he believes is related to cultural events that celebrate Boise's uniqueness. Boise has "authority" in the areas of art and culture, according to Mark Rivers. President Kustra also believed that culture was an essential part of the Boise spirit. With their speeches in mind, we focused on issues related to livability touched on in the 2009 Boise Citizen Survey. One statistic that stood out was the percentage of people who believed that the arts and cultural programs in Boise were "excellent." In 2009, this figure representing citizens rating culture as "excellent" was 28%, which is comparably better than the national average (21%) and the Mountain West (20%), but Boise's rating is behind the average for a city of comparable size (36%). Essentially, this statistic tracks with the consensus from the speakers: Boise does very well with arts and culture, but has room for improvement. Many of our team did informal surveys of our friends and family, who also thought that downtown would benefit from a place where both children and adults could be entertained and develop a sense of community. This research helped formalize our wish: that Downtown Boise could become a place that truly fostered a sense of community, culture, while emphasizing education by bringing together everyone from adults to children, students to businessmen, and urban to suburban. THE BOISE CITY MUSEUM The challenge was to provide Boise with something that is innovative, that it does not have, but that will make it more livable. To the Boise Exploration Project, the downtown area of Boise is cold, a place for businesses, but mostly filled with business people in cars. We do not see many people walking the streets with their families on a regular basis. We feel that family, fun, entertainment, and education make a place livable. Therefore, our vision was to create an environment that fosters learning and creativity and where people of all ages can be entertained. This goal is accomplished by the construction of the Boise City Museum. This interactive museum will provide a learning center for everyone in the community. Boise's cultural authority has much to offer, but many do not get to see it in this light. However, the Boise City Museum will provide not only the community with a common identity, but something that distinguishes Boise against the rest of the northwest. This interactive museum will feature a hands-on history of the world while incorporating Idaho history as well. This innovation in education will bring different types of education under one roof. The new museum will be open to everyone of every age. By partnering with Boise State University, the museum can teach in a fun environment and inspire young people through the sponsored exhibits. The Boise City Museum would provide Boise State with some classrooms in exchange for research projects that can be viewed by the public. These laboratories would be on the second floor of the museum with an adjacent classroom for ease of access for students and teachers; these laboratories however, would have windows the entire length of the room where observers could view the projects first hand. The interactive Boise City Museum is an innovation in learning. The first floor would have interactive exhibits following the dinosaurs, to the oceans, to mammals and finally, to humans (Figure 1). These interactive exhibits provide information people of every age will be interested to experience. However, to stay innovative, the exhibits would be rotated every few months; this is also to keep fresh information to visitors, and keep the people who live in Boise coming back to the Boise City Museum. The second floor of the Boise City Museum will take visitors through a learning journey like none they have experienced before. In partnership with Boise State University, patrons will be able to see actual university researchers perform lab tests in real time. Near these observation windows, visitors will be able to interact with the various exhibits. The second-floor exhibits will include: Raptor Lab and interactive bird center, Mineral Lab and interactive soil/gem center, the Engineering Lab and interactive physics center, and experience a journey through space. These fun and educational exhibits will allow Boise State University to directly influence the community (Figure 2). Patrons can also experience education in an enormous IMAX theatre; the IMAX would feature beautiful, high definition, educational movies so the visitors can experience the valuable information first-hand. Along with the IMAX experience, visitors will be able to experience space directly through the Boise City Museum's very own public planetarium. This planetarium will not only be the focal point of the building, but it will provide Boiseians with an entirely new identity as they see their place in the night sky. While Idaho has a few planetariums to offer educators and students in those particular study areas, the Boise City Museum planetarium will be open to the entire public. PEDESTRIAN BRIDGES When surveyed, our friends and family unanimously said that some mode of public transportation was necessary for Boise to be more livable. According to Mayor Bieter, Idaho has so much to offer its residents in terms of pleasant weather, but many Boiseians do not take advantage of it. Therefore, the Boise Exploration Project wanted to incorporate Boise's vision of becoming less dependent on cars. Many people will only come to downtown in their vehicle and never walk throughout this beautiful place. To help solve this problem, we designed pedestrian bridges to enter the Boise City Museum Park to encourage the community to walk or ride bikes more than drive; these bridges will be placed over Front Street, Myrtle Street, 11 th Street, and 13 th Street to provide the easiest access for all people downtown to use this innovative resource. We hope these bridges will help the community become involved in Boise and the athletic culture in which we have authority. PARKING GARAGE AND PARK In his presentation to Innovate participants, Mayor Bieter discussed some things that Boise was in desperate need. Among the mentioned concerns, Mayor Bieter stated that parking was a large concern for many Boiseians. Many are upset with the parking situations downtown and feel there are not many options. The Boise Exploration Project decided to use plot two, so there is much more space than necessary to build a large museum. Therefore, the Exploration Project decided to utilize the dirt parking lot currently there, and replace it with an underground parking garage. This parking garage will be large, but not above the ground, two stories of it will be below the ground. This is to make Boise more aesthetically pleasing to Boiseians and people that visit Boise. The garage will be functional, but we will add a park next to the parking garage. Parks are a signature of Boise, because it is known for its beautiful outdoors. The Boise Exploration Project mission is to encompass all of Boise's strengths as well as add in the new features. This park will be the location where the pedestrian bridges will meet. People will be able to walk directly from downtown to this park. Not only will this provide a place for people to relax and enjoy the outdoors, but it will be a majestic entrance to the new, innovative Boise City Museum. AMPHITHEATRE After the meeting with Mayor Bieter and President Kustra, the Boise Exploration Project decided that a large part of their concerns for the future were related to the arts and culture. Mayor Bieter expressed a city-wide need for a performing arts venue, preferably between the size of the Egyptian and the Morrison Center. So as a group, we felt that an amphitheatre would be a creative attribute to our vision. The Boise Exploration Project felt that Boise needed an amphitheatre with a large stage in front, especially suitable for plays, a middle sitting area, and an upper seating area overlooking the stage. The amount of seating in the amphitheatre would be in the range of 800 to 1,200 seats. This amphitheatre would allow wide variety of shows and stunning performances for the population of Boise to enjoy. Another innovative aspect of unveiling the new performing arts venue would be the advantage of offering this new setting to large, local performing groups like the Boise Phil Harmonic and Opera Idaho Incorporated. Boise State performing arts department would also be encouraged to use the amphitheatre for future concerts and high school programs such as Honor Band, All State, Seminars, etc. This large space would provide a great cultural and artistic experience for our community and for Boise State University to cross the river to become involved in downtown. Figure 4 Second Floor Along with the great entertainment that may take place within this theater we considered the architectural element of the building was very important as well. The Boise Exploration Project decided to carry over the architecture of the museum over to the amphitheatre. With this spherical shape, we have a unique addition to the gateway of downtown Boise. THE MARKETPLACE To expound upon the creative ideas with the amphitheatre, we decided to add a collection of restaurants and stores to help expand Boise's small business presence, called the Marketplace. We envisioned this area to be an oasis for locally owned businesses and restaurants. A great contributor of this project would be the Think Boise First group. This very innovative group provides advertising and other support for Boise's small, local businesses. This marketplace will also provide opportunities for local Idaho farmers and craftsmen to have small booths in the pleasant courtyard on a monthly basis. The Marketplace would offer a great opportunity for Boiseians to make a direct, positive change in the local economy and support the community (Figures 5-6). Figure 5 Ground Floor Figure 6 Top Floor/Balcony FUNDING, COSTS, AND EXPECTED REVENUES The Boise Exploration Project can be funded in a variety of ways. First, there are certain public funding options. According to Capitol City Development Corporation's official website, its mission is "to invest public funds in business districts and neighborhoods needing economic development and revitalization." The site we have chosen is located within the River Myrtle Redevelopment District, so the area does qualify as needing economic development. Moreover, parts of our project would fall directly into what CCDC deems necessary to development. CCDC has helped the city by constructing projects such as parking garages and various other street improvements. Our project includes both a parking garage, which is located in a spot which CCDC has planned for a garage already, and two pedestrian bridges. These bridges would be a great asset to pedestrian traffic crossing the busy, dangerous streets of Front and Myrtle. Both of these projects would benefit the City as a whole, in addition to the area in question. Outside of CCDC funding, there are certain options to consider. First, the garage and pedestrian bridge could benefit from a public-private partnership. The parking garage, according to Reed Construction Data, would cost around six million dollars to implement, and the park and landscaping would cost approximately one million dollars. Hence, supportive funding for these projects would include sponsorship from the developer of the commercial area as well as other community business sponsors, possibly in return for naming rights or other advertising. The pedestrian bridges, costing around one million according to Reed Construction Data, could also be partially funded through the personalized brick method, proven to be effective through the Boise Center on the Grove Plaza. Other funding for the bridge might come from federal transportation grants or state funding. Although the Boise City Museum is the most costly project we have proposed, it also has the most funding opportunities available. According to Reed Construction Data, the Boise City Museum would cost about forty million dollars. Obviously, some private investment would be necessary. The actual museum activities could be taken over by a nonprofit organization such as the Discovery Center of Idaho, but some large corporate sponsors would be the best way to get much of the funding. Companies like HP or Simplot would be excellent candidates. In fact, this space is already in consideration for a community oriented "parkscape" called JUMP, commissioned by Simplot. This project is currently under review and reconsideration, in conference with the Mayor and City Council. In addition to large private contributions, the museum would be able to provide some return on funding through revenue, so a loan might be a possibility. Boise State University might also provide some assistance because one floor of the museum is devoted to classrooms and research through the university. This space could be utilized as a foothold for the university downtown, enabling many colleges to use the space for any number of subjects. Finally, some federal grants through agencies like the National Science Foundation might be applicable, especially for the academic research portions. Finally, the funding of the Marketplace has the least amount of options, but is also one of the least costly. Since this is mainly a commercial area, a real estate developer would probably front most of the building cost. The investment would be recouped by charging rent to the tenants. However, the auditorium space would be maintained by a nonprofit organization, and might be eligible for federal grants through the National Endowment for the Arts. Also, private donations could be instrumental in procuring funding for this building, just like it would be for the museum, for example, the Morrison Center would not be what it is today without charity. Museum Revenue Since the Boise City Museum, the Marketplace, the amphitheatre, and parking garage are so extensive; it is not easy to pinpoint what the major sources of revenue will be. For the museum's revenue we suspect that part of it will be from the on-site gift shop, admissions, memberships, and other charitable programs. As for other means of revenue, the museum can earn revenue by running museum programs for young students during the year. Corporate partnerships can be formed with HP, Microsoft and Boise State University. By partnerships with Microsoft, HP and Boise State University, they may place an exhibit or open lab for people to view. For example, Microsoft has been being testing an application called Microsoft Surface. This program is a futuristic and interactive exhibit that uses a touch screen to perform a variety of tasks, from playing games to researching and studying satellite images for NASA. The other partnership the Boise City Museum will value the most is the affiliation with Boise State University. The museum will include classrooms, laboratories, and interactive learning exhibits that are both ran and used by Boise State students. These exhibits and labs will give Boise State University a foothold in downtown and with the community in general. Visitors will be inspired by the exhibits and hopefully want to visit this museum time and time again to preview new studies brought to the community by Boise State University. After studying prices of some of the larger museums around the country, most provided an average price range in which the Boise City Museum will adopt. The following table provided is what the Boise Exploration Project feels is a close approximation of admission prices: *Memberships are eligible for special pricing options. Marketplace Revenue The Marketplace will foster small businesses and bring in revenues for not only themselves, but the local economy. Think Boise First would be linked to the small businesses in the Marketplace. This market will help many locally owned businesses gain exposure and help the struggling Boise economy. Local farmers and craftsmen would also benefit by participating in a weekly farmers market. Amphitheatre Revenue The amphitheatre will be the star attraction of the Marketplace. This amphitheatre would house large bands, local bands, plays, and perhaps even Boise State University performing arts. These events held will earn revenue through tickets. Parking Garage Revenue The parking garage is going to be very accessible both to people that work downtown, and the patrons of the Marketplace and the Boise City Museum. The garage needs to stay competitive, and we are trying to discourage drivers to the museum; therefore Boise Exploration Project proposes the prices as follows: These prices are comparable to other parking areas downtown; though we anticipate this location will bring in added revenue. CONCLUSION We realize that the Boise Exploration Project is ambitious but we feel such a large project is necessary to showcase all that Boise has to offer. This idea of the interactive Boise City Museum, Amphitheatre, Marketplace, parking garage, and inventive pedestrian bridges is new and innovative. Based on our extensive research this project will satisfy the community's need for more of the arts and culture downtown. All we need is the cooperation of all participants to make this idea a reality, thereby making Boise the most livable city in the world.	<urn:uuid:bd485aef-39b5-43a7-84c6-7d2a8f921a59>	CC-MAIN-2015-06	http://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1001&context=innovate	2015-01-26T16:28:21Z	crawl-data/CC-MAIN-2015-06/segments/1422115864313.15/warc/CC-MAIN-20150124161104-00111-ip-10-180-212-252.ec2.internal.warc.gz	305,100,449	4,117	eng_Latn	eng_Latn	0.941767	eng_Latn	0.9989	[ "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	[ 472, 663, 2670, 4674, 6721, 7909, 8952, 11015, 11961, 12926, 14408, 16497, 18516, 19555, 20748, 21316 ]	[ 2.046875, 1.1796875 ]	6	10
Parenting Suggestions Regarding Technology and Cyberbullying * Ask them to take you places they frequently visit and show you what they do. Three types of sites children commonly utilize are: * Instant or Text Messaging * Social Media * Video or Picture Posting * Open up accounts where they have accounts. * If your child is under 13, you do have the option to have these accounts deleted since most of these services have an age and parental consent requirement per the Federal Children's Online Privacy Protection Act. * Have them share with you all their user account names and passwords. * Make certain they never have and will never share their passwords with anyone, even a friend. Explain the risk of someone impersonating them and ruining their reputation. * Have them show you what they have in their proﬁles/pages. How do they describe themselves? Is it all accurate and appropriate? Does it show too much detail about your child? Are they protecting and sustaining a positive reputation? * Scrutinize their friend lists on these accounts. Recognizing the identity of each person is paramount. If they don't know the person in person, then consider that person a stranger. Request they delete and block that person. * Ask your child if they have ever been ridiculed, intimidated or humiliated on the Internet. Encourage them to come to you for support if they are being bullied. Both of you should learn how to use the print screen option to save evidence of the cyberbullying. * In general, whether your child was bullied on-line or in person, write down the details as soon as possible. Log date, time, place, bully, bystanders, description of the event and evidence. Bring this documentation to the appropriate school ofﬁcial or local police department depending on the severity of the event. * Ask whether they have bullied anyone. It's important for them to appreciate how much unkind words or images can inﬂict emotional pain, and that the reach of the Internet makes it far more destructive. Use Ryan's story to make the point. © 2009-2016 John Halligan All rights reserved. Permission is granted to photocopy. Disclaimer: This is for informational purposes only. It should not be considered complete or used in place of any additional resources. Parenting Suggestions Regarding Technology and Cyberbullying * Also, explain that this is a particularly difﬁcult emotional period for many children and what may seem to be harmless teasing, can be devastating to the person being teased. * Share with them that the Internet is a public forum so anything can be shared with other people without their knowledge or consent. They should be very discreet in what they say and do on-line. They need always to be vigilant in protecting their reputations. Things said and done on the internet can come back to bite them many years later. * Have a very pointed conversation about "sexting", the risky practice of sending sexually explicit photos or messages which can easily be forwarded on to others and damage their reputation. * Establish clear and enforceable guidelines: * Create your family policy for technology acceptable use. List what may or may not be allowed including clear rules about time limits. * Be upfront with your child that this policy will be enforced and monitored. Try to set a policy that respects your child's privacy while also considering their age, maturity level and inclination towards risky behavior. * Purchase monitoring and time control software to help enforce your family's policy. o Search"parental control software reviews" to ﬁnd the latest products, features, and reviews. * Remove the technology (cells phones, tablets, iPods, computers) from the bedroom, speciﬁcally, when it is time to sleep. * How much technology and access does your child need? * Does a middle school child or younger possess the maturity, judgment, and social skills to use text messaging and social websites responsibly? Do their peers? * Does your child need a cell phone, particularly with text messaging and photo/ video features? Are they mature enough to handle these options responsibly? Would a basic ﬂip phone sufﬁce until they are more mature? * When does too much technology begin to hurt a child? You need to ﬁnd the right balance with other activities. * Is it healthy for them to come home and plug right back into their social network versus having some quiet, reﬂective and regenerative time with their family? * Please visit http://www.RyansStory.org for more information about these topics and to also learn more about bullying and teen suicide prevention. © 2009-2016 John Halligan All rights reserved. Permission is granted to photocopy. Disclaimer: This is for informational purposes only. 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Tucson Unified School District Inside this issue: Upcoming Events Mar.28—AZMerit testing begins for 3—5 grades Mar. 29— 3rd grade AZMerit Parent Night 5:30—6:45 p.m. Apr. 7—Field Day Apr. 12 & May 10—Site Council Meeting, 7:30 a.m. Apr. 14 No School—Good Friday Apr. 19-21 Book Fair May 1—5 Teacher Appreciation Week May 5—Dia del Nino//Cinco de Mayo Fiesta, 5:30—8:00 May 10—Volunteer Appreciation Event, 2:15—3:15 May 25—Last Day of School Volume 3, Issue 3 Borton Is an Award-Winning School! Magnet Schools of America, the national association for magnet and theme-based schools, has recognized Borton Magnet School as a 2017 School of Excellence! This award is granted to magnet schools that demonstrate the ability to raise student academic achievement, promote racial and socioeconomic diversity, provide integrated curricula and instruction, and create strong family and community partnerships that enhance the school's magnet theme. Denice Contreras, our principal, will be recognized and receive a National Magnet School of Excellence Merit Award on behalf of the school during an awards ceremony held at Magnet Schools of America's 35 th National Conference hosted by Los Angeles Unified School District in Los Angeles, California April 2630, 2017. All of the students, teachers, staff, and members of the Borton Community are to be congratulated for their dedication and engagement in the life of our school. You are what made this award possible. WE ARE STILL COLLECTING! March, 2017 AZMerit Testing From March 28 through April 21st Borton students in grades 3 through 5 will take the state test, the AZMerit. This year, most of the test will be done on computers, so the testing schedule has been stretched out to accommodate the fact that approximately 200 students will need to be online at some time during the day. We've also set up the testing schedule so the students will take only one part of the test each day. The 4th grade science test and the first draft writing will be done with paper and pencil. You have a role to play in your child's attitude toward the testing and overall success. First and foremost, daily attendance is important. Students who take the test with the rest of their class will feel more supported and won't be pulled out of class to make up portions they miss. Please be sure your child is getting adequate sleep each night and arriving at school refreshed, calm, and ready to do his or her personal best. Good nutrition helps, too. A breakfast full of protein and complex carbohydrates will maintain children Meeting an Illustrator of Children's Books On March 13, students in nine Borton classrooms met children's book illustrator Chris Eliopoulos in sessions in the library. Chris was in town for the Tucson Festival of Books. He shared his work with the students, explaining his process and the source of his inspiration. He led the students in a drawing activity. The students also had an opportunity to purchase one of four books he illustrated and have them signed while Chris was at school. The Borton library has eight books in a series by Brad Meltzer, that were illustrated by Chris— Ordinary People Change the World. We have the books about Lucille Ball, Amelia Earhart, Jackie Robinson, Albert Einstein, Jim Henson, Jane Goodall, Helen Keller, and Rosa Parks. Come and check them out—literally! More Shade for Borton's Playground Our second graders responded to a letter from Ali Parent, President of the PTA, asking for help in considering how to provide more shade for the playground. The second graders are hard at work on this project. Their driving question is: Where on the playground can we use more shade and how can we provide it? The work began with the children drawing their mental models of shade structures. They collected data about existing shade by mapping where shade could be found on the playground at three different times of the day. Empathy maps helped them consider who might need shade and why. The students drew plans for shade structures and then built models from cardboard, straws, and scraps of shade cloth. much longer than a bowl of sugary cereal. We'll have snacks during the day to keep kids going. Since our third graders will be taking the AZMerit test for the first time, their teachers are inviting parents to learn more about the test in a special parent night on March 29, from 5:30—6:45 p.m. You can also learn more online at the Arizona Department of Education website: http://www.azed.gov/assessment/ azmerit/ These models were presented to the classes accompanied by reasoned arguments about why a particular model would be best. Once each class selected a model, prototypes were built, with necessary revisions along the way. The students also wrote directions for how to assemble and disassemble the shade structures. Their work was presented to the community in a Celebration of Learning on March 16. Living River of Words This year, four Borton classes, the Turtles, Discovery, Shooting Star and Rainforest rooms, participated in the Living River of Words Pro- bell Park. At the river, the students searched for life forms in samples of river water, sketched and wrote poetry, and hiked above ject. The project is run by the Pima County Wastewater Management department and designed to teach students about how Tucson uses its effluent water and the kinds of life that this special river supports. As part of the project, all the the river looking for evidence of wildlife. Back in class, the students were visited by a poet or an artist and continued to work on more refined poems and pictures inspired by their classes meet with Yajaira Gray, of Pima County, to learn about the source of the effluent and how to identify the kinds of lifeforms they might find in the river. Then, all the classes went on a field trip to the Santa Cruz River, near Cortaro Road and the Crossroads at Silver- trip to the Santa Cruz. All of their work was entered into a contest and will be displayed at the Living River Celebration, Saturday, April 8, 2017, at the Wheeler Taft Abbett Sr. Branch Library, in the Crossroads at Silverbell Park, from 9:00 a.m. to noon. We are Borton's New Chicken Coop This year, the Hummingbird preschool classes and the first grade Earth Room took on the challenge of redesigning and rebuilding the chicken coop. This project involved lots of study about chickens and their needs, leading the children to recognize the care of chickens as a system of interconnected elements. We constructed connection circles, first with yarn, and then on paper, to show how everything needs to work together. Even our pre-schoolers were able to identify which elements contributed to a stock of chicken care and what would cause the level of care to decline. The children drew plans for chicken coops, and after learning that chickens are very social, also designed chicken toys. Models were built from scrap materials in the hopes that some would be incorporated into the final design. The actual construction of the coop involved the children to the extent practicable, mostly painting. Moses Thompson, from the UA School and Community Garden Project, provided expertise and physical labor, along with interns from the delighted to announce that several Borton students were selected as finalists for their artwork: Mathilda, Ghazaul, and Willa from the Turtle Room, and Amira and Ximena from the Discovery Room. Our congratulations to them! All of the children who participated in the project represented Borton well! program and our own Molly Reed. Of course, books on chickens were read, chicken art decorated the walls, and even chicken music filled dance sessions. On Wednesday, March 16, a grand reveal was held, inviting parents and everyone who participated in the project to a grand celebration. We now have a wonderful new coop for chickens. Borton Magnet School 700 E. 22nd St. Tucson, AZ 85713 Phone: 520-225-1000 Principal: Denice Contreras firstname.lastname@example.org Magnet Coordinator: Caryl Crowell email@example.com We're on the web: http://edweb.tusd1.org/Borton/ Facebook: https:// www.facebook.com/pages/Borton -Magnet-School/230220193657529 Using Project-Based Learning and Systems Thinking to educate children for a future yet unknown Goals, Gaps, and Systems All of us set goals for ourselves and usually, for some period of time, we work toward those goals. Perhaps we even achieve them. But what happens next? Do we set new goals? Or let go of the behavior that got us to that goal, so that the gap between our current state and our goal increases again? It's the perfect description of yo-yo dieting. But it happens in the case of other goals too. Systems thinking provides a model for this kind of up-and-down cycle using feedback loops. Let's the current state. So in response, we make efforts to close that gap. As we do so, the actual state approaches the goal and the gap begins to disappear. But as the gap decreases, so do our efforts to close the gap, resulting in a decrease in the actual state, which once again increases the gap. It's a balancing system. talk our way through this kind of model. At the start, there is a gap between our goal and James Clear writes about the difference between goals and systems. In the dieting example, our goal is to lose weight. But the system is what we do everyday to eat nutritious meals. If you're a biker, your goal is to complete the Tour de Tucson, but your systems is your daily training. Clear gives three reasons why we should focus on the systems instead of the goals: 1.) Goals reduce our current happiness. We think we're only good enough if we reach our goal, so we put off feelings of success until we get there. What a burden! If we focus on the process, we recognize the small steps that get us to our goal and make it more likely we will sustain our efforts. 2.) Goals are at odds with long term progress Sometimes we experience a setback and want to give up. But if we remind ourselves we are doing it for the rest of our lives (like bike riding), then we focus on longterm outcomes and not short-term results. 3.) Goals suggest that we can control things that we really can't. When we set goals, we plan how and when we're going to get there. But stuff happens. When we focus on long-term outcomes and check in periodically, we give ourselves feedback and opportunities to take corrective action when things go awry. We can keep track without feeling the pressure to predict what will happen next. So stepping on the scale once a week, might keep you from reaching for that doughnut. http://jamesclear.com/goalssystems	<urn:uuid:5e783454-e112-493b-bfcf-2a9d9fce2fb8>	CC-MAIN-2017-39	http://borton.tusd1.schooldesk.net/Portals/TUSD1/Borton/docs/BortonMagnetMessenger.pdf	2017-09-22T20:46:27Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00063.warc.gz	48,216,722	2,388	eng_Latn	eng_Latn	0.994422	eng_Latn	0.998469	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1519, 4954, 7926, 10716 ]	[ 2.5625 ]	1	0
PowerPoint ® Resources for Training School Staff 2 Training Asthma Basics Training presentation for up to one-hour in-service seminars for any level participant. Appropriate for mixed audience of teachers, custodians, food service, PE teachers etc. We suggest providing a copy of the Asthma Basics section from this manual to each member of the audience. Asthma Basics for Coaches Training presentation approximately one hour in length providing asthma basics and actions for Coaches and all individuals responsible for sporting activities. Appropriate for all levels and types of coaches associated with grades K through 12. We suggest providing a copy of the Coaches section from this manual to each member of the audience. Asthma in the School Environment Basic indoor and outdoor environmental information and suggestions appropriate for short presentation (approx. 25 minutes). Appropriate for mixed audience with special emphasis on school administrators, custodians and teachers. We suggest providing a copy of the Administrators, and Custodians sections from this manual to each member of the audience. Can be used as a complimentary educational resource to the EPA's "Tools for Schools" program. Asthma Basics for Physical Education teachers Training presentation geared toward asthma basics, information and suggested steps specific to PE teachers. Presentation length from 30 to 40 minutes. Appropriate for PE teachers, Playground Assistants or any individual responsible for children in the physical education setting. We suggest providing a copy of the Coaches and Playground Assistants sections from this manual to each member of the audience. It may also be appropriate to provide a copy of the Teachers section depending on the audience makeup. MDH – Managing Asthma in Minnesota Schools Training PowerPoint ® : I. Introduction to Asthma – a. MN asthma statistics b. Asthma basics- what is asthma? c. Handling acute asthma episodes d. What causes asthma? e. EIA (exercise induced asthma) f. Diagnosing and assessing asthma (Medical providers steps) g. NHLBI guidelines/severity levels h. Assessing asthma in the school health office II. Medication Overview- a. MN inhaler law b. Controllers c. Long Acting Beta Agonists d. Leukotriene Modifiers e. Relievers III. Controlling Asthma- a. Medical management & environmental management b. Asthma action plans & zones c. Environmental Management d. Nurses role in managing asthma e. Communication f. Tools available in the manual g. Care coordination and education This is a 6-8 hour training program formatted to provide a comprehensive overview of asthma, the school nurses role when providing care to a child who has asthma and what resources and processes should be considered when providing health care services. Portions of this program may be altered to fit a certain individual educational need or used in its entirety when teaching other LSN's. We suggest you either copy the manual from the CD provided or contact MDH Asthma program staff to obtain further copies of the manual. MDH will provide copies of the manual (one per school) to Health Office staff who have attended a full 6-8 hour training session. PowerPoint ® is a registered trademark of Microsoft © Corporation.	<urn:uuid:962bc741-110e-4264-9cc3-48ce7bf19fb1>	CC-MAIN-2017-39	http://www.health.state.mn.us/asthma/documents/training.pdf	2017-09-22T20:54:16Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00063.warc.gz	473,814,116	660	eng_Latn	eng_Latn	0.981779	eng_Latn	0.986368	[ "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 48, 1772, 3267 ]	[ 2.21875 ]	1	0
Introduction The Autism Acceptance Book: Being a Friend to Someone with Autism lends itself to teaching many lessons and fulfilling numerous National and State Content Standards. Each of the lesson plans provide creative ideas for using The Autism Acceptance Book in classrooms and other group settings. Just as the book is geared towards children aged 6-13, some of the lessons are more advanced, and others are for a younger population. The lessons can be easily adapted or modified as needed based on student age, ability and goals. The standards referenced are drawn from the Mid-Continent Research for Education and Learning' National Standards. Several of the lesson plans focus on teaching character development issues. In states with character education requirements, these lessons fulfill many additional standards (which are not noted in this document as these vary state to state). These lessons guide children to think beyond themselves and to treat others with respect, tolerance, and kindness, and/or to recognize and practice selflessness, empathy, or inclusion of others. We hope that the lesson plan ideas encourage and empower educators to invite children to learn more about their peers with autism, or other special challenges, while learning academic lessons in language arts, science, and character education. Reproduction and Sharing Guidelines: Watering Can Press encourages teachers to reproduce this guide as needed and to share this tool with other educators. Prior written permission must be granted by publisher to post this guide on any Web site. Permission requests or questions about the use of this guide can be submitted to the publisher at email@example.com. SUBJECT: Language Arts TITLE : Picture Dictionary Grades 3–6 OBJECTIVE : Students will create picture dictionaries and practice identifying parts of speech. MATERIALS: Magazines Glue Paper Markers Scissors Dictionaries The Autism Acceptance Book page 34 ACTIVITY: * Read page 34 of The Autism Acceptance Book with students. * Tell students that as a group they are going to create a picture dictionary to help their friends with autism understand all the things that people their age say. * Ask students if they have ever heard people talking but they couldn't understand what they were saying because the words were new to them. * Guide a class brainstorm of words and phrases that students use all the time but someone may not understand. * Explain that when you were young people used the word X to mean Y. (People used the word cool to mean really great. Or in the 1990's people said "that's the bomb" when they meant something was really great.) * Record student answers. * Give each group a word or phrase from the list. * Divide the class into groups of 2 or 3 students. * Give each group a dictionary, a piece of paper, a magazine, glue, scissors, and markers. * First they must decide on a definition of the word or phrase. Tell them to use the dictionary as a model for how to write the definition. * Tell students that they are going to create pages of a picture dictionary for their friends with autism. * As students are generating definitions, walk around the room and help each group determine the appropriate part of speech. * Allow students 10 minutes to generate the definitions. * Give students another 10 minutes to find photos from the magazine to illustrate the meaning. * Tell students to write the definition – including the part of speech – on the bottom half of the paper. * Have each group present their definition. After each presentation, hang the page on the board. After all the presentations, have the class alphabetize the entries. * Staple the pages together. * STANDARDS: Uses grammatical and mechanical conventions in written compositions. SUBJECT: Language Arts TITLE : In a Land Far, Far Away Grades 2–8 OBJECTIVE: Students will practice using the writing process. Students will gather information to write a descriptive paragraph about an imaginary place. MATERIALS: Paper Pencils The Autism Acceptance Book pages 30, 31 ACTIVITY: * Say; "Okay begin starts with the letter B, so partner B will go first." * Ask students to work with a partner and to choose who will be A and who will be B. * Tell students that partner B will have exactly 1 minute to talk about his or her favorite movie. Explain that after 1 minute, students will switch roles. Tell students that when 1 minute is up you will say; "switch." * After about 45 seconds, tell students to wrap up their final statements. * Allow students 1 minute to talk and then say, "switch." * When everyone has settled, ask students to name their partners' favorite movies. * Explain to students that since X does not really exist, it is called an imaginary place. * Choose 1 movie that involves an imaginary place. (If none of the movies involve imaginary places, ask if anyone has seen The Wizard of Oz or a Harry Potter movie.) Ask is anyone can explain the imaginary place in the movie (you will have to name the place rather than say "the imaginary place.") * Tell students that someone originally thought of X in their mind. Explain that whether or not X looks like the picture the person had in mind really depends on how well they were able to write a description about the mental picture. * Tell students that you are going to help them practice writing and using their imaginations. * Ask if anyone in the class thinks it might be fun to have a career in movies. Explain that one way to do that is by writing. * Ask students to close their eyes. Ask them to imagine themselves somewhere else (an imaginary place or someplace they've been). * * Ask students what else they see. Allow about 30 seconds. Offer prompts such as; are there trees? Do you see a blue sky? Are there buildings? Do you see water anywhere? What type of water? * Ask students to name the people they see in the place in their minds. Allow about 30 seconds for students to really think. Offer prompts such as; do you know the people that you are seeing in your mental picture? * Ask students what they smell. Allow 30 seconds. Offer prompts such as; is the air fresh? Do you smell flowers? Do you smell food? * Ask students to open their eyes and to write down all the details that they possibly can remember about their imaginary place. Explain that this is the first step in the writing process. * Allow 2 to 3 minutes of brainstorming. * Draw a 3-column chart. Write each of the following headings, who, see, and smell at the top of each column. * Next, have students organize their thoughts. In a Land Far, Far Away -- CONTINUED * Tell them to list all of the items from their brainstorm in the appropriate column. * Tell students to use what they have written in the columns to write a few sentences about their imaginary place. Explain that the description that they write should be clear enough so that someone else might be able to make it come to life in a movie. * Circulate around the room and conference with students as necessary. * Allow students 10 to 15 minutes to write a first draft. * After 10 to 15 minutes ask students to put down their pencils and hand their papers to a trusted peer reviewer. * As students write, walk around and conference as necessary. * Distribute paper and markers or crayons. * Tell students that each peer reviewer should draw what they think their partner's imaginary place would look like. * Have students return the drafts along with the illustrations to the writer. * Explain that making notes is part of the revise stage of the writing process. * Have students review the drawings and make notes about the details that are missing from the illustration. * Keep the papers and have the students follow through to final draft after you have had a writing conference with each of them. * Open The Autism Acceptance Book to page 30. Lead a discussion about the fact that some people with autism have trouble using their imagination. * Ask students to think about all the things they do that require them to use their imagination. * Allow students two minutes to talk with a partner about games and stories that they like. Tell students to talk about how these games and stories use their imagination. * Have students raise their hands if they think using their imagination is fun. * Have students write a brief journal entry about what they have just learned about people with autism. STANDARDS: Prewriting: Uses prewriting strategies to plan written work (e.g., discusses ideas with peers, draws pictures to generate ideas, writes key thoughts and questions, rehearses ideas, records reactions and observations). Drafting and Revising: Uses strategies to draft and revise written work (e.g., rereads; rearranges words, sentences, and paragraphs to improve or clarify meaning; varies sentence type; adds descriptive words and details; deletes extraneous information; incorporates suggestions from peers and teachers; sharpens the focus). Evaluates own and others' writing (e.g., asks questions and makes comments about writing, helps classmates apply grammatical and mechanical conventions). Demonstrates appropriate behaviors for relating well with others (e.g., empathy, caring, respect, helping, friendliness, politeness). SUBJECT: Language Arts TITLE : "Walk In Someone Else's Shoes" Grades 3–5 OBJECTIVE : Students will learn idiomatic expressions MATERIALS: The Autism Acceptance Book pages 10, 11 A Chocolate Moose for Dinner by Fred Gwynne A small cup with a spoonful of chocolate mousse for each student A photo or illustration of a moose Paper Markers or crayons ACTIVITY: * Hold up the picture of the moose. * Make sure all students know this is a moose. * Ask if anyone can name the animal in the picture. * Write the word moose on the board. * Tell students to open their eyes and ask volunteers to describe their mental pictures of chocolate mousse. * Ask students to close their eyes and picture chocolate mousse. * Ask students to raise their hands if they want to try some chocolate mousse. * Distribute the chocolate mousse. * Write chocolate mousse on the board. * Explain that this is another type of mousse. This mousse is a dessert. * Ask students to predict what this book is going to be about. * Hold up the book A Chocolate Moose for Dinner by Fred Gwynne. * Read the book aloud. * Explain to students that the different illustrations in the book are used to show how sometimes words can have more than one meaning. Explain that these types of sayings are called idiomatic expressions. * Allow students 5 minutes to write down one or two sayings that they have heard in which the words by themselves might have a different meaning than the saying. * Ask if anyone wants to share a saying with the class. * Have students share their brainstorm results with a partner. * After each saying is shared, have students close their eyes and make a mental picture of the saying. * "He has a chip on his shoulder." * If students have trouble coming up with idioms of their own, offer a few suggestions such as the following: * "She was caught red-handed." * Ask them to find the idiom on this page. * Have students turn to pages 10 and 11 of The Autism Acceptance Book. * When someone has identified "Walk in someone else's shoes," Write the expression on the board. * Distribute paper and markers (or crayons). * Have students close their eyes and make a mental picture of the saying. * Have students illustrate the expression. * As students wait for everyone to finish, assign each student an idiom to illustrate and invite them to research the origins of the saying on the Internet. * As students finish, hand them tape and allow students to post their illustrations for a gallery walk. "Walk In Someone Else's Shoes" -- CONTINUED STANDARDS: Understands that language reflects different regions and cultures (e.g., sayings; expressions; usage; oral traditions and customs; historical, geographical, and societal influences on language). Understands sayings that reflect different regions or cultures. Understands expressions that reflect different regions or cultures. Uses reading skills and strategies to understand and interpret a variety of literary texts. Understands historical influence on language. SUBJECT: Character Education TITLE : Practice Makes Perfect Grades 2 – 7 OBJECTIVE : Students will evaluate the experience of things getting easier when you know what to expect. MATERIALS: 3 copies for each student of the following page (stapled together) The Autism Acceptance Book page 28 Pens or pencils ACTIVITY: * Place one stapled packet of handouts face down on each student's desk. * After everyone has a handout, tell the students that in 15 seconds you are going to say, "okay." Explain that is the signal to turn the handout over. * Tell students for this next activity, their goal is to do the best they can. * Explain that as soon as the papers are turned over, students will have 1 minute to circle as many numbers as they can, but they must circle the numbers in order. Beginning with the number one, then the number two, and so on. * Wait 15 seconds and then say, "okay." * Have students call out the last number they were able to circle. * After exactly 1 minute say, "pencils down." * Tell students that now they will have another chance. Say, "In 15 seconds, when I say "okay," you will turn the page. Again, you will have 1 minute to circle as many numbers as you can. Again, you must circle the numbers in order, beginning with the number 1." * Wait 15 seconds and then say, "okay." * Have students call out the last number they were able to circle. * After exactly 1 minute say, "pencils down." * Ask how many people were able to circle more numbers the second time. * Ask students to explain what they were thinking when you first handed out the papers. * Repeat the process one more time. * Ask what they were thinking when you told them they would have another chance. * Ask students why it might have been easier to circle more numbers each time. * Ask if anyone felt more and more comfortable and confident each time. * Ask if anyone can think of a situation in which they were nervous or anxious or excited the first time they tried something new. * Ask the students who share experiences if they did that same thing again. Ask them to explain how their feelings changed each time. * Read page 28 of The Autism Acceptance book together. * Ask students to discuss the experience they just had –circling numbers– and the feelings we sometimes have when we don't know what is going to happen. * (Note: Pages 46 and 47 of The Autism Acceptance Book can be used to supplement this lesson and teach more about autism.) STANDARDS: Demonstrates perseverance relative to personal goals. Demonstrates appropriate behaviors for relating well with others (e.g., empathy, caring, respect, helping, friendliness, politeness) SUBJECT: TITLE : Paper Bag Trade Grades 2–7 Character Education OBJECTIVE : Students will analyze the impact of making decisions based on limited information. MATERIALS: 5 plain brown paper lunch bags numbered 1, 2, 3, 4, 5 Items to put in each bag, such as pencils, paperclips, cookies, a dollar bill, markers, pack of tissues (each bag should have a different item) – but put a dollar bill (or the best item) in bag 1) The Autism Acceptance Book ACTIVITY: * Choose five people in the class to each take a paper bag. * Allow one minute for students to try to figure out –without opening it– what is in the bag. * Let the students choose which bag they take. * Tell students they can shake the bags, they can smell the bags, they can do anything they want but they can not open the bags. * Then, allow students a minute or so to take bags from each other (using the rules in the next few bullet points). * Explain that the student with bag number 5 can take any bag he or she wants. * Number 3 can take a bag from anyone except from the person with bag 4 or the person with bag 5. * Number 4 can take a bag from anyone except from the person with bag 5. * Number 2 can only take a bag from the person with bag 1. * Tell students that everyone can offer trades. * Allow students who do not have bags to coach and encourage the students with bags. * After about 30 seconds stop all trading and bag taking. * Ask students to explain their answers. * Ask if everyone is happy with the bag that he or she has. * Ask students to open the bags and reveal what is inside. * Ask students to explain why they initially chose the bags that they did. * Allow the class a chance to settle down. * Ask students who watched the trade to explain what they thought about the trades and which bag they would have wanted. * Have students explain how this demonstrates that saying. * Ask if anyone has ever heard the idiomatic expression; You can't judge a book by its cover. * Write the following on the board: You never know what you will find when you look inside… * Ask students how this might relate to choosing friends. STANDARDS: Demonstrates appropriate behaviors for relating well with others (e.g., empathy, caring, respect, helping, friendliness, politeness) Exhibits positive character traits towards others, including honesty, fairness, dependability, and integrity. SUBJECT: Character Education TITLE : What an Image! GRADES K–7 O BJECTIVE : Students will analyze the emotions that paintings may elicit. : MATERIALS Jackson Pollack or Jean-Claude Basquiat painting Any impressionist painting (Monet, Renoir, Manet, Degas, Camille Pissarro) Paper Pens Paints Construction paper The Autism Acceptance Book pages 18,19,26,27 ACTIVITY: * Display the impressionist painting. * After about 30 seconds, ask students to call out the emotions they are feeling or that they sense the artist may have been feeling. * Record answers on a flip chart or on the board. * Display the Pollack or Basquiat painting. * After about 30 seconds, ask students to call out the emotions they are feeling or that they sense the artist may have been feeling. * Record answers on a flip chart or on the board, but keep them separate from the emotions recorded for the first painting. * Explain to students that sometimes, being autistic is like always looking at things that are [use words that came up in the brainstorm of emotions felt after looking at the Pollack/Basquiat]. Sometimes there are so many things to look at that the autistic person just feels overwhelmed. * Have students name the mood that they are in. Students can write these on the back of the construction paper. Students should be allowed to keep their mood private. * Tell students to use the paints to create a visual representation of how they are feeling. * (Note: The Autism Acceptance Book – pages noted above- can be used to further supplement this lesson to teach more about senses, sensory-overload, and autism.) STANDARDS: Understands that specific artworks can elicit different responses. Knows that people can respond differently to the same work of art. Understands how artwork from various eras may elicit a variety of responses. Understands how different compositional, expressive features (e.g., evoking joy, sadness, anger), and organizational principles (e.g., repetition, balance, emphasis, contrast, unity) cause different responses. SUBJECT: Science TITLE : Smell in a bag Grades 3–5 OBJECTIVE : Students will explore their sense of smell. MATERIALS: Brown paper bags The Autism Acceptance Book pages 18, 19 Orange peel Lime peel Lemon peel Cut Strawberries Cut Blueberries Cut Raspberries Blindfold ACTIVITY: * Ask students; Do you know what you are smelling if you can't see it? * Remind students that some people with autism have very sharp senses. * Explain that sometimes our senses are very sharp and other times they aren't. * Explain that one of the main senses we study is the sense of smell. * Tell students to close their eyes and get a mental picture of a time when they were in a bakery that smelled really nice or at home when someone was cooking something that smelled really great. * Tell students that often our senses help us remember certain times in our lives. * Give each pair a blindfold * Work with a partner. * Have students choose who will guess first and who will record first. * Give each student a bag with one of the fruits or fruit peels inside. * Ask the student who is recording to come to the front of the room and grab a bag – without looking inside. * Have students return to their partners and hold the bag up to the partner's face. * Tell blindfolded students to say what they are thinking (ie: about the smell, a memory relating to the smell, or anything else). * Tell recorders to write what the partner is saying. * Have students express their reactions. * After a minute or so, have students open the bags to see what is inside. * Ask how many people were surprised. * Allow students to write their response to this activity. * Ask how many people got it right. * Ask students to think about how it must feel to have a very strong sense of smell. * (You can also explain that some people with autism might smell things as strongly as they did when the bag was right under their noses.) STANDARDS: Knows that the behavior of individual organisms is influenced by internal cues (e.g., hunger) and external cues (e.g., changes in the environment), and that humans and other organisms have senses that help them to detect these cues. Understands the structure and function of cells and organisms. Science SUBJECT: TITLE : Where Did You Get Those Eyes? Grade 6 OBJECTIVE: Students will learn about Punnett Square and how it is used to predict what traits are passed down to offspring. MATERIALS: The Autism Acceptance Book page 12 Paper Pens: ACTIVITY * Tell students to make a mental picture of their parents, grandparents, aunts, uncles, brothers, sisters, cousins and all the people to whom they are related. * Ask students to think about their families. * Tell students to write down the names of all the people in their mental picture. * Ask how many people have some family with blond hair. * Next to each person's name, have students write each person's hair color. * Follow-up to that question by asking how many have some family with brown hair. Some with red hair. Some with black hair. * Write the word heredity on the board. * Ask students why they think their family members might have similar hair colors. * Ask if anyone has heard the word heredity before? * Guide students to understand that we inherit traits like hair color from our parents and our grandparents. Explain that heredity is the scientific word for how you get traits (what you look like and what you can do) from your parents. * Ask if anyone has heard the word inherited. * Explain that scientists can predict what color eyes a baby will have by looking at the baby's parents' eyes and the baby's grandparents' eyes. * The way they make the prediction is by using the Punnett Square. * Draw a square on the board. * Tell students that you are all going to predict the color eyes that a baby will have. * Divide the square into four equal quadrants. * Point to the left side of the square and say; "Here is where I will write the color of the father's eyes." * Point to the top of the square and say; "Here I will write the color of the mother's eyes." * Tell students that scientists use special codes for writing things like eye color and that you are going to teach them how scientists write these things. Explain that in order to really be able to predict the color of the baby's eyes and to use the code, we need to find out the colors of the grandparents' eyes. * Say the baby's mother has brown eyes. Write MOTHER'S EYES off to the side of the square. Write "Brown" (capitalize the B) under MOTHER'S EYES–as you write this say "The mother's mom has brown eyes." Then write "blue" (lowercase the b) under MOTHER'S EYES–as you write this say "The mother's dad has blue eyes." * Say the baby's father has blue eyes. Write FATHER'S EYES off to the side of the square as well. Write "blue" (lowercase the b) under FATHER'S EYES–as you write this say "The father's mom has blue eyes." Then write "blue" (lowercase the b) under FATHER'S EYES–as you write this say "The father's dad has blue eyes." Where Did You Get Those Eyes? -- CONTINUED * Go back to the Punnett's square. Ask students to remind you where to write the code for the mother's eye color. (On top) * Write "B" over the first column and "b" over the second column. * Your square should look like the one below: * Then write "b" to the left of the first row and "b" to the left of the second row. * Explain to students that this is when the real predicting starts. * Make sure that students understand that the letter from the top and the letter from the left both go into the square. * Fill in the empty squares together. A square with a "B" at top and a "b" to the left gets a "Bb" in the square. A square with a "b" at top and a "b" to the left gets a "bb" in the square, * Your completed Punnett Square should look like the one below: * Tell students they are almost ready to make a prediction. There are four chances for eye color, but first we must be sure everyone can read the code. * Remind students that the Bb at top represents the mother's eye color. Ask students to recall what color that was. (brown) * Remind students that the bb to the left represents the father's eye color. Ask students to recall what color that was. (blue) * Explain to students to turn to page 12 of the Autism Acceptance Book and read the part about different skills and talents. Explain that we get some skills and talents from our parents. The same way we get eye color and hair color. We inherit special traits and talents. Tell students we can predict if babies will get the special traits and talents too. * Point to the mother's eye color across the top and say; if Bb means brown eyes. Then point to the left side of the square and say; if bb means blue eyes how many chances (out of 4) does the baby have of getting brown eyes? Of getting blue eyes? * Ask if anyone can wiggle their ears or curl their tongues. Say that these traits are inherited like hair color and eye color. * Scientists might write being able to wiggle your ears as "ww." Scientists might write not being able to wiggle your ears as "Ww" or "WW." * Have students do a Punnett Square to predict if a baby will be able to wiggle its' ears. Where Did You Get Those Eyes? – CONTINUED * Help students start by drawing the empty square and saying; "The baby's mom can not wiggle her ears. The mom's mother can wiggle her ears and the mom's father can not. So I will write "Ww" on the top. The baby's dad can not wiggle his ears, but the dad's mother can. The dad's father can not. So I write "Ww" to the left of the square." Your square should look like the one below. * Tell students that if there is a capital W in the pair the baby can not wiggle its ears. * Ask students to tell you how many chances (of 4) the baby has of being able to wiggle its ears. (1 in 4) STANDARDS: Understands the principles of heredity and related concepts. Resources LITERATURE Birdwing by Rafe Martin Thank You, Mr. Falker by Patricia Polacco I Got a "D" in Salami (Hank Zipzer) by Henry Winkler. Lin Oliver We'll Paint the Octopus Red by Stephanie Stuve-Bodeen The Sneetches by Dr. Seuss WEB SITES www.character.org www.tolerance.org www.education-world.com www.wrightslaw.com www.specialneeds.com ORGANIZATIONS Autism Speaks www.autismspeaks.org Autism Society of America www.autism-society.org Cure Autism Now www.cureautismnow.org National Alliance for Autism Research www.naar.org	<urn:uuid:6b1cb78c-fe85-4bbc-8f62-05baf3dd5cdf>	CC-MAIN-2017-39	http://www.wateringcanpress.com/pdf/teachersguide_aab.pdf	2017-09-22T20:27:42Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00063.warc.gz	597,853,163	6,137	eng_Latn	eng_Latn	0.953339	eng_Latn	0.999211	[ "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	[ 1713, 3811, 6615, 9298, 11794, 12322, 14977, 17352, 19410, 21633, 24428, 26601, 27300, 27837 ]	[ 4.90625, 4.875 ]	1	0
CHAPTER 7 RESOURCES AND HAZARDS The Resources and Hazards section of the General Plan covers four State mandated elements: Open Space, Conservation, Safety and Noise. The subject matter of this element is intertwined with the rest of the General Plan. For example, areas designated for open space are also intended to minimize damage due to geologic hazards, and trails plans that link local and regional open space areas at the same time providing recreation and offering an alternative to driving. Hazards policies address issues related to geologic and seismic risk, flooding, hazardous materials and noise. The purpose is to identify and appraise hazards in the community, which will establish a basis for the goals, policies and implementing actions necessary to assure community safety. The noise portion of the element is concerned with planning for land uses that are typically sensitive to noise impacts, including residential development, residential neighborhood quality of life, nursing homes, schools, wildlife sanctuaries, hospitals and treatment centers. The element also contains policies for the preservation of open space and the conservation of natural resources. The General Plan designates open space and sets forth policies and programs defining ways in which open space will be used, water and air quality will be enhanced, and natural resources will be protected and managed. NATURAL AND HISTORIC RESOURCES A. Setting Open Space Open space is discussed primarily in Chapters 4 and 6, although it also serves an important function in preserving natural resources. This is especially true of plant and animal habitats, creeks, erosion control, and visual amenities. Open space serving these functions is subject to the same level of protection as provided by the policies and implementation measures in Chapter 6. Wildlife The scarcity of undeveloped land in the City has had a limiting effect on natural areas for both vegetation and wildlife. Some forms of wildlife, such as deer, fox, coyote, and raccoons, can be found in the hills of the City, especially next to the large open areas of Wildcat Canyon. Wildlife also have been found elsewhere in the City. The natural habitat within the City itself is somewhat limited, although it provides an important part of the character and quality of the community. Some plant and animal species are designated as sensitive because of their overall rarity, endangerment, restricted distribution, and/or unique habitat requirements. Air Quality Because ventilation is relatively good, and there is little transport of pollutants into El Cerrito from other upwind urban areas, the pollution potential of El Cerrito is relatively low compared to other parts of the San Francisco Bay Area. However, during periods of light or calm winds, which typically occur in the fall and winter months, El Cerrito and the entire Bay Area are subject to stagnation and poor air quality. Storm Runoff The watershed within the city limits is fully urbanized, and relatively little additional runoff is anticipated from new development. There are eight major watersheds that drain through the City of El Cerrito. These watersheds generally drain from the Berkeley Hills along the east border of El Cerrito westward towards the City of Richmond and San Francisco Bay. Runoff from the hills generally drains into intermittent drainageways. These waterways are steep, average six feet in width, and have rocky to cobbly substrates incised into bedrock. Recent improvements to the city's storm drainage system have dramatically improved capacity of the system. El Cerrito has also adopted management guidelines to comply with National Pollution Discharge Elimination System (NPDES) requirements. NPDES is a federal environmental protection program that regulates the discharge of contaminants to surface waters. Historic Resources Prehistoric resources typically include chert or obsidian flakes, projectile points, mortars and pestles, and dark, friable soil containing shell and bone, dietary debris, heat-affected rock, or human burials. Prehistoric archaeological sites in Western Contra Costa County are typically located near historical marsh margins, on terraces along watercourses, and at the base of hills near watercourses. Common prehistoric archaeological resources found at such sites include shell middens and bedrock milling stations. The City of El Cerrito is situated to the east of the general zone where shellmounds have been found. Further from the shoreline and upslope, the likelihood of encountering a classic deposit diminishes. Less than five percent of the city has been surveyed for prehistoric resources. There are five recorded prehistoric archaeological sites within El Cerrito's boundaries. "Historic" resources typically include stone or adobe foundations or walls; structures and remains with square nails; and refuse deposits (often found in old wells and privies). The Office of Historic Preservation has also determined that buildings and structures 45 years and older may be of historic value. There are only a few identified historic properties in the city that are listed in the State Office of Historic Preservation Historic Properties Directory, the Contra Costa County Historic Resources Inventory, and/or a list of historic buildings identified by the El Cerrito Historical Society. There are no properties in the city listed on the National Register of Historic Places. B. Trends Open space and natural resources are important to El Cerrito and reflect a variety of important values: ecological, educational, aesthetic, economic and recreational. These values are interwoven throughout the community in numerous ways so that the preservation of these resources is very important to the well being of the City. City policies have preserved open space and natural resource values in combination with protection of public health and safety. Such actions include the designation of the Hillside Natural Area and other open space areas, and preparation of the Hillside Natural Area Vegetation Management Plan. (See Figure 12, Open Space Plan.) This portion of the General Plan is designed to accomplish two major objectives: 1. To identify and protect open space used for the preservation of natural resources and to protect the resources themselves for the benefit of present and future generations. 2. To encourage urban growth in those areas where the natural characteristics of the land are most suited to such development, and to protect the public from risks to life and property. To accomplish these objectives, two types of policies are proposed––one type proposes specific physical changes, or prescribes management policies for a distinct physical area. The other type of policy applies to the entire area, and prescribes management techniques for new development, makes recommendations to other agencies, or suggests efforts to educate the public. C. Goals and Policies The Implementation Measures associated with each policy are described at the end of this chapter. Goal R1: Protected natural resources (important habitat, ecological resources, key visual resources, ridges and ridgelines, creeks and streambanks, steeper slopes, vista points, and major features), and clean air and water. Policies Implementation Measures R1.1 Habitat Protection. Preserve oak/woodland, riparian vegetation, creeks, native grasslands, wildlife corridors and other important wildlife habitats. Loss of these habitats should be fully offset through creation of habitat of equal value. Compensation rate for habitat re-creation shall be determined by a qualified biologist. R1.2 Rare and Endangered Species. Limit development in areas that support rare and endangered species. If development of these areas must occur, any loss of habitat should be fully compensated onsite. If off-site mitigation is necessary, it should occur within the El Cerrito planning area whenever possible, and must be accompanied by plans and a monitoring program prepared by a qualified biologist. R1.3 Potential Environmental Impacts. Encourage development patterns that minimize impacts on the City's biological, visual and cultural resources, and integrate development with open space areas. * Hillside Natural Area Vegetation Management Plan * Tree Preservation Ordinance * Consultation on Fish and Wildlife Impacts * CEQA * Hillside Natural Area Vegetation Management Plan * Open Space Preservation Program * CEQA * Tree Preservation Ordinance * Open Space Preservation Program * Environmental Education Programs * CEQA R1.4 Air Quality. Strive to achieve federal and state air quality standards by managing locally generated pollutants, coordinating with other jurisdictions and implementing measures to limit the increase of automobile trips in El Cerrito and the region. R1.5 Clean Energy Sources. Support efforts by public and private agencies to develop new sources of energy for all uses, heating and industrial activities as well as transportation that will be non-polluting of our atmosphere. R1.6 Runoff Water Quality. Maintain, at a minimum, the water quality levels established by the Environmental Protection Agency (EPA), implement Clean Water Program and NPDES requirements, and achieve the highest possible level of water quality reasonable for an urban environment in City creeks. R1.7 Creek Protection. Preserve riparian vegetation, protect owners and buyers of property from erosion and flooding, and increase public access to the creeks. Lands adjacent to riparian areas should be protected as public or private permanent open space through dedication or easements. R1.8 Creek Improvements. Accomplish design and improvements along creeks (Cerrito Creek, Baxter Creek, etc.) in consultation and cooperation with creek restoration and design professionals. * Air Quality Strategies * Air Quality Strategies * Water Quality Strategies * Riparian and Stream Restoration Programs * Riparian and Stream Restoration Programs R1.9 Development Near Creeks. For development adjacent to creeks and major drainages, provide adequate building setbacks from creek banks, provision of access easements for creek maintenance purposes and for public access to creekside amenities, and creek improvements such as bank stabilization. Also protect riparian vegetation outside the setback. R1.10 Cerrito Creek and Baxter Creek. In implementing improvements to Cerrito Creek, follow design objectives established in 1996 by the City Council. Similarly, establish a set of design objectives that are specific to Baxter Creek. R1.11 Native Plant Communities. Encourage use of native plant species for landscaping in hillside areas, preserve unique plant communities, and use fire-preventive landscaping techniques. R1.12 Ridgelines Protection in East Richmond Heights Area. Control development on ridges to protect the form of the ridges and, in particular, by restricting development on ridgelines. Natural contours and vegetation on ridgelines should be maintained. Locate and design structures and other public and private improvements so as to minimize cut and fill areas that will impact public views, safety and surrounding uses, and avoid building profiles (silhouettes) being located above the ridgeline when viewed from public streets and designated public access areas. R1.13 View Protection and Vista Points. Preserve prominent views of visual resources and the bay, and consider visual access and view corridors when reviewing development proposals. Require * Development Regulations (zoning) * Development Review * Creek Ordinance * CEQA * City Council Resolution 96-103 * Design Objectives for Baxter Creek * Creek Ordinance * Hillside Natural Area Vegetation Management Plan * Hillside Ordinance * Open Space Preservation Program * CEQA * Open Space Preservation Program assessment of critical public views, ridgelines, scenic overlooks, Bay vista points, significant knolls, stands of trees, rock outcrops, and major visual features as part of the project review process to assure that projects protect natural resources through proper site planning, building design and landscaping, and that public access is provided if possible to vista points. R1.14 Continued Inter-Agency Cooperation in Environmental Resource Protection: Ensure that the mandatory referral process is utilized by all governmental projects prior to any authorization, and that the cities, county, and appropriate agencies initiate cooperative studies, when needed, in matters pertaining to open space and environmental resource protection. R1.15 Joint Watershed Partnership. Assure coordination between the cities of El Cerrito, Albany, Berkeley, and Richmond, the East Bay Regional Park District, and the University of California at Berkeley to restore the watershed of the joint jurisdictions to a healthy condition. Cooperate closely to achieve the goals expressed in The Joint Watershed Goals Statement. * CEQA * Intergovernmental Coordination * Intergovernmental Coordination * Joint Watershed Goals Statement Goal R2: Protected and rehabilitated architectural, historical, cultural, and archaeological resources that are of local, state, or federal significance. Policies Implementation Measures R2.1 Historic Preservation. Ensure that the remodeling and renovation of historic structures respects the character of the structure and its setting. R2.2 Development Approvals. Ensure that all local, state, and federal laws pertaining to such resources are observed in the granting of development approvals. R2.3 Vegetation. Include significant trees and other plant materials in the definition of significance. R2.4 Coordination. Coordinate City preservation activities with appropriate community groups and state and federal agencies. R2.5 Public Awareness. Promote public awareness of significant resources through educational programs, tours, markers, and other appropriate measures. * Historic Preservation Ordinance * Development Review * Historical Inventory and Designation * Archaeological Resources * Development Regulations (zoning) * Historic Preservation Ordinance * Development Review * Design Guidelines * CEQA * Historic Preservation Ordinance * Design Guidelines * Historic Preservation Ordinance * Historic Preservation Ordinance HAZARDS A. Setting The policies below address issues related to geologic and seismic risk, flooding, hazardous materials and noise. The element covers two state mandated general plan elements, safety and noise. The purpose of the element is to identify and appraise hazards in the community that will establish a basis for the goals, policies and implementing actions necessary to assure community safety. Other issues such as disaster preparedness, fire and crime prevention will be addressed in more detail in the Public Facilities and Services section of the General Plan. El Cerrito lies on the southwest facing slopes of the Berkeley Hills, rising from the Bay Plain to the top of the ridgeline (approximate elevation 900 feet). Several faults run roughly parallel to the ridgeline, with an extensive portion of the Alquist-Priolo fault zone mostly located in the City of El Cerrito. Potential health and safety hazards due to earthquake, other geologic conditions, fire, noise and flooding exist in El Cerrito. These conditions are summarized below. Earthquake There is a probability of roughly one in four of a large earthquake (magnitude 7 or greater) occurring in the next thirty years along each of the two Hayward fault segments, as well as the peninsula segment of the San Andreas Fault. The Working Group on California Earthquake Probabilities (1990) has estimated that there is only a 2 percent chance of a magnitude 8 earthquake occurring on the nearby segment of the San Andreas Fault within the next 30 years. Other Geologic Hazards From a geologic and geotechnical standpoint, the primary concerns in El Cerrito are: (1) slope stability; (2) earthquake ground shaking; (3) fault ground rupture; and (4) liquefaction potential. According to the Tri-Cities Seismic Safety Study (Bishop 1973), virtually all of the upland areas of El Cerrito have a moderate to high landslide risk. The highest risk for groundshaking is in the flatter areas, which have shallow alluvium. Several small areas along Baxter and Cerrito creeks are identified as having a high liquefaction potential. Fire Hazards El Cerrito's intermix of urban housing and wildland areas increases the community's risk of loss from a devastating fire. The City's Fire Hazard Reduction Program addresses hazard reduction in the Very High Fire Hazard Severity zones of the city, requiring that property owners take special precautions with their properties, including vegetation management, to reduce the risk of fire. In addition, creation of a buffer zone interface between developed areas and the East Bay Regional Park District open space and City parks should occur to reduce the risk of fire. Areas Prone to Flooding There have been a number of large storms in El Cerrito that have caused drainage problems and flooding in the past. Recent completion of the first phase in the City's storm drain master plan program has addressed the highest priority sites and significantly reduced localized flooding issues in the city. During the past year of heavy rains, only three sites had drainage-related flooding problems. The only portion of El Cerrito located in a FEMA Flood Insurance Zone is the area located west of San Pablo Avenue and south of Central Avenue. Flooding is generally caused by the relatively low ground elevations and high tides in this area, coupled with hydraulic restrictions in the existing downstream channels located in Richmond between El Cerrito and San Francisco Bay. Noise The major noise sources in the City of El Cerrito are vehicular and rail traffic. Noise generated by vehicular traffic in El Cerrito is greatest along Interstate 80 and San Pablo Avenue. In most cases there will not be significant increases in noise from these sources. BART trains are a significant noise source in El Cerrito, but are different in nature from vehicular noise because they are characterized by numerous discrete, periodic events during train pass-bys. Studies indicate that after entering or leaving the Del Norte BART Station, BART trains produce maximum noise levels typically in the range of 72 to 76 dBA. Further away from the station, where BART trains travel faster, maximum noise levels typically range from 75 to 80 dBA. Residents also complain about BART noise where the tracks curve in the northern end of the City. Land uses that are most sensitive to external noise sources include schools and libraries, hospitals and convalescent homes, churches and outdoor recreation areas. Other sensitive uses are residential and public facilities located near transportation links such as BART, San Pablo Avenue, or the Freeway. B. Trends Hazards – General The intent of the General Plan is to reduce the potential for injury, damage, public expense, and loss of life due to natural and man-made hazards. The concept of public safety expressed in the General Plan is based on the following assumptions: 1. Hazards are an unavoidable aspect of life. Not every degree of risk or all hazards can be eliminated. 2. Public policy and action are appropriate to mitigate against hazards which: (a) have a high degree of risk to the general public or to a large part of the population; (b) may have relatively low risk but which would be considered disasters should the event occur; and (c) may not have a disaster potential but which are persistent safety problems with a history of occurring in the City. The extent of the hazard depends on local conditions, since most hazards are confined to a particular area or site. Various health and safety hazards should be considered in planning the location, design, intensity, density and type of land uses in a given area. Long-term costs to the City, such as maintenance, liability exposure and emergency services, are potentially greater where high hazards exist. The 1975 General Plan provided the framework and direction for development of more detailed studies, policies, and programs, including designation of the Hillside Natural Area and other open space areas; preparation of the Hillsides Natural Area Vegetation Management Plan; preparation of the Storm Water Master Plan; designation of Very High Fire Hazard Severity zones; and development of the City's Fire Hazard Reduction Program. The 1999 update reflects these plans and programs as well as respond to other issues of community concern. In addition, Chapter 6, Public Facilities and Services, contains policies and programs covering fire hazards. It is important that coordination and review of resource and environmental hazard protection implementing measures continue to occur in El Cerrito. (See Figure 13) Noise The noise portion of the General Plan is concerned with planning for land uses that are typically sensitive to noise impacts, including residential development, residential neighborhood quality of life, nursing homes, schools, wildlife sanctuaries, hospitals and treatment centers. Noise is generally defined as unwanted sound. Whether a sound is unwanted depends on when and where it occurs, what the listener is doing when it occurs, characteristics of the sound (loudness, pitch and duration, speech or music content, irregularity) and how intrusive it is above background sound levels. Examples of potential noise generators in residential neighborhoods include, among others, I-80, BART, retail center operations and the location of play areas (such as school and park play areas). The Noise portion of the General Plan will establish the basis for code enforcement and regulation through the proposed adoption of a noise ordinance to control nuisances such as off-hour truck unloading and trash pickup, barking dogs, loud music and vehicle noise. The normally acceptable noise standards for new land uses are established in Table 7-1, Land Use Compatibility for Community Exterior Noise Environments. This table defines the acceptable noise environment for the uses listed – it does not refer to the noise generated by the uses listed. Table 7-2 shows existing (1998) and projected (2020) noise levels for BART, I-80 and San Pablo Avenue. The projected increase in noise levels along other City streets is projected to be less than 1 decibel (dB), which is less than noticeable. It should be noted that the projected increase in traffic on I-80 will be offset by a decrease in the average travel speed and noise levels are not projected to increase over existing levels. EL CERRITO GENERAL PLAN Figure 13 is unavailable at this time in this digital version. Figure 7-1 Land Use Compatibility for Community Noise Environments Land Use Compatibility for Community Noise Environments Normally Acceptable Specified land use is satisfactory, based upon the assumption that any buildings involved are of normal conventional construction, without any special noise insulation requirements. Conditionally Acceptable Specified land use may be permitted only after detailed analysis of the noise reduction requirements and needed noise insulation features included in the design. Unacceptable New construction or development should generally not be undertaken because mitigation is usually not feasible to comply with Noise Element policies. Table 7-2 Existing and General Plan Buildout Noise Contour Distances Source: Illingworth & Rodkin, Inc., 1999 C. Goals and Policies The Implementation Measures associated with each policy are described in the following section of this chapter. Goal H1: Minimal potential for loss of life, injury, damage to property, economic and social dislocation and unusual public expense due to natural and man-made hazards, including protection from the risk of flood damage, hazards of soil erosion, fire hazards, weak and expansive soils, potentially hazardous soils materials, other hazardous materials, geologic instability, seismic activity, and release of hazardous materials from refineries and chemical plants in West County. Policies Implementation Measures H1.1 Location of Future Development. Permit development only in those areas where potential danger to the health, safety, and welfare of the residents of the community can be adequately mitigated. H1.2 Development Review. Require appropriate studies to assess identified hazards and assure that impacts are adequately mitigated. H1.3 Geotechnical Review. Require geotechnical studies for development proposals in potentially hazardous areas; such studies should determine the actual extent of geotechnical hazards, optimum location for structures, the advisability of special structural requirements, and the feasibility and desirability of a proposed facility in a specified location. * Building Code Update * Geologic, Fire, Flooding and Other Hazard Maps * CEQA * Building Code Update * Geologic, Fire, Flooding and Other Hazard Maps * Geotechnical Review Procedures * CEQA * Geologic, Fire, Flooding and Other Hazard Maps * Geotechnical Review Procedures H1.4 Soils and Geologic Review. Require soils and geologic review of development proposals as mapped in accordance with City procedures to assess potential seismic hazards, liquefaction, landsliding, mudsliding, erosion, sedimentation and settlement in order to determine if these hazards can be adequately mitigated. H1.5 Erosion Control. Provide appropriate control measures in conjunction with proposed development in areas susceptible to erosion, including an erosion control plan and revegetation plan as part of grading permits, and ensure that mineral production be planned and carried out to avoid destruction or degradation of the environment. H1.6 Development on Steeper Slopes. As a soil conservation and flood prevention measure, slopes exceeding 30 percent in steepness should be developed with extreme caution and should be designed to control erosion and runoff. H1.7 Geological Hazards Mitigation. Require all geologic hazards be adequately addressed and mitigated through project development. Development proposed within areas of potential geological hazards shall not be endangered by, nor contribute to, the hazardous conditions on the site or on adjoining properties. H1.8 Seismic Safety. Assure existing and new structures are designed to contemporary standards for seismic safety. Review, amend, and update, at regular intervals, all relevant City codes and ordinances to incorporate the most current knowledge and highest standards of seismic safety. * Geologic, Fire, Flooding and Other Hazard Maps * Geotechnical Review Procedures * Hillside Natural Area Vegetation Management Plan * Development Review * Design Guidelines * Hillside Natural Area Vegetation Plan * Development Review * Hillside Ordinance * Geologic, Fire, Flooding and Other Hazard Maps * Geotechnical Review Procedures * Building Code Update * Geologic, Fire, Flooding and Other Hazard Maps * Geotechnical Review Procedures * Unreinforced Masonry Buildings H1.9 Potential Hazardous Soils Conditions. Evaluate new development on sites that may have involved hazardous materials (such as older fill sites, historical auto service uses, industrial uses, or areas where hazardous materials may have been used) prior to development approvals. H1.10 Hazardous Materials Storage and Disposal. Require proper storage and disposal of hazardous materials in accordance with all State, Federal and local laws and regulations to prevent leakage, potential explosions, fires, or the escape of harmful gases, and to prevent individually innocuous materials from combining to form hazardous substances, especially at the time of disposal. H1.11 Hazardous Waste Management. Support measures to responsibly manage hazardous waste to protect public health, safety and the environment, and support state and federal safety legislation to strengthen requirements for hazardous materials transport. H1.12 Hazardous Materials Usage. Minimize the use of toxic and hazardous materials. Encourage the use of safer alternative materials and practices, and advise builders on applying for any programs for non-toxic building materials incentives. H1.13 Clean Environment. Provide information to the community regarding the potential health hazards posed by pollution and possible solutions. Such educational programs sponsored by educational institutions should also be supported. H1.14 Regional Agencies Coordination. Cooperate with and to promote the efforts of regional organizations in their efforts to clean up the environment. * Hazardous Materials Storage Tanks * Hazardous Soils * Hazardous Waste Management * Hazardous Materials Storage Tanks * Hazardous Soils * Hazardous Waste Management * Transportation of Hazardous Materials * Hazardous Waste Management * Hazardous Waste Management * Hazardous Waste Management so s H1.15 Flood Hazards. Assure existing and new structures are designed to protect people and property from the threat of potential flooding. New development shall be designed to provide protection from potential impacts of flooding during the "1% chance" or "100-year" flood. H1.16 Maintenance for the City's Storm Drainage Facilities. In order to maintain unobstructed drainage courses, existing laws prohibiting the dumping of debris, fill or other waste materials into creeks and channels, and the littering of garbage should be strictly enforced. The City will also continue to maintain a high level of maintenance for its storm drainage facilities. New developments will be carefully reviewed to insure that adequate storm drain facilities are available both on and off the site. H1.17 Storm Drainage Capacity. Ensure storm drainage capacity to be available to carry runoff generated by new developments, and implement the City's Storm Water Master Plan. H1.18 Rise in Sea Level. Coordinate with local, regional, state, and federal agencies regarding potential rise in sea level. H1.19 Standards of Fire Safety. Review, amend, and update, at regular intervals, all relevant City codes and ordinances to incorporate the most current knowledge and highest standards of fire safety. The City should also review at adequate intervals, the adequacy of existing fire service facilities throughout the community in relation to such factors as hydrant capacity, peak load water requirements, fire access roads to wildland areas, and other fire protection factors. * Geologic, Fire, Flooding and Other Hazard Maps * Storm Drainage Facilities * Cooperation with Other Jurisdictions in Solving Storm Drainage Problems * Storm Drainage Facilities * Cooperation with Other Jurisdictions in Solving Storm Drainage Problems * Cooperation with Other Jurisdictions in Solving Storm Drainage Problems * Building Code Update * Geologic, Fire, Flooding and Other Hazard Maps * Emergency Preparedness Planning H1.20 Fire Hazard Reduction Program. Promote fire safety in El Cerrito through fire prevention programs and public information programs. Emphasis should be given to programs devoted to the following: 1. Very High Fire Hazard Severity zones in the City as they relate to definable fire and fire safety hazards. 2. Map high hazard areas. 3. Strengthen existing codes in relation to such high hazard areas. H1.21 Fire Retardant Landscaping. Encourage the use of fire-retardant vegetation for landscaping, especially in high fire hazard areas. * Building Code Update * Geologic, Fire, Flooding and Other Hazard Maps * Emergency Preparedness Planning * Geologic, Fire, Flooding and Other Hazard Maps * Emergency Preparedness Planning H1.22 Hillside Natural Area. Control vegetation growth in the Hillside Natural Area to reduce fire hazards. * Annual Budget Goal H2: Government agencies, citizens and businesses are prepared for an effective response and recovery in the event of emergencies or disasters. Policies Implementation Measures H2.1 Hazard Awareness. Publicize disaster plans and promote resident awareness and caution regarding hazards, including soil instability, earthquakes, flooding, and fire. * Geologic, Fire, Flooding and Other Hazard Maps * Emergency Preparedness Planning * Release of Hazardous Materials H2.2 Public Facilities. Locate and design emergency buildings (police, fire, hospital, etc.) and vital utilities, communication systems and other public facilities so that they remain operational during and after an emergency or disaster. * Geologic, Fire, Flooding and Other Hazard Maps * Emergency Preparedness Planning Goal H3: New development complies with the noise standards established in the General Plan, all new noise sources are within acceptable standards, and existing objectionable noise sources are reduced or eliminated. Policies Implementation Measures H3.1 Noise Levels in New Residential Projects. New residential development projects shall meet acceptable exterior noise level standards. The "normally acceptable" noise standards for new land uses are established in Table 7-1, Land Use Compatibility for Community Exterior Noise Environments, which shall be modified by Policies H3.2 through H3.12, below. H3.2 Outdoor Noise Levels. The goal for maximum outdoor noise levels in residential areas is an Ldn of 60 dB. This level is a requirement to guide the design and location of future development and is a goal for the reduction of noise in existing development. However, 60 Ldn is a goal that cannot necessarily be reached in all residential areas within the realm of economic or aesthetic feasibility. This goal will be applied where outdoor use is a major consideration (e.g., backyards in single-family housing developments and recreation areas in multi-family housing projects). The outdoor standard will not normally be applied to the small decks associated with apartments and condominiums but these will be evaluated on a case-by-case basis. * Noise Standards Review * State Noise Insulation Standards * CEQA * Noise Standards Review * State Noise Insulation Standards Where the city determines that providing an Ldn of 60 dB or lower outdoors is not feasible, the outdoor goal may be increased to an Ldn of 65 dB at the discretion of the Planning Commission. H3.3 Indoor Noise Levels. The indoor noise level as required by the State of California Noise Insulation Standards must not exceed an Ldn of 45 dB in new housing units. H3.4 Indoor Instantaneous Noise Levels. Interior noise levels in new single-family and multi-family residential units exposed to an Ldn of 60 dB or greater should be limited to a maximum instantaneous noise level in the bedrooms of 50 dBA. Maximum instantaneous noise levels in other rooms should not exceed 55 dB. The typical repetitive maximum instantaneous noise level at each site would be determined by monitor. Examples would include truck passbys on busy streets, BART passbys and train warning whistles. H3.5 Impacts of BART Noise. If the noise source is BART, then the outdoor noise exposure criterion should be 70 Ldn for future development, recognizing that BART noise is characterized by relatively few loud events. H3.6 New Commercial, Industrial and Office Noise Standards. Appropriate interior noise levels in commercial, industrial, and office buildings are a evaluated on a case-by-case basis. Interior noise levels in offices generally should be maintained at 45 Leq (hourly function of the use of space and shall be average) or less. * Noise Standards Review * State Noise Insulation Standards * Noise Standards Review * State Noise Insulation Standards * BART Noise * Noise Standards Review * State Noise Insulation Standards H3.7 Areas Below Desired Noise Standards. These guidelines are not intended to be applied reciprocally. In other words, if an area currently is below the desired noise standards, an increase in noise up to the maximum should not necessarily be allowed. The impact of a proposed project on an existing land use should be evaluated in terms of the increase in existing noise levels and potential for adverse community impact, regardless H3.8 Non-Transportation Related Noise Sources. For non-transportation related noise sources, noise levels outdoors should not exceed the limits in the table above. Interior noise levels shall be 15 decibels lower than those shown in the table. H3.9 Noise Environment in Existing Residential Areas. Protect the noise environment in existing residential areas. In general, the City will require the evaluation of mitigation measures for projects under the following circumstances: 1. The project would cause the Ldn to increase 3 dB(A) or more. 2. Any increase would result in an Ldn greater than 60 dB(A). 3. The Ldn already exceeds 60 dB(A). 4. The project has the potential to generate significant adverse community response. H3.10 Mitigating the Effects of Noise on Adjacent Properties. Require proposals to reduce noise impacts on adjacent properties by incorporating appropriate measures into the project. * Noise Standards Review * State Noise Insulation Standards * Noise Standards Review * State Noise Insulation Standards * Noise Standards Review * State Noise Insulation Standards * Noise Ordinance * Noise Standards Review * State Noise Insulation Standards * Noise Ordinance H3.11 Commercial or Industrial Source Noise. Noise created by commercial or industrial sources associated with new projects or developments shall be controlled so as not to exceed the noise level standards set forth in the table below (Maximum Allowable Noise Exposure for Stationary Noise Sources), as measured at any affected residential land use. * Noise Standards Review * State Noise Insulation Standards * Noise Ordinance Maximum Allowable Noise Exposure for Stationary Noise Sources (1) (1) As determined at the property line of the receiving land use. When determining the effectiveness of noise mitigation measures, the standards may be applied on the receptor side of noise barriers or other property line noise mitigation measures. (2) Applies only where the receiving land use operates or is occupied during nighttime hours. (3) Sound level measurements shall be made with "slow" meter response. (4) Sound level measurements shall be made with "fast" meter response. (5) Allowable levels shall be raised to the ambient noise levels where the ambient levels exceed the allowable levels. Allowable levels shall be reduced 5 dB if the ambient hourly Leq is at H3.12 New Noise Reducing Technologies. Support and employ new noise reducing technologies in the development and maintenance of local and regional infrastructure. * Noise Standards Review * State Noise Insulation Standards IMPLEMENTATION The following is a summary of the major tools available to the City for implementation of the policies in this chapter, Resources and Hazards. 1. Air Quality Strategies Implement trip reduction and energy conservation measures for jobs/housing balance, Transportation Demand Management (TDM) and transit, as identified in the Community Design and Development, and Housing Elements, and coordinate with regional and state agencies and other West County jurisdictions in enhancing air quality. 2. Annual Budget The annual budget should provide adequate funds for community facilities, infrastructure, and services. In particular, it should place a high priority on the inspection and maintenance of recreational facilities, especially on ensuring the safety of these facilities. Once the existing problems of deferred maintenance are corrected, it should be avoided because it inevitably leads to higher costs. 3. Archaeological Resources Where possible, archaeological sites or fragile historic sites will be placed within open space areas as defined during the specific project review process. 4. BART Noise Continue to work with-BART on noise reduction programs, placing special emphasis on noise reduction adjacent to noise sensitive uses. (i.e., public library, Fairmont School, Civic Center and residences within 200 feet of BART right-ofway) 5. Building Code Update Update the Building and other codes as necessary to address earthquake, fire and other hazards and support programs for the identification, abatement or mitigation of existing hazardous structures. 6. CEQA The City should ensure that the CEQA review process adequately identifies impacts of new development upon the natural environment. 7. City Council Resolution 96-103 The following objectives were adopted by City Council Resolution 96-103, and are summarized below: a. Create a strong relationship between the creek and adjacent land by integrating retail, housing and civic uses with the creek, and improving the creek as an amenity. b. Create a continuous pedestrian/bicycle corridor along the creek, linking this segment to creek alignments to the west and east. c. Link a creekside pedestrian/bicycle corridor along Cerrito Creek to the Bay Trail. d. Provide opportunities for visual and physical linkages between Albany and El Cerrito. e. Create an open natural channel along its entire length within the Plaza area. f. Restore the creek channel as a natural riparian corridor with habitat enhancement. g. Provide variety of uses and diversity of experiences along the creek alignment. h. Extend the open creek channel to San Pablo Avenue and investigate the potential to realign the creek north of the Wells Fargo building, and to make a visible connection across San Pablo Avenue. i. Provide for physical access by pedestrians to the creek channel. 8. Consultation on Fish and Wildlife Impacts The City will continue to notify and consult with the California Department of Fish and Game and the Army Corps of Engineers when development projects are proposed in locations where there may be impacts to fish and wildlife and their habitats. 9. Cooperation with Other Jurisdictions in Solving Storm Drainage Problems Work with other agencies, such as the City of Richmond and Contra Costa County, to address downstream drainage problems. Such jurisdictions should be encouraged to participate and help solve such drainage problems. In the event that Kensington decides to install new storm drainage facilities, El Cerrito should review the plans to insure that the proposed system will be compatible with the design and capacity of El Cerrito's system and to encourage contributions to any adjacent system changes as a result of such plans. 10. Creek Ordinance Consider adoption of a creek ordinance applicable city-wide to waterways to be specified, to include, among other factors, such provisions as setbacks of construction including buildings and paved areas; avoidance of culverting; standards for waterway restoration; and principles of watershed management. 11. Design Objectives for Baxter Creek A set of objectives should be adopted by the council for Baxter Creek, similar to Resolution 96-103. Objectives might include: a. Improve the natural channel characteristics. b. Maintain and improve the riparian habitat. c. Improve and maintain water quality in the creek channel. d. Integrate the Baxter Creek corridor with the Ohlone Greenway and establish a connection with the proposed Central Richmond Greenway. e. Provide for physical access by pedestrians to the creek channel. f. Establish a creek corridor through public ownership of a conservation easement or other interest in a portion of the property through which the creek flows. g. Establish setbacks for buildings and other improvements, through special regulations or a general Citywide creek protection ordinance. 12. Design Guidelines Design guidelines are very useful tools for ensuring that development is compatible with the surrounding area and that it provides required design features. To the extent possible, the guidelines should be specific; guidelines that are quantifiable should be considered for incorporation into the development regulations. 13. Development Regulations (zoning) The development regulations, primarily the zoning regulations, provide the standards for development, prescribe allowable uses, contain specific incentive provisions, and include other standards and procedures related to approval of development projects. 14. Development Review The development review process includes discretionary review by the Planning Commission and the Design Review Board, based on consideration of General Plan objectives and policies, and criteria established by the zoning and subdivision ordinances and other city regulations and adopted guidelines. Most discretionary actions are subject to the requirements of the California Environmental Quality Act (CEQA). The development review process also includes administrative review of projects to verify compliance with Planning Commission and Design Review Board requirements, as well as standards set by the City through adoption of building and fire codes, engineering standards, and other regulations and ordinances. 15. Emergency Preparedness Planning Continue to implement emergency preparedness plans in coordination with the County Office of Emergency Services regarding the provision of emergency services in the event of a large earthquake or other disaster. Continue to organize a comprehensive grassroots emergency preparedness plan using volunteer to organize neighborhood-level disaster response and preparation. 16. Environmental Education Programs Establish public information/education programs to enhance public knowledge about environmental protection and conservation measures. 17. Geologic, Fire, Flooding and Other Hazard Maps Maintain detailed hazard maps for use in development review. 18. Geotechnical Review Procedures Update City guidelines establishing geotechnical review procedures, including but not limited to, the content of geologic feasibility reports and design level geotechnical reports, and the credentials of the authors of such reports. Considerations include: a. Implement procedures and requirements of the state-established Alquist-Priolo zone. b. Establish procedures addressing the type(s) of investigation, minimum report guidelines, minimum standards, technical review of reports submitted to the City, and enforcement of recommendations contained in the reports and City policy. c. Define types of projects and areas within the planning area that trigger report requirements for engineering geologic and/or geotechnical (soil and foundation engineering) reports to address these concerns. d. Require engineering geologic reports: (a) for certain projects within a Fault Studies Zone; and (b) for certain projects in hillside and flatland areas and within 50 feet of creekbanks. e. Require geotechnical reports for: (a) additions imposing significant new loads on existing foundations; (b) projects involving significant grading, particularly where located on a slope (e.g. swimming pools, basements); (c) repair of foundation distress; (d) landslide repairs; and (e) repair of distressed retaining walls over 4 feet in height. f. Require the engineering geologist of record (where one is required on the project) to be an engineering geologist certified by the State of California. g. Require the geotechnical consultant of record to be a registered civil engineer who holds a valid authorization to use the title "soil engineer" as provided in Section 6736.1 of the State of California Business and Professions Code. h. Continually revise the existing database to indicate those sites with geologic/geotechnical reports on file. 19. Hazardous Materials Storage Tanks A comprehensive investigation of hazardous materials storage tanks should be undertaken for specific sites when development is proposed. The potential hazard of any tanks or former tank sites found should then be evaluated using California EPA and local regulatory guidelines, and remedied. 20. Hazardous Soils Sites within El Cerrito that are contaminated with hazardous substances should be remediated in compliance with all applicable local, state, and federal laws and regulations. If it is not feasible to fully remediate soils, land uses may be restricted to protect public health and safety. 21. Hazardous Waste Management Work with Contra Costa County, other cities in the county and other jurisdictions on implementing measures of the County Hazardous Waste Management Plan. 22. Hillside Natural Area Vegetation Management Plan Implement the Hillside Natural Area Vegetation Management Plan in coordination with fire reduction programs. 23. Hillside Ordinance The City should examine its existing regulations regarding hillside development and assess other hillside ordinances, such as the City of Richmond's April 1997 Hillside Ordinance, to ensure that environmental and safety issues are properly addressed. 24. Historic Preservation Ordinance Consider adopting a Historic Preservation Ordinance following procedures identified by the State Historic Preservation Office (SHPO) to protect historic resources and to ensure that new buildings and remodeling of existing buildings are compatible with City goals for preserving the City's historic resources and character. The City should also examine financial assistance options for eligible historic properties. The ordinance would: a. Establish standards for determining the historic value of potentially historic properties. b. Define historic areas where new development will be required to complement the character of the surrounding historic structures. c. Establish separate historic design guidelines that could be used to allow the adaptive re-use of historic buildings and facade improvements, and include guidelines and standards covering specific historical/architectural features, materials, colors, etc. for all new construction. d. Address Unreinforced Masonry Building safety. e. Establish exceptions from parking, lot coverage and setback requirements for historic buildings (through separate zoning amendment). 25. Historical Inventory and Designation The City should initiate, or work with a local civic group to initiate, an inventory of structures or sites that may have architectural, historical, archeological, or cultural significance to the community. The City should then consider action to list the most significant structures or sites on the California Register of Historical Resources and the National Register of Historic Places. 26. Intergovernmental Coordination The City should continue to coordinate with other cities, Contra Costa and Alameda counties, and other agencies to ensure that environmental objectives are achieved. 27. Joint Watershed Goals Statement Assure ongoing general cooperation in the furtherance of joint watershed goals as adopted by the City of El Cerrito on September 5, 1995, and seek out opportunities to jointly apply for grants and jointly undertake planning, construction, educational, and watershed management projects which will be approved on a case-by-case basis by the respective governing bodies. Joint Watershed Goals include: a. Restoring creeks by removing culverts, underground pipes, and obstructions to fish and animal migration, and putting creeks in restored channels up in the sunshine where people and wildlife can enjoy them. b. Restoring creek corridors as natural transportation routes with pedestrian and bicycle paths along creekside greenways; wherever possible, using creekside greenways to connect neighborhoods and commercial districts east of Interstate 80 freeway to the shoreline of San Francisco Bay and the San Francisco Bay Trail. c. Restoring a healthy freshwater supply to creeks and the Bay by eliminating conditions that pollute rainwater as it flows overland to creeks, and eliminating conditions that prevent a healthy amount of rainwater from soaking into the ground and replenishing the underground water supplies that nourish creeks. d. Instilling widespread public awareness of the value of developing infrastructure along lines that promote healthier watersheds and watershed-oriented open spaces where nature and community life can flourish. 28. No se Ordinance i Adopt a noise ordinance to regulate noise-generating activities. 29. Noise Standards Review Review development proposals to assure consistency with noise standards. The City will require the following and other means, as appropriate, to mitigate noise impacts on adjacent properties: a. Screen and control noise sources such as parking, outdoor activities and mechanical equipment. b. Increase setbacks for noise sources from adjacent dwellings. c. Wherever possible do not remove fences, walls or landscaping that serve as noise buffers, although design, safety and other impacts must be addressed. d. Use soundproofing materials and double glazed windows. e. Control hours of operation, including deliveries and trash pickup to minimize noise impacts. The City will use the Future Noise Contours data to determine if additional noise studies are needed for proposed development. 30. Open Space Preservation Program See Implementation Section of Chapter 4. 31. Release of Hazardous Materials Update emergency preparedness planning and education related to the release of hazardous materials from refineries and chemical plants in West County to take into account risk management plans of operators. 32. Riparian and Stream Restoration Programs Establish priorities for riparian and stream restoration that include erosion control measures, stream clean-up, improved capacity and reliability of the City's storm drain system, and revegetation plans. Coordinate creek preservation with CEQA review, bicycle master plan, open space preservation actions, and grant funding. 33. State Noise Insulation Standards Use the adopted Health and Safety Element as a guideline for compliance with the State's noise insulation standards by providing noise contour information around all major sources in support of the sound transmission control standards (Chapter 235, Part 2, Title 24, California Administrative Code). 34. Storm Drainage Facilit es i Efforts should be made to provide funds for the improvement of the City's storm drainage facilities to meet the substantial cost of any such projects. f i l 35. Transportation o Hazardous Mater a s Work with Contra Costa County, other cities in the county and other jurisdictions in establishing standards for the transportation of hazardous wastes through West County and the City. 36. Tree Preservation Ordinance Consider adoption of a tree preservation ordinance that will define types and size of trees to be protected, and will include specific criteria, procedures and mitigation when trees are proposed to be removed. 37. Unreinforced Masonry Buildings Develop strategies for abatement of Unreinforced Masonry Buildings (URMB) hazards consistent with Guidelines established by the California Seismic Safety Commission, with provisions for coordination with historic preservation. 38. Water Quality Strategies Implement habitat protection programs and evaluate proposed projects for potential water quality impacts that may require sediment basins as part of grading activities, grease/oil traps where concentrations of such pollutants are anticipated, or other measures. 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Class Handout Points Covered in Introduc0on Session, Lessons 1 to 10 Lessons 1–19: The Basic Shape of the Prac0ce Periods Main exercise: 2–5 (average 3.5) exercises, each a minute or so in dura0on Consists of applying the idea (specifically, indiscriminately and leisurely) to either your visual world or to the contents of your mind (after searching your mind). Response to tempta0on is introduced as an op0onal prac0ce You are given the option of applying the idea as needed to sources of upset during the day in lessons 4, 5, 6, 10. LESSONS 1–19: TEACHING GOALS 1. To teach you that all things you see are the same, without distinctions between them: * equally meaningless * equally not understood * equally in the past * equal in their effect on your mind * equal in their effect on everyone's mind 2 . To teach you that all of your thoughts are the same, without distinctions between them: * equally meaningless, neither good nor bad * equally nonexistent—your mind has been a blank * equally in the past * equal in their effect on your mind * equal in their effect on everyone's mind 3. To teach you that what you see and what you think are both the same, without distinctions between them. Both are equally meaningless because both are based on the past. 4. To teach you that what you think determines what you see. 5. To teach you that you have made your inner and outer worlds based on fear of God's Word. You have filled them with your "meaning" out of fear of God's meaning. 6. To clear your mind of what you see now so that you can see the Word of God instead. LESSONS 11‐19 As before, several lessons include the response to temptation, asking you to apply the lesson for the day as needed to sources of upset during the day: lessons 14, 15, 16, and 19. Clariﬁca0on: Why Are You Upset? Lesson 5: not for reason you think. Lesson 6: You are upset by something you see, but that something isn't there. Lesson 7: You are upset by something you see, but that something isn't there. It is in the past. Lesson 12: You think that you are upset by seeing an upsetting world. But you are really upset because you see a meaningless world. The inherent neutrality of the world scares you and compels you to write your own meaning onto it. Lesson 13: You are upset because you are afraid (fear is the specific emotion of the upset) that God will write His meaning on the meaningless world, demonstrating the ego's impotence and unreality. "A meaningless world engenders fear because I think I am in competition with God." Review of Lessons 1, 2 and 3: Mee0ng of January 3 Lesson 1—Nothing I see…means anything. This lesson undermines our ego-based certainty that we know what things mean. Its intention is to help us realize that we do not truly understand anything we see. As long as we believe we know what a thing means, or understand events and people around us, we will not ask the Holy Spirit for its true meaning. As the Zen Buddhist teacher, Shunryu Suzuki, taught in his classic book, Zen Mind, Beginner's Mind, the key to continual spiritual growth is to maintain a beginner's mind, always open and aware of the imperfection of its own understanding. Lesson 2—I have given everything I see all the meaning that it has for me. The only meaning anything has is the meaning I have given it. Example of a family photo: It means a lot to you but means nothing to anyone else. This lesson begins to teach us that our perception is formed by our thoughts, and not vice versa. Try applying this idea to the next thing that really upsets you to feel how powerful it is. Lesson 3—I do not understand anything I see. To learn a new understanding of anything we must let go of our belief that we already understand it. How we interpret things—good or bad, pleasant or unpleasant—is determined by our imagined understanding of it. The beginning of understanding is the understanding that I don't understand anything. Remember you are practicing these lessons: It's okay if you believe you do understand a thing; just practice with the idea that you do not understand it. Preview of Lessons 4 to 10 Lesson 4—These thoughts do not mean anything. They are like the things I see in this room. The first thing this "course in mind training" teaches about our thoughts is that they are meaningless. These early lessons assume we are inexperienced, out of touch with our deeper spiritual nature. Don't make the mistake of thinking that they therefore do not apply to you. Compared to the exalted state of mind to which the Course intends to bring us, we are all in kindergarten. The thoughts it refers to as meaningless are the thoughts of our egos, and the Course teaches us that our minds are nearly completely controlled by our egos: It says we "must realize how much of your thinking is ego-directed" (T-4.VI.1:4). But we have "real thoughts" as well (2:3): the thoughts of the Christ within us. If you doubt that what you now know as your thinking is ego-directed, ask yourself what part of your thinking presupposes total oneness, and what part operates from the point of view of you-as-anindividual. For me, one-mindedness is a state rarely attained and then only for seconds at a time. Most of the time, it's "me here, the rest of the universe over there." And that kind of thinking is what the Course is calling meaningless. I found this lesson very useful when my mind seemed filled with thoughts of fear, or self-judgment, or any other thoughts I might find upsetting. These thoughts are not representative of my True Self. They are not part of me. Note that in asking you to repeat the lesson three or four times during the day, the practice instructions have moved beyond the basic morning and evening practice to include random times in between. Lesson 5—I am never upset for the reason I think. . When you practice this, the Course does not explain the real reason for your upset. To begin with, it just wants us to recognize that the reason is not what we think This is a variation on the idea that we don't understand anything. Notice how the lesson itself suggests variations on its main thought (2:3) such as, "I am not angry [at so-and-so] for the reason I think" or "I am not afraid [of whatever] for the reason I think." This is a good example of making a lesson specific. Try to think of other variations based on your own personal repertoire of upsets: embarrassment, worry, disgust, annoyance, or add-your-own. Be sure you practice naming both the specific kind of upset you are feeling and the perceived source, that is, what you think is causing the upset. At this point the lesson is not asking you to make these feelings go away. It just wants you to realize they are not occurring for the reasons you think. The cure for such feelings requires that we come to realize they all have the same cause; they are not different, they are all the same. The lessons that follow will expand on this idea. Lesson 6—I am upset because I see something that is not there. The practice is much like that of Lesson 5. Notice that today calls specifically for three or four practice periods, preceded by a minute or so in which you search your mind to become aware of different forms of upset. The lesson adds one step to the explanation of our upsets: they are not for the reason we think; they occur because we are seeing something that is not there. What we are seeing is not named, just the fact that—whatever it is—it isn't there. It isn't real. Things that are not real bring on all our upsets. Only God creates real things, and nothing God creates is upsetting. Be careful to apply the lesson to your "small" upsets because, "There are no small upsets. They are all equally disturbing to my peace of mind." Anything that interferes with my peace is important. Lesson 7—I see only the past. The lesson starts by acknowledging that this idea "is particularly difficult to believe at first," so don't be surprised if you find it difficult! Nevertheless, it is extremely important because everything that has been said so far is based on this fact. When you practice it, give it very serious consideration. The Text teaches that the ego believes that the past is the only aspect of time that is meaningful; everything is explained by the past. It teaches us that the past blocks our sight of present reality. We project images from the past on the present and distort everything we see. We look at the present through the filter of our past learning. The Text urges us not to let our past learning guide us, but to open our minds to the Holy Spirit at all times. The lesson uses the example of a cup, and says, "You would have no idea what this cup is, except for your past learning," and, "This is equally true of whatever you look at." As you do this lesson, even if you accept what it says, you may wonder what possible alternative exists. How else can we understand anything? But there is another way. The Course will explain that eventually. Lesson 8—My mind is preoccupied with past thoughts. If lessons 1 to 6 were based on the idea of Lesson 7, the idea in Lesson 8 is the reason why Lesson 7 is so: All we see is the past because what we are seeing is our thoughts projected outward (1:2–3), and the past is what preoccupies our thinking. The past does not exist. Therefore, thoughts about the past are thoughts about nothing, and therefore, they are not real thoughts at all! When you think about the past your mind "has merely been blank" (3:3). The Text says much the same thing: Projection makes perception. The world you see is what you gave it, nothing more than that. But though it is no more than that, it is not less. Therefore, to you it is important. It is the witness to your state of mind, the outside picture of an inward condition. As a man thinketh, so does he perceive. (T-21.Int.1:1-6) What you see is nothing more than the outside picture of your state of mind, and your mind is filled with the past. This idea can be irritating; if so, pay attention to the last paragraph of the lesson, and make your irritation a part of your practicing. For reflection: Think about this line: "The one wholly true thought one can hold about the past is that it is not here" (2:1). How often have you discovered that your memory of the past isn't accurate? "I thought I put that key here!" The one completely accurate thought you can have about the past is, "It isn't here now!" And if it isn't here, how can it be affecting you? Your thoughts about the past can affect you, but the past itself cannot. Lesson 9—I see nothing as it is now. Even if you can accept this idea, "it is unlikely that it will mean anything to you as yet" (1:2). That's okay! You don't have to understand yet. You might say that one of the goals of this lesson is for us to recognize that we don't understand it! "You do not need to practice what you already understand" (1:6). As I said in the intro class: Just practice! Helping us to understand, or to believe, is what practice is for. This is not a course in instant enlightenment. In fact, it says that the norm is a slowly-evolving training program. As the Course will remind us when it reviews this lesson, since seeing the past is seeing nothing, "The choice is not whether to see the past or the present; the choice is merely whether to see or not." When a situation is upsetting or seems fearful, it can be helpful to remind yourself that you are not seeing the situation as it really is. Lesson 10—My thoughts do not mean anything. Recognizing the emptiness of our usual thoughts is a prerequisite to true vision. And pay attention: the idea "applies to all the thoughts of which you are aware, or become aware" (1:1). Don't exclude any of your thoughts. For the time being, the Workbook is asking us to take this lesson on faith; we don't have any basis for comparison (with real thoughts) as yet, but a time will come when what we are being told makes perfect sense to us. Note that the final paragraph is introducing the practice of using the daily lesson to respond to temptation, that is, any thought that distresses you, and that these uses of the lesson are in addition to the five practice periods you take whether you are distressed or not.	<urn:uuid:20606f78-9b5f-40a4-9d98-b8a01c5812f5>	CC-MAIN-2017-39	http://allen-watson.com/page1/files/Handout_1-10.pdf	2017-09-22T20:28:32Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00068.warc.gz	15,240,163	3,048	eng_Latn	eng_Latn	0.999065	eng_Latn	0.999323	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1780, 4095, 6955, 9873, 12269 ]	[ 2.296875 ]	1	0
SAVE WATER IN YOUR GARDEN AND LANDSCAPE Did you know that you can save 20 to 50 percent of the water your are currently applying to your garden and landscape plants and actually improve their health, productivity, and appearance? Many people think that to save water they need to replace their current landscape with strictly "drought tolerant" plants and perhaps remove their lawn altogether. While drought tolerant landscapes and lawn removal could be useful options, they are just two of the many strategies that can be employed to reduce water use. By employing the full range of watersaving strategies, you can grow most plants adequately while still realizing substantial water savings. Remember that trees provide beauty, shade, cooling, privacy, and oxygen. They can also significantly increase property value. Even when water is in short supply, taking care of your trees should be a high priority. TRY THESE WATER-WISE TIPS: * When selecting plants, consider their climatic suitability for the site. There are many books and other publications you can consult for recommended plants in your area. * Check your sprinkler system for leaks and make necessary repairs to ensure even distribution and avoid water loss. * Water early in the morning before sunrise to reduce evaporation. * Avoid watering during windy times of the day to reduce uneven distribution, evaporation, and water waste. * Control weeds, which compete for water, light, and nutrients. * Fertilize moderately, applying the low end of recommended rates, to avoid excessive growth, which increases the need for water. * Apply 3 to 4 inches of mulch around trees and other woody plants, keeping it a few inches away from trunks and stems. Mulches reduce water evaporation from soil, buffer soil temperatures, and reduce weeds. Apply or renew mulches in late spring when soils have warmed up and water demands are increasing. Use backyard compost, decomposed lawn clippings, shredded bark, fir bark, composted manure, or other bagged products. Decorative gravel can even be used in places not subject to soil cultivation. Remember to water through the mulch and into the root zone. * Reduce runoff on slopes by cycling water in several short intervals. Apply water only until runoff begins. Wait an equal amount of time then repeat watering until runoff begins again. Repeat this cycling until the soil has been moistened to about one foot deep. Clay and other heavy soils are especially prone to runoff. Use low-flow sprinklers (less than 1/2 inch output per hour). * Prune trees and other woody plants only when necessary. Pruning stimulates shoot growth, which increases the need for water. * Water trees and other woody plants separately from the lawn, if possible, because it is best to water them less frequently but more deeply than lawns. A garden hose, mini- or microsprinklers, deep-root irrigator, or drip emitters all work well for trees and other woody plants. * Water trees and other woody plants to a depth of 2 feet to help promote a deep root system. You can use a soil probe, screwdriver, auger, or straightened coat hanger to find out how deep the water reached. These tools will readily penetrate a moist soil, but will resist penetration in dry soil. * Consider installing a drip system that applies water through emitters directly at the root zone where it is needed most and not wasted. * The type of soil you have largely determines how often you should water. Clay soils hold much more water than sandier ones, but take it up more slowly; therefore, they can go longer between waterings than sandy soils. Clay soils may only need to be watered once during a given period while sandy soils may need two or three waterings during the same time. Add organic soil amendments to sandy soils, such as those used for mulches, and thoroughly mix them into the upper foot. Although these amendments will not decrease the plant's water need, they can usually increase the water-holding capacity of the soil and the interval between waterings. * Aerate lawns and ground around trees and other plants by removing small plugs of grass and/or soil to prevent compaction and increase water absorption. Most local rental businesses can provide soil aerators. Clay and other heavy soils especially benefit from annual aeration. * Remove the accumulation of old grass roots, stems, and leaves, called thatch, on your lawn, which acts as a barrier to keep water out of the soil. Remove thatch in spring, before temperatures get too warm, if it is more than 1/2 inch thick. * Mow your lawn at the correct height: Common Bermudagrass 1 inch Hybrid Bermudagrass 1/2 to 3/4 inch Zoysia 3/4 to1 inch St. Augustinegrass 3/4 to 11/4 inches Tall Fescue 11/2 to 3 inches Perennial Ryegrass and Kentucky Bluegrass 1 1 / 2 inches * Check faucets, hoses, and sprinklers for leaks. A new rubber washer is inexpensive and easy to install. . The authors are Janet S. Hartin, Environmental Horticulture Advisor, University of California Cooperative Extension, San Bernardino, and Donald R. Hodel, Environmental Horticulturist, University of California Cooperative Extension, Los Angeles.	<urn:uuid:df2ba357-4501-4e7b-8de1-8d9b4c7a56dc>	CC-MAIN-2017-39	http://ucanr.edu/sites/sacmg/files/183395.pdf	2017-09-22T20:38:49Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00067.warc.gz	350,090,309	1,093	eng_Latn	eng_Latn	0.997374	eng_Latn	0.997961	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3247, 5162 ]	[ 3.359375 ]	3	2
Using the Old Bean any people today are eating a more plant- based diet. They are not vegetarians and do eat some eggs, cheeses and meats. Beans are often part of these healthier diets. People like the way they taste and enjoy the variety beans can add to salads, soups and main dishes. One of the best things about beans is that they are a form of slowly absorbed carbohydrate. This means they supply a steady amount of energy and are an excellent choice for people concerned about their blood sugar, such as athletes and people with diabetes or hypoglycemia. Beans are also a good source of soluble fiber — the kind that helps lower blood cholesterol. M At a Glance… Beans have long been a favorite food in Kentucky. They are high in iron and fiber, yet low in fat. Beans are a very good source of protein. Beans are easy to keep on hand and prepare. The Average Bean A ½ cup serving of cooked beans provides a wealth of nutrition. Calories 100-130 Protein 6-7 grams Fat 0-1 gram Total fiber 6-10 grams Soluble fiber 2-3 grams Where's the Bean? MyPlate helps in planning meals that use more vegetables and carbohydrates. Beans fit into the protein group. Since beans are a good source of protein, they can help balance meals with protein and carbohydrate. Just a small amount of meat, cheese or egg will make the protein complete. If eaten with rice or corn, beans make a vegetarian meal with high quality protein. A Hill of Beans The primary difference between canned and dried beans is how long it takes to cook them. Canned beans are more convenient and are just as nutritious as the dried form. If you are concerned about sodium intake, preparing beans from scratch will allow you to add less salt. You can reduce the amount of sodium in canned products by discarding the liquid and rinsing. If you like beans, but they don't seem to like you, try them again, but start small. Research has shown that people tolerate beans better if they are added slowly to the diet. Try small amounts more often at first, for example, a ½ cup serving, twice a week. Some beans may produce less gas than others. Try lentils, black beans, black-eyed peas or field peas since these are smaller and may be more easily digested. Probably the best way to reduce the gas associated with beans is to always discard the water used to soak dry beans and to drain and rinse canned beans. Only a small amount of nutrients will be lost. Beans come in a wide variety of shapes, sizes and colors. Do a bean survey of your grocery store by checking the stock of canned beans, frozen beans, bean soups and dry beans. Beans can be eaten in cold salads during hot weather or hot soups in the winter. Choose some from the list below. Types of Beans Navy beans Pinto beans Cannellini Kidney beans Black beans Lima beans Black-eyed peas Split peas Field peas Lentils Chick peas (garbanzo beans) Once you identify the beans available in your grocery store, you can select recipes using those beans or try substituting one kind of bean for another. This bean exchange is largely an educated guess. Generally, beans of like size and color can be easily substituted. For example, navy, pinto, garbanzo and white beans or lentils, black-eyed peas and field peas can be interchanged. Beans which are unique, such as black beans or red kidney beans, may not work well in place of another bean. Your taste for beans should help you decide which ones to use. Bean Cooking Tips A 14 to 16-ounce can of beans contains about 1 ½ to 2 cups of beans. Dry beans will just about triple in amount when soaked and cooked, with 1 pound dry beans yielding about 6 cups cooked beans. To cook a pot of dry beans, add 6 cups of cold water for each pound of beans. You can soak them overnight or boil for 2 minutes and soak for 1 hour. Discard the soaking water, rinse the beans and cook with fresh water. Unless the water is especially hard, adding soda to cooking water for dry beans is not necessary; however, acid ingredients such as tomatoes or vinegar should be added toward the end of cooking, since they slow the tenderizing process. Beans freeze well. Cook a double batch when you cook dry beans and freeze them to use later in recipes. Bean soups can be prepared in bulk and frozen in individual servings. References: Henneman, A. (n.d.). Singing the Praises of Beans. Retrieved April 15, 2012, from University of Nebraska-Lincoln Food: Food, Nutrition & Health Web site: http://food.unl.edu/c/document_library/get_file?uuid=c2d6d475-0d1f-4ad6-8664- 6ae1cd61bad2&groupId=4089458 Sweers, R. (2011, January). Dried Beans, Peas and Lentils Can Help You Save $$. Retrieved April 15, 2012, from Iowa State University Extension Web site: http://www.extension.iastate.edu/NR/rdonlyres/43FDA92C-AEF9-404A-82F4- 9119DE45C34F/140249/dried_beans.pdf Janet Mullins, Ph.D., R.D., L.D. Extension Specialist for Food and Nutrition Revised by: Sandra Bastin, Ph.D., R.D., L.D., C.C.E Extension Specialist for Food and Nutrition August 1997; revised April 2012 Copyright © 1997, 2012 for materials developed by University of Kentucky Cooperative Extension. This publication may be reproduced in portions or its entirety for educational or nonprofit purposes only. Permitted users shall give credit to the author(s) and include this copyright notice. Educational programs of the Cooperative Extension Service serve all people regardless of race, color, age, sex, religion, disability, or national origin. 3	<urn:uuid:14175bc0-d74a-4a5c-9866-b7855480735d>	CC-MAIN-2017-39	http://fcs-hes.ca.uky.edu/sites/fcs-hes.ca.uky.edu/files/fn-jlt.093.pdf	2017-09-22T20:54:15Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00067.warc.gz	116,039,992	1,307	eng_Latn	eng_Latn	0.983984	eng_Latn	0.99776	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1438, 3767, 5509 ]	[ 3.828125 ]	2	0
Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science Chemistry ... What a Pizza!!! Student Activities Your Tasks Task 1 Each student has the task to carry out a research and to draw a concept map on the ingredients and the production process of pizza. Analysis of the product Let's know the pizza in more detail: - What are the basic ingredients of the dough? (do not consider the stuffing in order to simplify the study) - In which ratio the ingredients should be mixed? - Is it important the sequence in the recipe? 1. Perform a web search concerning the ingredients and the preparation of the dough for pizza. 2. Draw a concept map with the ingredients used and the recommended doses for 500g of flour. Mark the differences between the various recipes. 3. Identifies the variables that, in your opinion, could affect the final result. 4. Choose one of the variables and try to set up an experiment to evaluate the influence of your factor on the final result. 5. Draw a flowchart: dough, first rising, second rising, baking. Task 2 The research results are discussed in class and a final map of the ingredients and the procedure is developed. Task 3 Students learn more in detail the reaction of leavening. Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science Problematization Analyze the leavening process: - What chemical reaction takes place during the leavening? - What are the reagents and products of this reaction? Can you identify them? - What is the function of the leaven? - Changing the amount of the reagents, which results could be achieved? - Changing working conditions (time, temperature ...), which results could be achieved? At the end of the team work, in which you can use the resources that you deem appropriate (discussion with your mates, web searches, texts consultations, interviews with professionals or simply interviews with your mother or your grandmother...) write, with your teammates, the possible responses to the questions that are listed above. Also design possible experiments to verify the responses. Task 4 Laboratory qualitative analysis Students, divided into groups of 4-5 elements, carry out tests. Experimentation 1. The fermentation develops a gas: detection of CO2 through testing with barite water 2. The fermentation produces alcohol: detection by testing with potassium dichromate Task 5 Laboratory, semi-quantitative analysis To students, divided into groups, are assigned different tests. Each group will submit a written report on its activities including the graphs for comparison of the data collected. At the end of the research, students are asked, using a multimedia presentation, to describe to team mates the activities carried out. Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science Experimentation Measure the rate of reaction through the volume of CO2 produced, the fermentation proceeds at different rates: a. changing the% of sugar b. changing the temperature c. changing the amount of leaven d. changing the relationship between substrates and catalysts Elaborate the obtained data by creating comparative charts with Excel and describe the experimental work in a relationship. Task 6 Hotel management school, let's make pizza and talk to the expert The students go to a Hotel management school where they present their work and have the opportunity to ask questions of an expert in culinary technique and a cooking teacher. Also they proceed with the preparation and the tasting of the pizza. Developed by Francesca Maria Foresi Istituto di Istruzione Superiore "Corridoni Campana" Osimo (AN), Italy	<urn:uuid:cb82c9cb-0d96-4392-8751-8fa572b933bf>	CC-MAIN-2017-39	http://www.profiles.univpm.it/sites/www.profiles.univpm.it/files/profiles/FDS/Pizza_2_student.pdf	2017-09-22T20:40:12Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00066.warc.gz	546,022,414	753	eng_Latn	eng_Latn	0.99471	eng_Latn	0.995819	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1263, 2801, 3730 ]	[ 4.125 ]	1	0
Report Compliments of Homes and Lifestyles of Colorado - Finding Your Place Called Home Denver Office: http://www.DenverHomeLiving.com - (303) 816-9199 Water Conservation Tips Around the Home General Conservation - Never pour water down the drain when there may be another use for it. Use it to water your indoor plants or garden. - Repair dripping faucets by replacing washers. One drop per second wastes 2, 700 gallons of water per year! - Check all plumbing for leaks. Have leaks repaired by a plumber. - Retrofit all household faucets by installing aerators with flow restrictors. - Install an instant hot water heater on your sink. - Insulate your water pipes to reduce heat loss and prevent them from breaking. - Install a water-softening system only when the minerals in the water would damage your pipes. Turn the softener off while on vacation. - Choose appliances that are more energy and water efficient. Bathroom Conservation - Consider purchasing a low-volume toilet that uses less than half the water of older models. Note: In many areas, low-volume units are required by law. - Install a toilet displacement device to cut down on the amount of water needed to flush. Place a one-gallon plastic jug of water into the tank to displace toilet flow (do not use a brick, it may dissolve and loose pieces may cause damage to the internal parts). Be sure installation does not interfere with the operating parts. - Replace your shower head with an ultra-low-flow version. - Place a bucket in the shower to catch excess water for watering plants. - Avoid flushing the toilet unnecessarily. Dispose of tissues, insects, and other similar waste in the trash rather than the toilet. - Avoid taking baths - take short showers - turn on water only to get wet and lather and then again to rinse off. - Avoid letting the water run while brushing your teeth, washing your face, or shaving. Kitchen - Operate automatic dishwashers only when they are fully loaded. Use the "light wash" feature, if available, to use less water. - Hand wash dishes by filling two containers - one with soapy water and the other with rinse water containing a small amount of chlorine bleach. - Clean vegetables in a pan filled with water rather than running water from the tap. - Start a compost pile as an alternate method of disposing of food waste or simply dispose of food in the garbage. (Kitchen sink disposals require a lot of water to operate properly). - Store drinking water in the refrigerator. Do not let the tap run while you are waiting for water to cool. - Avoid wasting water waiting for it to get hot. Capture it for other uses such as plant watering or heat it on the stove or in a microwave. - Avoid rinsing dishes before placing them in the dishwasher; just remove large particles of food. (Most dishwashers can clean soiled dishes very well, so dishes do not have to be rinsed before washing) - Avoid using running water to thaw meat or other frozen foods. Defrost food overnight in the refrigerator or use the defrost setting on your microwave oven. Laundry - Operate automatic clothes washers only when they are fully loaded or set the water level for the size of your load. Outdoor Water Conservation Tips General - Check your well pump periodically. If the automatic pump turns on and off while water is not being used, you have a leak. - Plant native and/or drought-tolerant grasses, ground covers, shrubs, and trees. Once established, they do not need water as frequently and usually will survive a dry period without watering. Small plants require less water to become established. Group plants together based on similar water needs. - Install irrigation devices that are the most water efficient for each use. Micro and drip irrigation and soaker hoses are examples of efficient devices. - Use mulch to retain moisture in the soil. Mulch also helps control weeds that compete with landscape plants for water. - Avoid purchasing recreational water toys that require a constant stream of water. - Avoid installing ornamental water features (such as fountains) unless they use recycled water. Car Washing - Use a shut-off nozzle that can be adjusted down to a fine spray on your hose. - Use a commercial car wash that recycles water. If you wash your own car, park on the grass so that you will be watering it at the same time. Lawn Care - Avoid over watering your lawn. A heavy rain eliminates the need for watering for up to two weeks. Most of the year, lawns only need one inch of water per week. - Water in several short sessions rather than one long one, in order for your lawn to better absorb moisture. - Position sprinklers so water lands on the lawn and shrubs and not on paved areas. - Avoid sprinklers that spray a fine mist. Mist can evaporate before it reaches the lawn. Check sprinkler systems and timing devices regularly to be sure they operate properly. - Raise the lawn mower blade to at least three inches or to its highest level. A higher cut encourages grass roots to grow deeper, shades the root system, and holds soil moisture. - Plant drought-resistant lawn seed. - Avoid over-fertilizing your lawn. Applying fertilizer increases the need for water. Apply fertilizers that contain slow-release, water-insoluble forms of nitrogen. - Use a broom or blower instead of a hose to clean leaves and other debris from your driveway or sidewalk. - Avoid leaving sprinklers or hoses unattended. A garden hose can pour out 600 gallons or more in only a few hours. Pool - Install a new water-saving pool filter. A single back flushing with a traditional filter uses 180 to 250 gallons of water. - Cover pools and spas to reduce evaporation of water. Report Compliments of Homes and Lifestyles of Colorado - Finding Your Place Called Home Denver Office: http://www.DenverHomeLiving.com - (303) 816-9199	<urn:uuid:b24fd349-aca2-465b-8cb7-73169e41a61b>	CC-MAIN-2017-39	http://denverhomeliving.com/reports/WaterConservationTips.pdf	2017-09-22T20:50:59Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00067.warc.gz	86,141,539	1,227	eng_Latn	eng_Latn	0.99624	eng_Latn	0.998301	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1096, 3186, 5498, 5838 ]	[ 3.328125 ]	7	0
TERRY WARNEKE LECTURE NOTES On Friday night, August 17, 2001 we welcomed Terry Warneke back to the ASA. Following are notes written by Linda Anderson for his lecture. "Chart for the birth of Jesus the Nazarene" At our Friday night August meeting, we welcomed home Terry Warneke, who has a long history of association with the Arizona Society of Astrologers. Terry presented us with a chart for the birth date of Jesus the Nazarene, a chart many have sought to discover over the centuries since Jesus' birth. Given the many changes of the calendar and conflicting interpretations of Biblical and astronomical data, many different charts have been offered as the "true" one. However, the chart Terry Jesus The Nazarene Chart Handout… Stellium of 6 planets in Pisces; Saturn=Star of God of Israel; Jupiter=Star of Kings; Jupiter conjunct Saturn = Star of David; Pisces=Sign of the Jews. presented, which you see here, speaks most clearly to the astronomical and astrological signs in the heavens, which the three Wise Men followed on their journey in search of the new King to be born. Terry began by asking us to consider the importance of the line from Shakespeare's "Romeo and Juliet", "It is the East, and Juliet is the Sun." The Wise Men also referred to the East, saying, "We saw His star in the East." Everyone, and especially astronomers and astrologers, have tried to discover what exactly the Wise Men were looking at in those faraway Biblical times. There was no calendar, as we know it today. Using our computers, we can trace back eclipses which occurred in Biblical times, and using the B.C. - A.D. calendar we now have (which, however, is composed of many glaring errors), we can, however, pinpoint the date of the death of Herod the Great, who tried to kill Jesus, as 4 B.C., so we know Jesus was born prior to that date. Also, we know Jesus was not born on December 25th. Since the Christian community did not have an exact date for Jesus' birth, the Emperor Constantine, in 300 A.D., wanting to set a holiday for the Christians, used the date of the Roman holiday, the Feast of Saturn, on December 25th, which also coincides with the Winter Solstice on December 22nd. Christmas as the birth of Jesus was not really celebrated as such for many centuries, and was not an official holiday in this country until 1938; it was religiously controversial. No one had the year or day of According to the Biblical story, Joseph and Mary were traveling to Bethlehem to comply with a census ordered by the Roman government, whereby a man must journey to the town of his birth to be counted and also for tax collection purposes. According to the Gospel of Luke, this census was commenced in the year 8 B.C. Travelers had six months to a year to complete their journey. This census probably began at the Autumn Equinox in September. According to the chart Terry presents to us, Jesus was born in Bethlehem in the Spring of 7 B.C. However, there was never a bright light or "Star" in the sky in these Biblical times. Although astronomers today have tried to find one using computerized calculations, the truth is it was the Hollywood moviemakers who first showed us the bright "Star of Bethlehem". Terry augmented his story of Jesus with clips from his favorite movie, "Jesus of Nazareth", made in the 1970's, beginning with a clip of the three Wise Men, as they drew near to Bethlehem. When they approached Herod regarding the birth of a new King, Herod, upon consulting his own astrologers, told them the birth was to be in Bethlehem, and to make sure to return to him when they had found the child. The astrological signs were seen only by the astrologers of that time who could interpret them; the Wise Men were aware of the turning of the Ages; they knew they were at the end of the Age of Aries, going into the Age of Pisces. The Wise Men/astrologers saw that there was to be a stellium of five planets coming together in the sign of Pisces - these were Sun, Moon, Venus, Jupiter and Saturn. They thought that this giant stellium in Pisces would probably initiate the Age of Pisces. Also, the tradition in that area was that the planet Saturn was considered to be the Star of the God of Israel, while Jupiter was considered to be the Star of earthly Kings, picked by God. So when a Jupiter/Saturn conjunction occurred, they felt the God of Heaven was choosing someone to be an Earthly emissary. It was also common among the Jews for a Jupiter/Saturn conjunction to be called the Star of David, and Pisces was considered to be the sign of the Jewish people, as well. All this occurred in the heavens in the Spring of 7 B.C. Also, on the 2nd of March, Jupiter and Uranus were exactly conjunct, so when the astrologers, who didn't theoretically know about Uranus, were watching this stellium, they noticed that Jupiter was extremely bright, and the following day, March 3, 7 B.C., as Jupiter separated from Uranus, and they then saw 2 objects, it seemed that Jupiter was giving birth to a new King, as well as a planet that you've been told could only be seen with a telescope and was only discovered in 1780 - Uranus. However, Uranus can be seen with the unaided eye, and has been discovered over and over again down through the centuries. Referring now back to the term, "the East", Terry tells us that this meant "Dawn Light", to the ancient astrologers, and if a star rose in the dawn light just before the Sun, that prophesied the most important event that could ever happen. The stellium in Pisces progressing over a period of days now showed the Wise Men not five, but six planets in Pisces. They had seen a new star rising in the dawn light, and it was beyond the planets they knew, farther out, and meant, even then, higher consciousness, freedom and Truth. This configuration only happens in Pisces once in hundreds of thousands of years; the Wise Men knew something gigantic was happening, and were in search of it. Of course, when they found the Christ child, they never went back to Herod, being warned in a dream there was danger to themselves and to the baby Jesus. Using more clips from the movie, Terry showed us how Jesus also lived his chart. We are usually exposed to the quiet, gentle, mystical side of Jesus, represented by the stellium in Pisces. However, Jesus was an extremely revolutionary character. He said outrageous things and was accused of blasphemy. He was very progressive and controversial; these are the markings of the planet Uranus. The Jupiter/Uranus conjunction is on an angle and rules the chart, since Sagittarius is rising. Jupiter/Uranus people go beyond the Law of Saturn, making changes to bring in higher consciousness, and they have a revolutionizing type of personality. Jesus said he had come not to bring peace, but a sword, and to sow discord. Uranus is revelation, and revelation always brings chaos, not stability, according to Terry. Jupiter/Uranus people also drift around, being represented by the wandering planets. In the chart Terry gives us, Pluto ruling the 12th house, and opposing the Jupiter/Uranus conjunction, shows torturous death in the 12th house. Neptune on the South Node represents the direction from whence the soul comes - Neptune represents Heaven - so the chart tells us this person has not had an incarnation before. A Jupiter/Neptune trifle stands for faith and charity, and also a misguided victim. With Jupiter also conjunct the Sun, Jesus appeared to be haughty and egotistical, alienating his Jewish adversaries, who plotted to have him killed. Jesus, with an isolated Saturn had the ability to transcend the ordinary boundaries of time and space. Pluto, opposing Saturn, was an unknown entity at that time, but Jesus, of course, did possess the higher consciousness that Pluto represents. Terry showed us many profound scenes from this movie, "Jesus of Nazareth", in which the dialog was taken directly from the Bible. Thank you, Terry, for giving us the chart for Jesus, the Nazarene. There can be little doubt that the time chosen and the configurations in the sky at that time truly represent the birth date of Jesus. Your research and knowledge of astronomy and astrology and your insights into interpretation of this chart have finally given us a realistic answer to the question of the Ages. SATURDAY WORKSHOP "Through the Solar System with Terry Warneke" On Saturday, at our August workshop, Terry Warneke took us on a journey of the solar system, as seen through the eyes of Sigmund Freud, Carl Jung, Jeff Green and himself, beginning with the Sun at the center and traveling outward through all the planets, and incorporating the aid of Astronomy, Psychology, Philosophy and Mythology. The Sun, Mercury, Venus, Earth, Moon and Mars relate to our personal consciousness; Jupiter and Saturn relate to social consciousness; and the outer planets, Uranus, Neptune and Pluto relate to transpersonal consciousness. Beginning with personal consciousness, Terry tells us that the Sun represents our self-concept (our Ego, according to Freud), and our conscious state of being. When a child begins to recognize that he is separate from his parents, he develops his self-concept, along about the time he also develops a consistent, day-to-day memory. Although the Sun represents our self-concept in a chart, nevertheless, we do our charts from the Earth, and the closest astronomical body to us is the Moon, representing family, mother and emotions. The key to interpreting young people's charts, then, is the Moon and Ascendant. The Moon is your most natural inborn personality, while the Ascendant is where you interface into the external world. Therefore, psychologically speaking, lunar aspects are conditioned behaviors, while all aspects that are Sun are consciously chosen behaviors. Freud tells us that 90 % of the people in the world are quite unconscious, and make their decisions based on the unconscious mind of conditioning or patterned behavior, not conscious individual choices. The essence for understanding the Sun is free will, and to grasp the fact that each moment is unique - you can only alter time or conditions in the "now", not in the past or the future. The Sun is the realization that a little piece of divinity resides in everyone and everything, and if you realize this, you can create your own reality consciousness creates reality. This is the higher concept of the Sun. People with strong Sun or strong Leo in their charts are comfortable with this concept. The lower concept of the Sun is the Ego and conscious survival strategy, according to Carl Jung. Although you need instinct to survive, which comes from the Moon, you also need a conscious reason to survive. The Moon represents evolution out of the sea, and all the primitive, violent behaviors, which Freud calls "Monsters from the id", are unconscious behaviors symbolized by the Moon. Terry tells us that astrologically, the planets inside the Earth's orbit - Sun, Moon, Venus and Mercury, and their aspects - have the potential of being completely inborn or subjective, even though our actions can be unconscious (Moon) or conscious (Sun). Psychologically, this relates to the terms "nature versus nurture" meaning inborn versus conditioned behavior. 5 However, those planets close to the Sun, Mercury and Venus, are trapped in the blinding light of the Sun, or the Ego. Your own self can blind you, making Mercury subjective to your own personal need for survival, your Sun. According to Jeff Green, then, Mercury doesn't represent facts, just opinions. Mercury is subjective mind, as opposed to Uranus, for example, which is objective mind, being far away from the blinding light of the Sun. Mercury and Venus also connect us to the outside world via the five senses. Mercury responds to "see" and "touch". "Hearing" is both Mercury and Venus. Regarding music, the Sun resonates to the key of C, Mercury to D, and Venus to E. We on the Earth are tuned to the pitch of a mathematical harmonic of the speed of the planet (as are the others), which corresponds to the key of F. Looking at the keys on a piano, we see, then, that we are situated four keys out from the Sun, represented by middle C, and we are followed by G, representing Mars, A for Jupiter, and B as Saturn. Songs written in the key of A (Jupiter) usually have a grandiose sound, while those written in B (Saturn) are more somber. Love songs are most often written in E and E-flat, the keys of Venus and the Moon. The senses of "smell" and "taste" are both Venus. Taurus has a more refined sense of smell and taste than any other sign. Mercury and Venus, then, are the communicators between the conscious and unconscious mind, telling us about the external world. We do this analytically through Mercury, by measuring things, for example, and aesthetically through Venus, by using color, for example. Going through the unconscious mind, symbolized by the Moon, is assigning values automatically, whereas the Mercury analytical values generated closer to the Sun may be more consciously assigned. Outside the Earth's orbit, we find objective, basic energy, symbolized by Mars, of course. Between Mars and Jupiter is the Asteroid belt, represented in our charts by the 6th house. The Asteroids call for self-integration, needed between the 5th house (Love) and the 7th house (Marriage). Moving along in our journey, we come now to Jupiter and Saturn, the planets relating to our social consciousness. Culture, or what we do as a group to enhance our lives, comes from Jupiter. However, Jupiter wants no restrictions; Saturn says we need social regulations. Society is just now struggling with Saturn. When we finally become mature, responsible adults and see the value of moral behavior, we appreciate Saturn in our lives, but many never get this far, and become sociopaths, worshiping a wild Jupiter, as the last planet in their evolution. Terry's equation is: Culture (Jupiter) combined with Law (Saturn) = civilization! These first seven planets were known to the ancients, who realized that all the visible planets out through Saturn controlled all the twelve signs; they used these seven planets to rule two different signs each - one planet, one rulership, just didn't fit. For example, the Sun and 6 Moon were used for Leo and Cancer, but were interswitched, for a variety of reasons, such as day and night, male and female. According to Jeff Green, the visible planets stand for 3-dimensional spacetime reality; beyond that we go into other dimensions of spirit and soul and other dimensions of space-time. At this point in civilization, society is afraid of transcending the laws of Saturn, thinking stability will break down, not realizing that the entire purpose of Uranus, the first outer planet, is to break down law and experience personal growth through revelation. Saturn reality is limited by four dimensions, while the Universe is multidimensional. Uranus stands for Truth, which is relative and also multidimensional. Truth is controlled by consciousness; therefore, greater consciousness gleans greater reality. By increasing consciousness, you increase your personal higher knowledge. This leads us to the outer planets on our journey - Uranus, Neptune and Pluto which represent our transpersonal consciousness. These planets are not visible, with the exception of Uranus, which is now-and-again visible, as discussed last night, and is beginning to bring its Truth into the collective consciousness of mankind. Although the outer planets are considered the planets of higher wisdom (Uranus), divinity (Neptune) and super-consciousness (Pluto), their transits seem to be considered malefic. This is because they have not yet been incorporated into our consciousness collectively. Uranus, Neptune and Pluto are only for special cases - when you have reached an elevated level of consciousness which separates you from ordinary people. Until a person has reached this level, he will not be able to manifest any of the aspects to these planets either. Transits of the outer planets will manifest in our lives, but very unconsciously for most people. The outer planets are called "Ambassadors to the Galaxy" by Dane Rudhyar. They represent principles from a farther, greater, different consciousness, and their job is to translate those ideas down into our realm of everyday reality. One of the ways they do this comes to us through Mythology, along with the use of Astronomy. For example, Pluto relates to the myth of the angels who were cast out of Heaven. Pluto itself was cast out of the orbit of Neptune, which stands for God or Oneness. Pluto is composed of methane ice and not related to the composition of any other planet in the Solar System, symbolizing a different spiritual plane. Its orbit crosses that of Neptune, and when it crosses outside of Neptune, it symbolizes its return to Paradise; when it plunges back in, it represents its descent into earthly matter. This symbolizes the evolutionary journey of the soul by which the fallen angels (all of us) may return to Paradise, at which point, according to myth, the need for the physical universe will be past, and it will come to an end. Soul growth, then, is the reason we are here, and through Karma we go forward, since through the metamorphosis of 7 Pluto transformation, we cannot go back to what was before, according to Jeff Green's concept. The ancients had the concept, along with the myth, of Pluto before it was discovered, and Astronomers, aware of this concept, were moved to call it Pluto. Astronomy and Mythology once more united in Astrology. Pluto in your chart represents choice - to ascend into divinity or plunge into the realm of matter. Another Astronomical insight noted by Terry during the class discussion which followed, is that the two most harmonious planets of beauty, Venus and Neptune, lower and higher octaves of each other, also have the two most perfectly circular orbits. Terry went on to interpret Neptune planets for members of the class. People who have a strong Neptune have a strong manifestation that Heaven, or something universal, is with them. While it is also possible for them to see the divinity in another person, the reality of a Saturn world makes it most difficult to manifest a spiritual relationship. Everyone lives in a lower level of consciousness, but may have rare insights into higher ones. Answering another question, Terry told us that people with an isolated Sun are always trying to find out who they are, appearing isolated and aloof. They are inwardly focused, and when their purpose is found, it may be very narrow. But, look to the Moon. If the Moon is well aspected, isolated Sun people will acquire traits from their conditioning. Isolated planets are not weak, just not integrated. Terry went on to discuss planets on angles, saying that any planet on the Ascendant or Descendant angle is usually the strongest planet in your chart, and your physical characteristics, as well as your personality, will be colored by this planet. You will be more like the sign that planet rules than your Sun or Moon signs. We can interpret a chart on many levels -mundane, career, relationships. health where you zero in on houses and follow one set of rules. For example, for personality interpretations, you would use the angles; for deeper psychological interpretations, you may start with elements and qualities and chart patterns. A Karmic interpretation of your chart, a la Jeff Green, would start 8 with Pluto and the Nodes. Terry warns us not to mix the different interpretative procedures. Once you understand the chart on all the different levels, then you may put them together. As Carl Jung stated, the Solar System is a map of the psyche, and all of the planets operate through you and are you. The final step is to incorporate the knowledge of your own soul and realize that while it is not you physically, it is with you on your spiritual plane. Thank you, Terry, for your powerful insights into chart interpretation using Astronomy, Psychology, Philosophy and Mythology, as well as our beloved Astrology! 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Chapter 126. Texas Essential Knowledge and Skills for Technology Applications Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education Code, §7.102(c)(4) and §28.002, unless otherwise noted. §126.13. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Middle School, Beginning with School Year 2012-2013. The provisions of §§126.14-126.16 of this subchapter shall be implemented by school districts beginning with the 2012-2013 school year. Source: The provisions of this §126.13 adopted to be effective September 26, 2011, 36 TexReg 6263 §126.14. Technology Applications - Grade 6 - Beginning with School Year 2012-2013 (a) General requirements. Districts have the flexibility of offering technology applications in a variety of settings. Districts are encouraged to offer technology applications in all content areas. This content may also be offered in a specific class while being integrated in all content areas. (b) Introduction. (1) The technology applications curriculum has six strands based on the National Educational Technology Standards for Students (NETS•S) and performance indicators developed by the International Society for Technology in Education (ISTE): creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts. (2) Through the study of technology applications, students make informed decisions by understanding current and emerging technologies, including technology systems, appropriate digital tools, and personal learning networks. As competent researchers and responsible digital citizens, students use creative and computational thinking to solve problems while developing career and college readiness skills. (3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (c) Knowledge and skills. (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files; (B) create original works as a means of personal or group expression; (C) explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results; and (D) discuss trends and possible outcomes. (2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (A) participate in personal learning networks to collaborate with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies; (B) communicate effectively with multiple audiences using a variety of media and formats; and (C) read and discuss examples of technical writing. (3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry; (B) discuss and use various search strategies, including keyword(s) and Boolean operators; (C) select and evaluate various types of digital resources for accuracy and validity; and (D) process data and communicate results. (4) Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to: (A) identify and define relevant problems and significant questions for investigation; (B) plan and manage activities to develop a solution, design a computer program, or complete a project; (C) collect and analyze data to identify solutions and make informed decisions; (D) use multiple processes and diverse perspectives to explore alternative solutions; (E) make informed decisions and support reasoning; and (F) transfer current knowledge to the learning of newly encountered technologies. (5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (A) understand copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain; (B) practice ethical acquisition of information and standard methods for citing sources; (C) practice safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology; and (D) understand the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media. (6) Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to: (A) define and use current technology terminology appropriately; (B) select technology tools based on licensing, application, and support; (C) identify, understand, and use operating systems; (D) understand and use software applications, including selecting and using software for a defined task; (E) identify, understand, and use hardware systems; (F) understand troubleshooting techniques such as restarting systems, checking power issues, resolving software compatibility, verifying network connectivity, connecting to remote resources, and modifying display properties; (G) demonstrate effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags, labels, and emerging digital organizational strategies; (H) discuss how changes in technology throughout history have impacted various areas of study; (I) discuss the relevance of technology as it applies to college and career readiness, life-long learning, and daily living; (J) use a variety of local and remote input sources; (K) use keyboarding techniques and ergonomic strategies while building speed and accuracy; (L) create and edit files with productivity tools, including: (i) a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list attributes; (ii) a spreadsheet workbook using basic computational and graphic components such as basic formulas and functions, data types, and chart generation; (iii) a database by manipulating components such as entering and searching for relevant data; and (iv) a digital publication using relevant publication standards; (M) plan and create non-linear media projects using graphic design principles; and (N) integrate two or more technology tools to create a new digital product. Source: The provisions of this §126.15 adopted to be effective September 26, 2011, 36 TexReg 6263 §126.15. Technology Applications - Grade 7 - Beginning with School Year 2012-2013 (a) General requirements. Districts have the flexibility of offering technology applications in a variety of settings. Districts are encouraged to offer technology applications in all content areas. This content may also be offered in a specific class while being integrated in all content areas. (b) Introduction. (1) The technology applications curriculum has six strands based on the National Educational Technology Standards for Students (NETS•S) and performance indicators developed by the International Society for Technology in Education (ISTE): creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts. (2) Through the study of technology applications, students make informed decisions by understanding current and emerging technologies, including technology systems, appropriate digital tools, and personal learning networks. As competent researchers and responsible digital citizens, students use creative and computational thinking to solve problems while developing career and college readiness skills. (3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (c) Knowledge and skills. (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files; (B) create and present original works as a means of personal or group expression; (C) explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results; and (D) discuss trends and make predictions. (2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (A) create personal learning networks to collaborate and publish with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies; (B) communicate effectively with multiple audiences using a variety of media and formats; and (C) create products using technical writing strategies. (3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry; (B) use and evaluate various search strategies, including keyword(s) and Boolean operators; (C) select and evaluate various types of digital resources for accuracy and validity; and (D) process data and communicate results. (4) Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to: (A) identify and define relevant problems and significant questions for investigation; (B) plan and manage activities to develop a solution, design a computer program, or complete a project; (C) collect and analyze data to identify solutions and make informed decisions; (D) use multiple processes and diverse perspectives to explore alternative solutions; (E) make informed decisions and support reasoning; and (F) transfer current knowledge to the learning of newly encountered technologies. (5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (A) understand and practice copyright principles, including current fair use guidelines, creative commons, open source, and public domain; (B) practice ethical acquisition of information and standard methods for citing sources; (C) practice and explain safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology; and (D) understand the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media. (6) Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to: (A) define and use current technology terminology appropriately; (B) select and apply technology tools based on licensing, application, and support; (C) identify, understand, and use operating systems; (D) understand and use software applications, including selecting and using software for a defined task; (E) identify, understand, and use hardware systems; (F) understand troubleshooting techniques such as restarting systems, checking power issues, resolving software compatibility, verifying network connectivity, connecting to remote resources, and modifying display properties; (G) implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags, labels, and emerging digital organizational strategies; (H) explain how changes in technology throughout history have impacted various areas of study; (I) explain the relevance of technology as it applies to college and career readiness, life-long learning, and daily living; (J) use a variety of local and remote input sources; (K) use keyboarding techniques and ergonomic strategies while building speed and accuracy; (L) create and edit files with productivity tools, including: (i) a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list attributes; (ii) a spreadsheet workbook using advanced computational and graphic components such as complex formulas, basic functions, data types, and chart generation; (iii) a database by manipulating components such as defining fields, entering data, and designing layouts appropriate for reporting; and (iv) a digital publication using relevant publication standards; (M) plan and create non-linear media projects using graphic design principles; and (N) integrate two or more technology tools to create a new digital product. Source: The provisions of this §126.15 adopted to be effective September 26, 2011, 36 TexReg 6263 §126.16. Technology Applications - Grade 8 - Beginning with School Year 2012-2013 (a) General requirements. Districts have the flexibility of offering technology applications in a variety of settings. Districts are encouraged to offer technology applications in all content areas. This content may also be offered in a specific class while being integrated in all content areas. (b) Introduction. (1) The technology applications curriculum has six strands based on the National Educational Technology Standards for Students (NETS•S) and performance indicators developed by the International Society for Technology in Education (ISTE): creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts. (2) Through the study of technology applications, students make informed decisions by understanding current and emerging technologies, including technology systems, appropriate digital tools, and personal learning networks. As competent researchers and responsible digital citizens, students use creative and computational thinking to solve problems while developing career and college readiness skills. (3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (c) Knowledge and skills. (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats, including text, raster and vector graphics, video, and audio files; (B) create, present, and publish original works as a means of personal or group expression; (C) explore complex systems or issues using models, simulations, and new technologies to develop hypotheses, modify input, and analyze results; and (D) analyze trends and forecast possibilities. (2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (A) create and manage personal learning networks to collaborate and publish with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies; (B) communicate effectively with multiple audiences using a variety of media and formats; and (C) create and publish products using technical writing strategies. (3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to: (A) create a research plan to guide inquiry; (B) plan, use, and evaluate various search strategies, including keyword(s) and Boolean operators; (C) select and evaluate various types of digital resources for accuracy and validity; and (D) process data and communicate results. (4) Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to: (A) identify and define relevant problems and significant questions for investigation; (B) plan and manage activities to develop a solution, design a computer program, or complete a project; (C) collect and analyze data to identify solutions and make informed decisions; (D) use multiple processes and diverse perspectives to explore alternative solutions; (E) make informed decisions and support reasoning; and (F) transfer current knowledge to the learning of newly encountered technologies. (5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: (A) understand, explain, and practice copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain; (B) practice and explain ethical acquisition of information and standard methods for citing sources; (C) practice and explain safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology; and (D) understand and explain the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media. (6) Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to: (A) define and use current technology terminology appropriately; (B) evaluate and select technology tools based on licensing, application, and support; (C) identify, understand, and use operating systems; (D) understand and use software applications, including selecting and using software for a defined task; (E) identify, understand, and use hardware systems; (F) apply troubleshooting techniques, including restarting systems, checking power issues, resolving software compatibility, verifying network connectivity, connecting to remote resources, and modifying display properties; (G) implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags, labels, and emerging digital organizational strategies; (H) evaluate how changes in technology throughout history have impacted various areas of study; (I) evaluate the relevance of technology as it applies to college and career readiness, life-long learning, and daily living; (J) use a variety of local and remote input sources; (K) use keyboarding techniques and ergonomic strategies while building speed and accuracy; (L) create and edit files with productivity tools, including: (i) a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, mail merge, and list attributes; (ii) a spreadsheet workbook using advanced computational and graphic components such as complex formulas, advanced functions, data types, and chart generation; (iii) a database by manipulating components, including defining fields, entering data, and designing layouts appropriate for reporting; and (iv) a digital publication using relevant publication standards and graphic design principles; (M) plan and create non-linear media projects using graphic design principles; and (N) integrate two or more technology tools to create a new digital product. Source: The provisions of this §126.15 adopted to be effective September 26, 2011, 36 TexReg 6263 URL Source: http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126b.html	<urn:uuid:978eb40a-5630-4279-82b9-a3ca139c6a7d>	CC-MAIN-2017-39	http://webclass.org/handouts/TechAppsTEKS-MS-Chap126.pdf	2017-09-22T20:41:45Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00067.warc.gz	367,490,941	3,733	eng_Latn	eng_Latn	0.964366	eng_Latn	0.985627	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2074, 3851, 5690, 7127, 13606, 13705, 20327, 20502 ]	[ 3.859375, 3.984375 ]	3	0
LEVELING STUDENTS' CREATIVE THINKING IN SOLVING AND POSING MATHEMATICAL PROBLEM Tatag Yuli Eko Siswono Abstract Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed .by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing. As students have various backgrounds and different abilities, they possess different potential in thinking patterns, imagination, fantasy and performance; therefore, students have different levels of creative thinking. A research study was conducted in order to develop a framework for students' levels of creative thinking in mathematics. This research used a qualitative approach to describe the characteristics of the levels of creative thinking. Task-based interviews were conducted to collect data with ten 8 th grade junior secondary school students. The results distinguished five levels of creative thinking, namely level 0 to level 4 with different characteristics in each level. These differences are based on fluency, flexibility, and novelty in mathematical problem solving and problem posing. Keywords: student's creative thinking, problem posing, flexibility, fluency, novelty INTRODUCTION Many researchers assume that people are creative, but their degree of creativity is different (Beghetto & Kauffman, 2009; Craft, 2003; Isaksen, 1987; Lumdaine & Lumsdaine, 1995; Pehkonen, 1997; Solso, 1995). That is shown by someone being able to create ideas, technology or knowledge whilst others merely use these or just accepted. Mathematics creative thinking is a combination of logical and divergent thinking which is based on intuition but has a conscious aim (Pehkonen, 1997). When one is applying creative thinking in a practical problem A Mathematics Lecturer in Surabaya State University solving situation or problem posing context, divergent thinking produces many ideas. Some of these seem to be useful for finding solutions. A process of logical thinking is used to examined an appropriate solutions. A logical thinking involved systematic and rational process to verify and make a valid conclusion. Divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing (Haylock, 1997; Krutetskii, 1976; Haylock, 1997; Silver, 1997). This observation points to the existence of different levels or degrees of creativity or creative thinking for different students. The purpose of this paper is to provide a hierarchical framework for distinguishing students' levels of creative thinking during mathematical activities such as problem solving and problem posing. The idea of level of students' creative thinking has been examined by experts. De Bono (in Barak & Doppelt, 2000) defined four achievement levels of creative thinking skills development. These are awareness of thinking, observation of thinking, thinking strategy, and reflection on thinking. Awareness of thinking is a general awareness of thinking as a skill. Someone has a willingness to think about something, to investigate a particular subject, and to listen to others. Level 2 indicated as an observe the implications of action and choice, consider peers' points of view, comparison of alternatives. Level 3 is classified as thinking strategy which is intentional use of a number of thinking tools, organization of thinking as a sequence of steps; and reinforcing the sense of purpose in thinking. Level 4 is reflection on thinking which involves structured use of tools, clear awareness of reflective thinking, assessment of thinking by the thinker himself, and planning thinking tasks and methods to perform them. These levels are based on the viewpoint that creative thinking is a synthesis of lateral thinking and vertical thinking, each complementing the other. Lateral thinking refers to discovering new directions of thinking in the quest for a wealth of ideas, whilst vertical thinking deals with the development of ideas and checking them against objective criteria (De Bono, 1995). Barak & Doppelt (2000) used these levels for assessing students' portfolio. A portfolio is a record of a pupil's learning process: what a student has learned and how he or she has gone about learning; how he or she thinks, questions, analyzes, synthesizes, produces, and creates; also, how one interacts intellectually, emotionally, and socially. So, these levels try to capture the breadth students' characters in many activities but are too general and not easily recognized in mathematical problem solving and problem posing. However, Barak & Doppelt (2000) still consider the product design such as originality, authenticity, usefulness, unique design and functionality, reliability, accuracy, geometric structure, scientific principle. Gotoh (2004) described three stages of development of mathematical thinking in problem solving. There is the empirical or informal activity (stage 1), the algorithmic or formal activity (stage 2), and the constructive or creative activity (stage 3). In the first stage, some kind of technical or practical application of mathematical rules and procedures is used to solve problems without a certain kind of awareness. The second stage, mathematical techniques are used explicitly for carrying out mathematical operations, calculating, manipulating and solving. The third stage, a non-algorithmic decision making, is performed to solve non-routine problem such as a problem of finding and constructing some rule. In similar terms, Ervynck (cited in Sriraman, 2004) presented three stages of mathematical creativity: preliminary technical stages (stage 0), algorithmic activity (stage 1), and creative (conceptual, constructive) activity (stages 2). The preliminary technical stage consists of some kind of technical or practical application of mathematical rules and procedures, without any awareness of the theoretical foundation from the user. Algorithmic activity consists primarily of performing mathematical techniques, such as explicitly applying an algorithm repeatedly. Creative activity consists of non-algorithmic decision making. Neither Gotohnor Ervynck discussed the levels of students' creative thinking. These described the characteristics students in which work out the mathematics problems. However, these stages could be used to classify and categorize students' creativity when we believe that students have potential creativity. When they are in stage 1 or 2, for example, we might consider them as not creative or quite creative respectively. Krulik & Rudnick (1999) described levels of thinking as recall, basic, critical, and creative thinking. Recall includes those skills that are almost automatic or reflexive. Basic includes the understanding and recognition of mathematical concepts like addition and subtraction as well as the application of these in problems. Critical thinking is thinking that examines, relates, and evaluates all aspects of a situation or problem. Creative thinking is thinking that is original and reflective and that produces a complex product. Krulik & Rudnick (1999) classified students' reasoning in trying to understand mathematical problems and overcome all aspects of situations and conditions hierarchically. These levels assign to students in different positions when they were not creative using levels, they might be categorized as critical. It will be difficult to distinguish them because they could be viewed as a complementary aspect or a different domain. Critical and creative thinking is discussed as if students should succeed solving a complex mathematical problem. However, these levels pointed out that a hierarchy of thinking might exist in mathematics classrooms and creative thinking is indicated by originality and producing products of thinking. Silver (1997) pointed out that a suitable approach to identifying students' creative thinking was to use problem solving and problem posing. The three components (fluency, flexibility, and novelty) of creative thinking respectively assess different parts of thinking and are independent of each other. Students have various backgrounds and different abilities. They possess different potentials in thinking patterns, imagination, fantasy and performance. Consequently, it is reasonable to posit that students have different levels of creative thinking. A student may demonstrate all three components, two components, or only one component during problem solving and problem posing. Problem posing activities have positive influences on students' ability to solve or resolve mathematical problems and provide a chance to gain insight into students' understanding of mathematical processes and concepts (Bonotto, 2009; Christou, et.al. 2005; English, 2003; Leung, 1997). In these studies, mathematics problem posing is a task which asks students to pose or construct a mathematical problem based on given information, and then solve the problem. Problem solving is often seen as one of a number of skills to be taught in mathematics classrooms. Problem solving consists of activities such as understanding the problem, devising a plan, carrying out the plan, and looking back (Polya, 1957). A problem for a task situation is where students are required to connect the known information in a way that is new (for them) to do the task (Pehkonen, 1997). In previous work the author has developed a set of levels for students' creative thinking in terms of problem posing in mathematics (Siswono, 2004). These levels emphasized the product and the creative process. The product of creative thinking that is, the problem solution or the problem posed, allows the researcher to determine the presence of the three aspects that are fluency, flexibility, and novelty (Haylock, 1997; Krutetskii, 1976; Pehkonen, 1997; Silver, 1997). The creative process involves mechanisms such as the synthesis of ideas, generating new ideas, and applying ideas (Airasian et al, 2001; Isaksen, 2003; Lumsdaine & Lumsdaine, 1995; Krulik & Rudnick, 1999). The description of these levels is as the following: Level 5: Result of students' task satisfies all criteria of creativity product. Student can synthesize ideas, generate new ideas from mathematical concepts and real life experience, and apply the ideas to construct some problems. Student is also able to revise it when a hindrance is met. Level 4: Result of students' task satisfies all criteria of creativity product. Student can synthesize idea; generate new ideas from mathematical concepts but few from real life experience. Student is able to apply the ideas to construct some problems and is able to revise these when a hindrance is met. Level 3: Result of students' task satisfies all criteria of creativity product. Student can synthesize ideas, generate new ideas only from mathematical concepts, and apply the ideas to construct some problems. Student is also able to revise these when a hindrance is met. Level 2: Result of students' task satisfies just one or two criteria of creativity product. Student can synthesize ideas from mathematical concepts or real life experience, and generate new ideas from either mathematical concepts or real life experience, but not both. Student hasn't applied all ideas to construct some problems, but is able to revise a problem when a hindrance is met. Level 1: Result of students' task satisfies just one or two criteria of creativity product. Student can not synthesize ideas from mathematical concepts or real life experience, and generate new ideas only from mathematical concepts or real life experience. Student hasn't applied all ideas to construct some problems, or revised a problem when a hindrance is met. Level 0: Result of students' task did not satisfy any criterion of creativity product. Student can not synthesize ideas from mathematical concepts or real life experience, and can't generate new ideas. Student merely recalls own ideas. These levels were verified with a total of 128 students at two junior high schools at grade 7. They were 41 students in Class I-A, 40 students in Class I-I of Junior Secondary schools of SMP Negeri 4, 43 students in Class I-D and 44 students in Class I-E of SMP Negeri 26 Surabaya. All students were given the problem posing tasks for which the information is based on a picture/diagram or word problem (verbal) situation using a semi-structured situation (Stoyanova, 1998) similar to other problem posing studies (e.g. Christou et.al., 2005). If students showed evidence of satisfying all three aspects (i.e., fluency, flexibility, novelty), they are said to be creative; if they satisfied one or two aspects, they are said to be quite creative; if they do not satisfy any aspects, they are said to be not creative. Of 167 participants, 24 were said to be creative, 127 quite creative and 16 not creative. Subsequently, 23 students of the creative group, 22 students of the quite creative group, and 6 students of the not creative group were chosen to be interviewed in-depth. Students in the creative group were interviewed more than others, because they gave much more information and further questioning was needed to establish levels. Interviews gave insight into the creative process of students, so the students' levels of creative thinking could be determined exactly. Interviewed students were able to be placed at all levels, there were 6 students at level 5; 4 students at level 4; 13 students at level 3; 13 students at level 2; 9 students at level 1; and 6 students at level 0. This was not impacted by students' achievement level or gender. These results indicated that problem posing tasks were appropriate for classifying the level of students' creative thinking as indicated by Leung (1997) and Silver (1997. Other research by Siswono & Novitasari (2006) has shown that problem posing activities using the "what's another way?" strategy could improve students' abilities in creative thinking. However, using problem posing has some shortcomings. As teaching using problem posing tasks is not common in Indonesian classrooms, when students face these tasks in a research situation, they could not understand directly what they were doing. Students always needed encouraging to construct a complex problem. Sometimes, they constructed many problems but by using the same pattern and easy (common) problems such as what is the area of a rectangle or what is the perimeter of a rectangle? (Siswono, 2004). Therefore, problem posing as a stand alone activity makes less sense in mathematical activity than a situation when it is combined with problem solving. Reflecting on these conditions, I considered problem solving might be a better strategy for classifying and categorizing of students' creative thinking. Problem solving already had been considered as promoting creativity by others (Davis, 1984; Haylock, 1997; Hwang, et.al., 2007; Pehkonen, 1997). As indicated by Silver (1997), creative thinking was not only in mathematical problem posing, but also emphasized in mathematical problem solving, it was prudent to think that these levels may be in need of revision when used in problem solving situations. I then hypothesized that levels of creativity should include the three components of flexibility, fluency, and novelty, but in both mathematical problem solving and problem posing. It was proposed that the new draft levels of creative thinking (LCT) would consist of 5 levels, namely level 4, level 3, level 2, level 1, and level 0. Students in level 4 satisfied the three aspects (i.e. fluency, flexibility, and novelty); level 3 if students were able to show novelty and flexibility, or novelty and fluency; level 2 if students were able to show novelty only, or fluency and flexibility; level 1 if students were able to show flexibility or fluency not both; level 0 if students did not show any of the three aspects. These levels emphasized divergent thinking where the highest position was novelty, then flexibility and the lowest aspect was fluency. Novelty was placed at the highest position because it was believed to be the main characteristic to assess the product of creative thinking (Isaksen, 2003; Isaksen & Puccio, 1988; Lumsdaine & Lumsdaine, 1995; Solso, 1995). Flexibility was placed at the next important position because it referred to the manner of production of some ideas which were used to overcome a task. Students express and justify in one way, then other ways. Students also pose problems that are solved in different ways. Fluency was indicated when the student produced and generated different ideas which were appropriate to the question task. Students explored problems with many solutions and answers, then generated many problems to be solved. The draft of the LCT was verified by using student data (Siswono & Budayasa, 2006) as the initial research. It was found that students displayed characteristics of LCT in levels 4, 1 and 0, but not in levels 2 and 3. Even though not all levels were evident among the students, there was enough to suggest further investigation of the theory was warranted. In this present research the draft framework is revised so that novelty and flexibility are important components, but not higher than others as in the previous theory. Flexibility and novelty can be rewarded as features of creative thinking in mathematics classroom including for solving or posing problems. This set of levels is called the revised draft of creative thinking levels. They consist of 5 levels: level 4 if students have satisfied the three aspects (i.e., fluency, flexibility, and novelty) or novelty and flexibility only; level 3 if students are able to show flexibility and fluency, or novelty and fluency; level 2 if students are able to show novelty or flexibility but not both; level 1 if students are able to show fluency; level 0 if students are not able to show any of the three aspects. The existence of there 5 levels is a hypothesis which will be verified in the mathematics classroom. The focus of this research is to describe the characteristics of students' creative thinking levels. In this research, creative thinking is taken to be the mental process which someone uses to come up with "new" ideas as fluently and flexibly as possible. By "Idea" is meant a thought for solving and posing a problem. The quality of problem solving and problem posing instructional tasks with regards to creativity used the three components of creative thinking (Silver, 1997). However, these were modified in order to overcome difficulties of overlapping with other definitions. Students demonstrate fluency in problem solving when they are able to obtain many solutions. As an example: "Given a rectangle 12 centimetres x 8 centimetres draw some plane figure with an area the same as the rectangle!" Students' responses might be o draw a triangle with base 8 centimetres and length 24 centimetres; triangle with base 12 centimetres and length 16 centimetres; parallelogram with base 4 centimetres and length 24 centimetres; or trapezoid with two parallel sides 4 centimetres and 8 centimetres, and the length is 16 centimetres. Students explore open ended problem with many interpretations or answers. Students were said to be flexible in problem solving when they were able to solve a problem using many different methods or express a solution in one way then in other ways. An example from the previous example, the next task is "How do you find them? Use other ways presenting the solution!" Students might think and give a reason firstly "I use and modify the formula of area of a rectangle to be the formula of other plane figures. I use these sizes drawing the plane figure". Then use other ways such as "I use a picture of the rectangle. Just transform it to become an other plane figure" or "I am cutting a rectangle to be other shapes". Students explain and present different strategies drawing triangles, trapezoids, parallelograms, or combining forms. Students were said to demonstrate novelty in problem solving when they were able to examine a problem and answer with many solutions or answers, then generate another that is different. Other solutions are considered to be "different from others", when they have a different pattern or are not usual for students of this grade level, such as students can construct a combination of other shapes, or they could be finding an original solution which is not common for that student's grade or their knowledge level. From the previous example, when students produce rectangles with different sizes such as 6 centimetres x 16 centimetres, 4 centimetres x 24 centimetres, or 2 centimetres x 48 centimetres, or create triangle with base and length 12 centimetres, 16 centimetres; 8 centimetres, 24 centimetres; 4 centimetres, 48 centimetres; they can not be said to be showing novelty because their solutions follow certain patterns. Students show a novel solution if they have drawn a triangle with base 12 centimetres and length 16 centimetres, then a trapezoid with the lengths of parallel sides as 4 centimetres and 8 centimetres and the height 32 centimetres, and combine shapes of triangle and rectangle with the total area of 96 square centimetres. Silver (1997) explained that fluency in problem posing is indicated by an ability of students to generate many problems with correct solutions. An example from the previous task, occurs when students are asked to "Construct two problems related to the rectangle above and solve them!" Students might construct problems such as "Find the area of the rectangle!", "What is the perimeter of triangle?", "What is the length of the diagonal?", or "A photo frame has rectangle form with size 12 cm and 8 cm. What is the area of it?" Here, students make the solution relevant with the problems. Students were said to be fluent, if they ask or pose the problems and solve themselves. The problems might have similar concepts, but using different attributes of the problem is a common indicator of fluency which is recognized by many students. Flexibility in problem posing also refers to a student's ability to pose or construct problems with divergent solutions. A follow up task to the previous example is: "Examine your initial problems. Was there a problem with many different solutions or ways? If there was, you have to express other solutions and if there was not, you have to create the problem with different solutions or ways". Students might have created the problem "The picture was 12 cm x 8 cm, what size of frame could be needed by this picture?" The students might then explain there were many solutions such as the size of frame could be 10 cm x 12 cm, or 16 cm x 12 cm by adding 1 cm or 2 cm to the length and width of the picture. To answer in a different way is to use twice the area of the picture which is 192 square centimetres, so the size might be about 14 cm x 14 cm. Novelty in problem posing refers to a student's ability to pose or construct a problem different from others. Students examine several posed problems then pose a problem that is different in contexts and concepts or is unfamiliar for them. When students pose problems such as finding area, perimeter, or diagonals, they have not shown that they have produced novel problem, yet. However, students could be considered to be able to design a novel problem, when they create a problem such as: "Many decorated stickers of size 12 x 8 cm 2 were used to cover a floor with area 96 m 2 . How many stickers were used to cover without overlapping among them?" Then they solve correctly using one way or many different ways. This problem is different in mathematical context and content from previous problems. Several students might be unfamiliar with this problem. METHOD The research approach is qualitative aiming to identify the characteristics of the levels of students' creative thinking in mathematics to verify the draft of the LCT. Data were collected through two task-based interviews with thirteen 8 th grades of Junior Secondary School students. Snowball sampling (Licthman, 2009; Merriam, 1998) was used to select ten students from Junior Secondary School at Sidoarjo and three students from one private school in Surabaya. Students were aged 12-13 years old and consist of five boys and eighth girls. The students were from the higher ability group in mathematics at their school as determined by teacher nomination and they had good communication skills a requirement by the researcher for their selection. The task for interview is an open-ended task which is divergent in its solution and methods. The task is as follows: Given the rectangle below 12 cm 8 cm a. Draw some plane figures with area equal to the rectangle! b. Construct a minimum of two other shapes with area equal to the rectangle above. c. Examine one shape and explain your way to find the solution? Use an other way to present the solution! d. Create at least two problems related to a rectangle and find the solutions! e. Examine your initial problems. Was there a problem with many difference solutions or ways of solving? If there was, you have to express other solutions and if there was not, you have to create the problem with different solutions or ways of solving. (Second task is modified from these which discuss about perimeter of rectangle such as the question: Draw some plane figures with perimeter equal to the rectangle. Construct a minimum of two other shapes with perimeter equal to the rectangle.) Triangulation is conducted by giving students a second equivalent task and interviewing them again deeply. The students' work is analyzed by identifying the correctness of the answers then checking for aspects of creative thinking (fluency, flexibility, and novelty) in problem posing and solving. Data were analyzed by the method of constant comparison (Licthman, 2009; Merriam, 1998). For the following, students' level was estimated by applying a qualitative analysis method to determine the level of a student's creative thinking. RESULTS Although there were 13 students from sampling process; it turned out that 10 students provided the best data to inform characteristics of students' creative thinking. All samples are shown in Table 1. Table 1: Characteristics of Students' sample Note: *They are not including in this description In the following the products of several of these students' problem solving and problem posing is described some students identifying and how the characteristics of them were used to place them at those levels. Adi is a boy from the highest group with mean mathematics score of 93 (score interval 0-100) and with an IQ score of 102 (Using the Stanford-Binet scale and conducted by Psychometric Institution). His work is categorized at level 0 of creative thinking. I give, shows his response to task 1. Adi made a triangle with base 4 and the height 48. He then drew a triangle again, and parallelogram with base 4 and the height 24. It is unclear whatever the student is displaying fluency or not. He was not considered to be showing a flexible strategy, because he expressed one strategy that is using the formula of area to find the size of the shape. So, it needs clarification. He doesn't make a novel solution, because his solution is common for his classroom level. In problem posing, Adi is fluent in constructing a problem but the method for solving his own problem is wrong. He used as the formula for the area of a parallelogram ½ of b x h. He didn't make a problem with many different ways and a novel problem, because Adi used a common problem in mathematics context and didn't connect with the real life or camouflage the situation. Using this data, Adi is placed at level 0 or level 1. It is possible his work is at level 1 because he might be fluent in solving and posing a problem. Adi was interviewed further without showing his initial work with the same task. Based on data from interview and the paper test, Adi was not fluent making many solutions, did not develop different methods or ways to solve a problem, and did not express other solutions. However, he could create many problems although the problems were common and did not have different solutions. These data are still unclear, so a second task was used confirming this situation. Subsequent to activities using the second task and interview data, finally Adi was placed in level 0, because he did not perform fluently, flexibly, or construct a novel solution or problem. Using same process, Bejo is also in level 0. In the classroom he is in the medium group of students in his classroom with a mean mathematics score of 89 and IQ score of 108. Adi and Bejo have similar and different characteristics. The characteristics of the two students were compared using the method of constant comparison. Neither was able to generate alternative solutions and create problems fluently and flexibly, and then they did not develop novel solutions and novel problems. Moreover, they could not construct solutions because of a lack of remembering formulae area of shapes. They thought that constructing problems was easier than solving problems and different representations of formulae such as P = 2(p+l) and P = 2p + 2l were different methods or solutions. Actually, these are not different. Adi was, however different in character in performing problem solving and posing problems from Bejo. Adi could solve some problem but he was not fluent posing a problem. His problems always involved mathematical content without it being related to daily life. This condition is opposite to what Bejo did. He was able to make an easy problem connected with real situations. Adi did not remember exactly the formula of parallelogram but he could find this using a combination formula for area of rectangles and triangles. Following their completion of two tasks and being interviewed twice, Nini and Titi were considered as being at level 1. In made a solving the second task, Nini made a triangle but the size is wrong. It is impossible to use 15 cm, 20 cm, and 5 cm as side of the lengths a triangle. However, from interviewed and confirmed, she realizes then can answer questions. She could be hypothesized to be in level 1 or level 0 because she didn't show flexibility and novelty in problem solving and posing. The researcher gave her first task and in-depth interview. Finally she could be considered in level 1 because she is fluent to solve and pose problems common in her mathematics classroom. Titi is a girl in the highest group of students in her classroom with mean mathematics score f 90 and IQ score of 108. Nini and Titi have the same characteristics in regard to creative thinking. They were able to generate the alternative solution and create the problem fluently. Creating many problems is easier than finding many solutions but it does not mean that both are simple. When constructing a problem, they realized and anticipated the solutions that were different in problem solving. Nini need more time to think up the solutions than Titi. Titi just thought to find solutions was appropriate for the problems not to expand her mind. Wati and Rini were placed at level 2. Wati from the first task created several plane figures such as a triangle with base 16 cm and the height 12 cm, trapezoid with the length of parallel sides 18 cm and 30 cm and the height 4 cm, and parallelogram with base 32 cm and the height 3 cm. She was alike to a novel solutions but she was still asking common problems like "what is the area of …" or "what is the perimeter of…". This was confirmed when her responses were triangulated with the other task and in-depth interviewed. She was struggling to solve and construct problems; however, she could create uncommon problems and find a solution. Rini was categorized as being at level 2 similar to Wati. Although this level is hypothesized as being indicated by students displaying novelty or flexibility but not both, no students yet have displayed just flexibility in solving and posing a problem. They think that constructing problems is more difficult than solving problems because they have to think for solutions, making good sentences, and mathematical content in relationship with the given information. The difference between them is that, Rini constructed a problem related to daily life (word problem) but Wati made sense in the mathematics concerned. Budi and Susi were considered to be at level 3. In made a solving the first task Budi made a triangle with base 8 cm and height 24 cm, a rectangle with length 48 cm and width 2 cm, and another rectangle with length 32 cm and width 3 cm. He modified the plane figure using the formula of area for each the plane figures. He is fluent in constructing problems and can make a problem with many solutions. So, he might be displaying fluency, flexibility or novelty. After triangulation through interviewed and the second task, he was considered as being at level 3. He has abilities solving and posing problems flexibly and fluently. Susi displayed different characteristics of this level. She can produce a novel solution and create an original problem and she is fluent making other plane figures and producing problems. She makes a triangle, trapezoid, square, and combines a rectangle and a triangle. She can construct problems connected to daily life with themes such as the classroom, cloth, or a house. She also constructs common problems like the area of a rectangle or its perimeter. Both Budi and Susi are in level 3 because they show flexibility and fluency (i.e., Budi) or novelty and fluency (i.e., Susi). Budi always focuses on mathematical content without relating to daily life. Susi can make an easy problem connected with real situations. From second task, Budi construct the plane figure using two strategies. First, he draws a polygon and gives the size with the perimeters 40 cm equal of the rectangle perimeter. Second, he divides 40 cm to be units and combines them as the plane figures. Susi could construct a problem with many solutions with regard to using the formula or divided them in a other known figures and find the area for each. At level 4, we have Tira and Siti. Tira from the first task creates plane figures such as a triangle with base 16 cm and height 12 cm, a trapezoid with the length of parallel sides 10 cm and 14 cm and height 8 cm, a combined triangle and rectangle, and combined trapezoid and rectangle (See in Figure 2). She has solved problems flexibly because she first used a plane figure and fixes appropriate sizes with the area equal to the area of triangle; then she uses using a paper as model of a triangle, and cuts to form other shapes (see Figure 5). This is seen in the interview below. Interviewer: Okay. You can make the trapezoid that equals to a rectangle 12 x 8 cm like this. Explain… What was your strategy to make it? Tira: I draw its shape....then trying checked and revised the sizes. Its height is 8 then...gives name A, B, C, D...AB is equal with 10 cm and CD is 14 cm...I check it using trapezoid formula. either this… 24 times 4 equal with 96 square centimetres. Interviewer: Hm…yes good. Now, explain the other way to make this trapezoid! (She thinks for awhile, then say) Tira: By cutting.... Interviewer: Well, could you demonstrate it? Tira: (She takes a paper and writes down the sizes of the given rectangle and cuts it with scissors to make a trapezoid. Tira takes scissors herself without prompting by the researcher). Tira can make other plane figures alike below (Figure 4). Tira makes problems related to real life. She makes the form of polygon as a traffic sign, or a window. According to Tira, it is not hard to relate mathematics concepts and questions to daily life. Her responses are triangulated with those for the second task and she interview in-depth. She is still consistently to be fluent, flexible, and makes a novel solution and new problems. Siti takes as long solving and posing problems as Tira. Siti can make novel plane figures like in Figure 5. She is flexible solving problems. Firstly, she determined the plane figure and gave sizes equal to the area of the rectangle. Secondly, she imagined the model of rectangle and made a signing area and sides then developed the plane figure without actual cutting it. She is fluent in creating problems although not those related to real life, because she thinks a sentence is too long and not easy to solve. To confirm these data and interpretations, her responses are triangulated with those to the second task and in-depth interviewed. She is considered to be at level 4. Tira and Siti think that constructing problems is more difficult than solving is problems because they must think of solutions, make good sentences, and mathematical content in relationship with the given information. Based on these data, I considered the five hierarchical levels of students' creative thinking in mathematics classroom to have the characteristics shown in Table 2. Table 2: Characteristics of a student's creative thinking level DISCUSSION AND CONCLUSION The characteristics of the levels of creative thinking as shown on Table 2 contained different aspects for each level. Although this level uses the indicator of divergent thinking as a major perspective, it was not determined to be general (Craft, 2003; Plucker and Zabelina, 2009). Leveling is assumed to be in the specific domain of the mathematical classroom when students partake in the activities of solving and posing problems. The author believes that creative thinking of students cannot be described only by giving levels to responses to assigned problems without concern for other perspectives. In addition students' creative thinking should not be decided without determining interaction between individual, domain, and field the so called the "systems approach" (Sriraman, 2004). Using divergent thinking as an indicator of creative thinking will be useful as a stepping stone to changing the paradigm to one that encourages mathematical thinking. These levels are more a pragmatic approach than the cognitive or the sociality-personality approach (Sriraman, 2004). Students in classroom are seldom faced with solving a difficult mathematics problem and rarely work on something that require them to be creative; Instead, they are able to "problem solve" with tasks that common to their level of schooling. When they learn the mathematics topics in general classroom such as fractions, plane figures, statistics, or system of linear equation, teachers have the opportunity to promote mathematics creative thinking using indicators such as novelty, fluency, and flexibility. They then can assess students and put them in levels as shown on Table 2. When students have progressed such as moving from level 1 to level 3, teachers could conclude students are progressing or their creative thinking abilities have increased. Tasks for this research were not used to classify students' creative thinking in general but these can be modified to assess students' creative thinking. Students in level 0 to 1 have a tendency to say that constructing problems is easier than solving a problem, because they already know its solutions. This indicates students' were not encouraged to be more creative and so construct complex problems. This research was in line with earlier studies (Haylock, 1997; Krutetskii, 1976; Plucker and Zalbelina, 2009) who believe that flexible thinking is a valued mathematics outcome in order to promote creative thinking. The revised levels in Table 2 by considering flexibility in solving and posing problems has resulted in identification of students struggling apply to information from a different area to other area. Students had difficulty showing flexibility. Flexibility thus stands out as a key component of creative thinking parallel with novelty as a general indicator. The levels are in fact hierarchical components'. Similar to Beghetto & Kaufman (2009), these levels are meant to categorize and elaborate "little-c" creativity that pertains to the novel and personally meaningful insight in learning the regular academic curriculum. "Little-c" levels are useful in that nearly all students can find ways to express this in mathematics projects, tasks, and activities. The highest levels of "little-c" in term of this research when students are expressed solve and pose problems fluently, flexibly, and with novelty; the lowest level occurs when they do not express these three aspects. This occurs because students are assumed as having multicreative potential (Beghetto & Kaufman, 2009). The levels could be compared to those of De Bono (citied in Barak & Doppelt, 2000), Gotoh (2004), and Krulik & Rudnick (1999) as in Table 3. Table 3: Comparing some levels When students are in level 0, they recall the knowledge and use applying of rules and procedures empirically; they might not have any awareness of theoretical foundation generally but cover awareness of thinking. Students in level 1 actually have understanding and recognition of mathematics concepts and formal mathematics. They could observe implications of action and choice, consideration of peers' points of view, comparison of alternatives. Level 2 and 3, students could examine, evaluate, and relate aspects of problems, and might construct novel products. They apply thinking strategies and organize them to reinforce the sense of purpose in their thinking. Level 4, students fulfill the highest category in each level. This research has described the characteristics of junior high school student's creative thinking levels in classroom mathematics tasks. The distinguishing of levels is based on fluency, flexibility, and novelty in mathematical problem solving and problem posing. Students at level 4 fulfilled three components of creative thinking indicators; at level 3, they fulfilled two components, flexibility and fluency, or novelty and fluency. Students at level 2 only satisfied one aspect that is flexibility or novelty not both, and at level 1, they satisfied only the fluency aspect. Students at level 0 did not fulfill any aspects. These levels are easy to apply in the mathematics classroom because teachers can examine the product of classroom task if their objective is to develop students' creative thinking in mathematics. This research is but one of the approaches to assess, identify or classify students' creative thinking in mathematics. The study of creative thinking or creativity has many limitations because creative thinking or creativity is a multifaceted phenomenon. It arises from many definitions, criteria, or concepts. However, it is quite possible to focus on certain aspects, as pointed out by Isaksen (2003) that "It is quite possible that various researchers and writers emphasize certain facets of creativity in their definitions because of the focus of their work". Finally, hopefully this research will stimulate others to continue the research, to verify, modify, or apply it. ACKNOWLEDGEMENTS I would like to thank Dr. Gloria Stillmann, University of Melbourne for her guidance in listening to me and revising this manuscript. I would also like to thank Directorate General of Higher Education, Department of National Education, Indonesia for their support and aid under project of Program of Academic Recharging (PAR) for visiting the University of Melbourne. REFERENCES Airasan, P.W., Anderson, L.W., Krathwol, D.R., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Addison Wesley Longman. Barak, M., & Doppelt, Y. (2000). Using portfolio to enhance creative thinking. The Journal of Technology Studies Summer-Fall 2000, Volume XXVI, Number 2. Retrieved December 27, 2004, from http://scholar.lib.vt.edu/ejournals. Begheto, R. A., & Kaufman, J. C. (2009). Do we all have muticreative potential? ZDM the International Journal on Mathematics Education, 41(1), 39-44. Bonotto, C. (2009). Realistic mathematical modeling and problem posing. Paper presented at ICTMA 13 in Bloomington, USA. Retrieved November 24 , 2008, from http://site.edu.indiana.edu/portals/161/Public/Bonotto.pdf. Christou, C., Mousoulides, N., Pittalis. M., Pitta-Pantazi, D., Sriraman, B. (2005). An empirical taxonomy of problem posing processes. Zentralblatt für Didaktik der Mathematik, 37 (3), 149-158. Craft, A. (2003). The Limits of Creativity in Eduacation: Dillemas for Educator. British Journal of Educational Studies. Volume 51. No. 2 (Jun. 2003). pp. 113-127. Davis, R. E. (1984). Learning mathematics: The cognitive science approach to mathematics education. Sidney: Croom helm Australia. De Bono, E. (1995). Serius creativity: Using the power of lateral thinking to create new ideas. Hammersmith, London: HarperCollinsPublisher. English, L. D. (1997). Promoting a problem posing classroom. Teaching Children Mathematics, November 1997. p.172-179 Gotoh, G. (2004). The quality of the reasoning in problem solving processes. The 10 th International Congress on Mathematical Education, July 4-11, 2004. Copenhagen, Denmark. Retrieved November 12, 2004, from http://www.icme-10.com/conference/2_paperreports/3_section. Haylock, D. (1997). Recognizing mathematical creativity in schoolchildren. ZDM Volum 29 (June 1997) Number 3. Electronic Edition ISSN 1615-679X. Retrieved August 6, 2002, from http://www.fiz.karlsruhe.de/fiz/publications/zdm Isaksen, S. G. (2003). CPS: Linking creativity and problem solving. Retrieved August 22, 2004, from www.cpsb.com. Isaksen, S.G. (1987). A new dimension for creativity research: Examining style and level of creativity. A paper presented at The KAI Conference, Hertfordshire, UK June 30-July 2, 1987. Retrieved August 22, 2004, from www.cpsb.com. Isaksen, S.G, and Puccio, G.J. (1988). Adaption-innovation and the Torrance test of creative thinking: The level style issue revisited. Psychological Reports, 1988, 63, p.659-670 Krulik, S., & Rudnick, J.A., (1999). Innovative tasks to improve critical and creative thinking skills. In Lee V. Stiff & Frances R Curcio (Eds). from Developing Mathematical reasoning in Grades K-12 (pp.138-145). Reston, Virginia: The National Council of Teachers of Mathematics. Krutetskii, V.A. (1976). The psychology of mathematical abilities in schoolchildren. Chicago: The University of Chicago Press. Leung, S. S. (1997). On the role of creative thinking in problem posing. ZDM Volum 29 (June 1997) Number 3. Electronic Edition ISSN 1615-679X. Retrieved August 6, 2002, from http://www.fiz.karlsruhe.de/fiz/publications/zdm. Litchman, M. (2009). Qualitative research in education: A user guide. second edition. Thousand Oaks, CA: Sage. Lumsdaine, E., & Lumsdine, M.(1995). Creative problem solving: Thinking skills for a changing world. Singapore: McGraw-Hill. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Fransisco: Jossey-Bass Pehkonen, E. (1997). The state-of-art in mathematical creativity. ZDM Volume 29 (June 1997) Number 3. Electronic Edition ISSN 1615-679X Retrieved August 6, 2002, from http://www.fiz.karlsruhe.de/fiz/publications/zdm. Polya, G. (1957). How to solve it. second edition. Princeton: Princeton University Press. Silver, E. A. (1997). Fostering Creativity through Instruction Rich in Mathematical Problem Solving and Thinking in Problem Posing. ZDM Volume 29 (June 1997) Number 3. Electronic Edition ISSN 1615-679X. Retrieved August 6, 2002, from http://www.fiz.karlsruhe.de/fiz/ publications/zdm Siswono, T. Y. E. (2004). Identifying creative thinking process of students through mathematics problem posing. "MATEMATIKA" Jurnal Teori dan Terapan Matematika Volume 4 Nomor 1. November 2004. ISSN: 14125056, pp. 201-206. Siswono, T. Y.E., & Budayasa, K. (2006). Theoretical implementation of students' creative thinking levels in mathematics (in Indonesian). A paper presented at the 12 th annual conference of the Indonesian Mathematics Society. Semarang State University, 24-27 July 2006. Siswono, T.Y.E., & Novitasari, W. (2007). Improving students creative thinking abilities through problem solving of"What's Another Way" type. (in Indonesian). Journal of Pendidikan Matematika "Transformasi". ISSN: 1978-7847. Volume 1 Number 1, October 2007. Sriraman, B. (2004). The Characteristics of Mathematical Creativity. The Mathematics Educator. Volume 14. Number I, 2004 pp.19-34. Retrieved September 10, 2005, from http://jwilson.coe.uga.edu/ DEPT/TME/Issues/v14n1.sriraman.pdf. Solso, R. L. (1995). Cognitive Psychology. Needham Heights, MA: Allyn & Bacon. Stoyanova, E. (1998). Problem posing in mathematics classrooms. – In: A. McIntosh & N. Ellerton (Eds.), Research in Mathematics Education: a contemporary perspective. Edith Cowan University: MASTEC, p. 164185.	<urn:uuid:ed02ba51-3d06-4cc2-9f06-bc36e73f5d55>	CC-MAIN-2017-39	http://jims-b.org/wp-content/uploads/2013/11/Full-IndoMS-JME-11-Tatag.pdf	2017-09-22T20:41:10Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00065.warc.gz	187,964,745	10,528	eng_Latn	eng_Latn	0.93947	eng_Latn	0.998341	[ "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	[ 2069, 4815, 7400, 10034, 12452, 15062, 17753, 20419, 23095, 25037, 26597, 27397, 30024, 32626, 34805, 35903, 36995, 37420, 40090, 41713, 43778, 45815, 47860, 49263 ]	[ 3.078125, 1.953125 ]	3	0
Let's Talk About... Inhaled Corticosteroids (ICS) Inhaled corticosteroids (core-tick-oh-steeroids), also called ICS, are medicines used to control and prevent asthma symptoms. Inhaled ICS are different than the "anabolic" steroids that body builders use. Airways are the tubes inside the body the air moves through when you breathe in and out. These airways can get swollen inside which makes it hard for air to move through them. Swelling inside the airways causes the majority of the symptoms of asthma. Inhaling ICS medicine can decrease the swelling, but this medicine does not relieve an asthma attack. ICS can prevent asthma symptoms if used as your doctor orders. That is why these medicines are called "controllers" or "preventers." If your child has an asthma attack, he should use quick-relief medicine such as albuterol. Why does my child need Inhaled Corticosteroids? ICS is the best medicine for children with moderate to severe asthma. Also, some children with mild asthma may benefit from ICS. Many studies show that ICS medicine is the best way to control long-lasting asthma. ICS may prevent lung damage from untreated asthma. Children with asthma who use ICS have a better quality of life, less symptoms, better school attendance, and less need for long hospital stays. They also have less need for corticosteroid pills (like prednisone). Inhaled corticosteroids start to decrease airway swelling 24 hours after they are taken. However, you may not notice a change in your child's asthma for 1 to 2 weeks. Once your child's asthma is under control, they should continue to use ICS every day even if there are no asthma symptoms. ICS must be used every day to work well. Your child may be given a plastic tube called a spacer to use with the inhaler. They should take the prescribed number of puffs of the inhaled steroid through the spacer. Some dry-powder inhalers should not be used with a spacer. Ask your doctor if you are unsure about using a spacer. What are the side effects of ICS? ICS may cause your child's voice to become hoarse, bother their throat, or cause them to cough. ICS may also cause an infection in your child's mouth or throat. This infection looks like small white patches that may be sore. If you notice this infection, call your doctor. You can lessen these side effects by always using a spacer and having your child rinse their mouth with water after each use of the ICS. The label on all ICS medicines says that it may cause a child to grow slower. However, this is not true for all patients and happens rarely in children who use a low to medium dose of the medicine. Children who use ICS may have catch-up growth later on, even if they grow slower now. Your doctor should follow your child's height on a growth chart to make sure that she grows normally. Your doctor is aware of the possible side effects from ICS, but your child's asthma is a good reason to use this very important medicine. If longlasting asthma is not treated the side effects may be worse than the side effects of this medication. Untreated asthma can slow a child's growth, cause lung damage, and make daily living very difficult. Once your child's asthma is controlled, your doctor will make sure the dose of ICS is the smallest dose that they need. Will my child always have to use ICS? Many children with asthma may need to continue using ICS as they get older. Some children do not. Your doctor may prescribe a controller medicine that is not a steroid, especially if your child's asthma gets milder. Some children only need ICS during certain seasons (like the winter cold and flu season or the spring pollen season). Ask your doctor about these options. 1 Calcium and vitamin D If your child takes corticosteroids longer than one to two weeks, it may affect his bone development. Corticosteroids may cause a calcium and vitamin D deficiency. The right amount of calcium and vitamin D in his diet will help keep your child's bones growing properly. Please see the chart below for recommended daily allowance (RDA) for calcium and vitamin D. M, Male; F, female. EARs for calcium were 500 mg/d for ages 1–3 (M+F); 800 mg/d for ages 4–8 and 19–50 (M+F), and ages 51–70 (M); 1000 mg/d for ages 51–70 (F) and 71+ (M+F); and 1100 mg/d for ages 9–18 (M+F). EAR for vitamin D was 400 IU/d for all life-stage groups. aUL indicates level above which there is risk of adverse events. The UL is not intended as a target intake (no consistent evidence of greater benefit at intake levels above the RDA). bMeasures of serum 25OHD levels corresponding to the RDA and covering the requirements of at least 97.5% of the population. cReflects AI reference value rather than RDA. RDAs have not been established for infants. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3046611/ AMA: Ross, A. C., Manson, J. E., Abrams, S. A., Aloia, J. F., Brannon, P. M., Clinton, S. K., … Shapses, S. A. (2011). The 2011 Report on Dietary Reference Intakes for Calcium and Vitamin D from the Institute of Medicine: What Clinicians Need to Know. The Journal of Clinical Endocrinology and Metabolism, 96(1), 53–58. http://doi.org/10.1210/jc.2010-2704 2	<urn:uuid:c56b1722-8e66-4163-8a2a-da9154e2bc27>	CC-MAIN-2017-39	https://intermountainhealthcare.org/ext/Dcmnt?ncid=520408230	2017-09-22T20:57:03Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00069.warc.gz	705,092,526	1,214	eng_Latn	eng_Latn	0.984448	eng_Latn	0.998017	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3697, 5164 ]	[ 2.546875 ]	1	11
8 8 Vocabulary & Grammar Module 6 VOCABULARY Traveller A. Circle the correct words. 1. Matt knows how to take care of the trees. He's a gardener / dancer. 2. Listen to me. This is very busy / important! 3. There's something wrong with my mouse / screen. It's black and I can't see anything. 4. My friend Adam is a very good athlete / volunteer. His favourite sport is basketball. 5. Do you play a musical instrument / public transport? B. Match. Then use the correct form of the phrases to complete the sentences. 1. check a. on the phone 2. do b. e-mails 3. listen to c. homework 4. take d. a nap 5. talk e. music 1. I'd like to stay at home tonight, and relax. Jazz usually relaxes me. 2. I can't now. I want to watch TV. I just have some Maths exercises to do and that's all. 3. When I get home from work I have lunch, then I for about an hour and in the afternoon I go out with my friends. 4. Jane usually with her friends a lot. Her mum doesn't like that. 5. A: What are you doing? B: I . My friends send me a lot every day. C. Complete with the words in the box. taps save lights protect recycle environment We all know that the(1) is important. What can we do to(2) it? We can(3) old magazines. We 1. Take your umbrella with you. It's c and it's r outside. 2. Let's go swimming. It's h and s today. 3. It's really c . Don't go out with that T-shirt only. E. Use the prompts and make questions with the verb can. Then answer about yourself. 1. you / play / guitar / ? 2. father / surf / Net / ? 3. you / draw / pictures / ? F. Complete with the Present Progressive of the verbs in brackets. 1. A: What the boys (do)? B: They (listen) to music. 2. We (recycle) bottles today. It's Earth Day. But, we (not plant) trees. 3. A: you (turn off) the computer? B: No, I (check) my e-mails. G. Expand the notes into sentences using the Present Progressive. 1. they / clean / lake / now 2. he / study / for / exam / at the moment / ? 3. she / not plant / trees / now GRAMMAR D. Complete with the correct words. can (4) energy by turning off (5) and water by turning off the (6) .	<urn:uuid:197c936e-1182-40b5-af5a-26d7a3aa43e7>	CC-MAIN-2017-39	http://ingleseoi.es/tests/travellerbeginners/Et6.pdf	2017-09-22T20:27:53Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00069.warc.gz	170,990,239	615	eng_Latn	eng_Latn	0.99893	eng_Latn	0.99893	[ "eng_Latn" ]	false	docling	[ 2583 ]	[ 3.84375 ]	2	2
citizenship, global migration, and education Citizenship, Global Migration, and Education James A. Banks Migration within and across nation-states is a worldwide phenomenon. The movement of peoples across national boundaries is as old as the nationstate itself. However, never before in the history of the world has the movement of diverse racial, cultural, ethnic, linguistic, and religious groups within and across nation-states been as numerous and rapid or raised such complex and difficult questions about citizenship, human rights, democracy, and education. Many worldwide trends and developments are challenging the notion of educating students to function in one nationstate. These trends include the ways in which people are moving back and forth across national borders (Castles, 2004; Sassen,1999), the rights of movement permitted by the European Union, and the rights codified in the Universal Declaration of Human Rights (Osler & Starkey, 2010). Assimilation, Diversity, and Global Migration Prior to the ethnic revitalization movements of the 1960s and 1970s, the aim of schools in most nation-states was to develop citizens who internalized national values, venerated national heroes, and accepted glorified versions of national histories. These goals of citizenship education are obsolete today because many people have multiple national commitments and live in more than one nation. However, the development of citizens who have global and cosmopolitan identities and commitments is contested in nation-states around the world because nationalism remains strong. Nationalism and globalization co-exist in tension worldwide. The number of recognized nation-states increased from 43 in 1900 to 195 in 2014 (U. S. Department of State, 2014). The number of international migrants—or migrants living outside the nation in which they were born—grew from 154 million in 1990 to 232 million in 2013, which was 3.2 percent of the world's population of seven billion (Zong & Batalova, 2015). Nations around the world must deal with complex educational issues when trying to respond to the problems wrought by international migration in ways consistent with their ideologies and declarations. Researchers have amply documented the wide gap between democratic or Marxist ideals and the school experiences of minority groups in nations around the world (Banks, 2009). The articles in the Encyclopedia of Diversity in Education (Banks, 2012) describe how students such as the Maori in New Zealand, Muslims in France, Mexican Americans in the United States, and the Tibetans in China experience discrimination in school because of their cultural, ethnic, racial, religious, and linguistic differences. These articles describe the challenging educational experiences of marginalized groups worldwide. Citizenship and citizenship education theorists such as Castles (2004), Ong (1999), Rosaldo (1997), and Kymlicka (1995) contend that because of global migration nations must rethink and reconceptualize citizenship education. Students need an education that will help them to function effectively not only within their communities, nations, and regions but also within the global community. When they are marginalized within the larger society and the schools and treated as the "Other," ethnic minority students—such as Turkish students in Germany, Muslim students in England, and Tibetan students in China—tend to emphasize their ethnic identity and to have weak attachments to their nation-state. These students are victims of what I describe as "failed citizenship" (Banks, 2015). Successful or effective citizenship socialization occurs when individuals who live within a nationstate internalize its basic values and symbols, acquire an allegiance to these values, and are willing to take action to actualize these values and to protect and defend the nation-state if it is endangered. Citizenship socialization fails and is unsuccessful when individuals who are born within the nation or migrate to it and live within it for an extended period of time do not internalize the values and ethos of the nation-state, feel structurally excluded within it, and who have highly ambivalent towards it. Groups that are victims of failed citizenship have mixed and ambivalent identities with the nation-state. Their first or primary identity is with their racial, ethnic, linguistic, or religious group rather than with the nation-state (Ladson-Billings, 2004). Because they are to some extent victims of failed citizenship, the primary identity of most African Americans in the United States is Black (Ladson-Billings 2004); "American" is an important but secondary identify for the most African Americans. However, identity is complex, contextual, fluid, and changing. My first identity when I am in the United States is Black. However, my first identity when I am in Istanbul, London, or Seoul is American. The fluid and contextual nature of identity also influences the behavior of individuals. I am much more critical of racism and other problems in the United States when I am in Seattle than when I am visiting or lecturing in another country. The Vietnamese immigrant high school students in a study by Nguyen (2011) defined themselves as "Vietnamese" and not as "American," although they recognized and valued their U. S. citizenship. Some of the youth in Nguyen's study said, "I am Vietnamese and a citizen of the United States." Although these youth viewed themselves as citizens of the United States, they did not view themselves as Americans. They felt that they were not Americans because to be American required an individual to be White and mainstream. Their construction of the criterion for becoming American was a consequence of the discrimination, exclusion, and failed citizenship they exerpienced within their school and community. Nation-states and their schools must grapple with a number of salient issues, paradigms, and ideologies as their populations become more culturally, racially, ethnically, and linguistically diverse. The extent to which nation-states make multicultural citizenship possible, the achievement gap between minority and majority groups, and the language rights of immigrant and minority groups are among the unresolved and contentious issues with which diverse nations and schools must deal. Nations in various parts of the world have responded to the citizenship and cultural rights of immigrant and minority groups in different ways. Since the ethnic revitalization movements of the 1960s and 1970s, many of Nations throughout the world are trying to determine whether they will perceive themselves as multicultural and allow immigrants to experience "multicultural citizenship" (Kymlicka, 1995), or continue to embrace an "assimilationist ideology." In nation-states that embrace Kymlicka's idea of multicultural citizenship, immigrant and minority groups can retain important aspects of their languages and cultures as well as have full citizenship rights. the national leaders and citizens in the immigration nations of the United States, Canada, and Australia have viewed their nations as multicultural democracies (Banks & Lynch, 1986; Banks, 2009). An ideal exists within these nations that minority groups can retain important elements of their community cultures and participate fully in the national civic community. However, there is a wide gap between the ideals within these nations and the experiences of ethnic groups. Ethnic minority groups in the United States (Nieto, 2009), Canada (Joshee, 2009), Australia (Inglis, 2009), and China (Leibold & Yangbin, 3013) experience discrimination in both the schools and the wider society. I call the wide gap between the ideals within a nation and the experiences of marginalized groups in the nation and in the schools the "citizenship education dilemma" (Banks, 2004a). Since the 1960s and 1970s, the French have dealt with immigrant groups in ways distinct from the United States, Canada, and Australia. La laïcité is a tenacious concept in France, the aim of which is to keep church and state separate (Lemaire, 2009). La laïcité emerged in response to the hegemony the Catholic Church exercised in France over the schools and other institutions for centuries. A major goal of state schools in France is to assure that youth obtain a secular education that is not influenced by religion. Muslim students in French state schools, for example, are prevented from wearing the hijab (veil) and other religious symbols (Bowen, 2007; Scott, 2007). In France the explicit goal is assimilation (called integration) and inclusion (Castles, 2004). Individuals who are descendants of immigrants can become full citizens in France but are required to surrender their home languages and cultures. Other nations, such as Japan (Hirasawa, 2009), Korea (Moon, 2012), and Germany (Luchtenberg, 2009) are reluctant to view themselves as multicultural. Historically, citizenship has been closely linked to biological heritage and characteristics in these nations. The biological conception of citizenship in Japan, Korea, and Germany has eroded within the last decade. However, it left a tenacious legacy in these nations. At a meeting in October, 2010 German Chancellor Angela Merkel epitomized her nation's historic attitudes toward non-Germany immigrants when she said, "[T]he approach [to build] a multicultural [society] and to live side by side and to enjoy each other...has failed, utterly failed." (BBC News, 2010). In 2011, British Prime Minister David Cameron harshly criticized the United Kingdom's decades-old policy of "multiculturalism," and said that it had encouraged "segregated communities" where Islamic extremism can survive (Burns, 2011). Diversity Challenges to Citizenship: Events and Developments in Europe Many nations in Western Europe, such as France, The Netherlands, Switzerland, Ireland, and England, are facing challenges dealing with immigrant groups, citizenship, and structural inclusion. Many of the descendants of immigrants in Europe have ancestors who came from nations such as India, Pakistan, Jamaica, and Algeria that had been colonized by European nations. The Empire Strikes Back: Race and Racism in 70s Britain—published by the Centre for Contemporary Culture Studies, University of Birmingham, United Kingdom, in 1982—describes the problems and the dilemmas experienced by European nations when racial, ethnic, linguistic, and religious groups from their former colonies immigrate to the nations that colonized them. Fear and dislike of Islam and Muslims has increased significantly in European nations and in the United States since the attacks of September 11, 2001, in the United States and the subsequent attacks in other nations around the world, such as the London subway bombings that killed 56 people and injured more than 700 on July 7, 2005 (Cesari, 2013). The significant increase in the Muslim population in Europe is an important reason for the increase of Islamophobia in Europe. France, The Netherlands, Belgium, Germany, and Austria have significant Muslim populations (See Table 1). The Muslim population is increasing throughout Europe, especially in France, the Netherlands, Belgium, Germany, and Austria. Islam is the fastest growing religion in both Europe and the United States (Cesari, 2004). The growth in the Muslim population has stimulated the rise of xenophobia and Islamophobia throughout Europe (Richardson, 2004). In 2006, the Netherlands took steps to restrict the number of Muslim immigrants, such as with the use of a test for immigrants that offended many Muslims. It included watching a racy film that showed two gay men kissing in a park and a topless woman who emerges from the sea (Fox News, 2006). Multicultural Citizenship and Cultural Democracy Multicultural societies are faced with the problem of constructing nation-states that reflect and incorporate the diversity of its citizens and yet have an overarching set of shared values, ideals, and goals to which all of its citizens are committed (Banks, 2007). Only when a nation-state is unified around a set of democratic values such as justice and equality can it protect the rights of diverse groups and enable them to experience cultural democracy and freedom. Kymlicka (1995), the Canadian political theorist, and Rosaldo (1997), the U. S. anthropologist, have constructed theories about diversity and citizenship. Both Kymlicka and Rosaldo contend that in a democratic society, racial, ethnic, cultural, and linguistic groups should have the right to maintain their ethnic cultures and languages as well as participate fully in the national civic culture. Kymlicka calls this concept "multicultural citizenship;" Rosaldo refers to it as "cultural citizenship." In the United States in the 1920s Drachsler (1920) used "cultural democracy" to describe what we call multicultural citizenship today. Drachsler (1920) and Kallen (1924)—who were Jewish immigrants and advocates for the cultural freedom and rights of the Southern, Central, and East European immigrants to the United States—agued that cultural Table 1 Muslim Populations in European Nations (ranked by percentage) Source: Data Source: Pew Research Center. Hackett, C. (2015), Five facts about the Muslim population in Europe. Retrieved from http://www.pewresearch.org/fact-tank/2015/01/15/5facts-about-the-muslim-population-in-europe/ democracy is an important characteristic of a democratic society. They maintained that cultural democracy should co-exist with political and economic democracy, and that citizens from diverse groups in a democratic society should participate freely in the civic life of the nation and experience economic equality. They should also have the right to maintain important aspects of their community cultures and languages, as long as they do not conflict with the shared democratic ideals of the nation-state. Cultural democracy, argued Drachsler, is an essential component of a political democracy. Balancing Unity and Diversity Cultural, ethnic, racial, linguistic, and religious diversity exists in most nations (Banks, 2009). One of the challenges to diverse democratic nationstates is to provide opportunities for different groups to maintain aspects of their community cultures while constructing a nation in which these groups are structurally included and to which they feel allegiance. A delicate balance of diversity and unity should be an essential goal of democratic nations and of teaching and learning in democratic societies (Banks, et al, 200l). Unity must be an important aim when nation-states are responding to diversity within their populations. They can protect the rights of minorities and enable diverse groups to participate only when they are unified around a set of democratic values such as justice and equality (Gutmann, 2004). In the past nations have tried to create unity by forcing racial, cultural, ethnic, linguistic, and religious minorities to give up their community languages and cultures in order to participate in the national civic culture. Spring (2010) refers to this process as "deculturalization;" Angela Valenzuela (1999) calls it "substractive schooling." In the United States, Mexican American students were punished for speaking Spanish in school and Native American youth were forced to attend boarding schools where their cultures and languages were eradicated (Lomawaima & McCarty, 2006). In Australia, Aboriginal children were taken from their families and forced to live on state missions and reserves (Broome, 1982), a practice that lasted from 1869 to 1969. These children are called "The stolen generation." Kevin Rudd, when he was the Australian Prime Minister, issued a formal apology to the stolen generation on February 13, 2008. In order to embrace the national civic culture, students from diverse groups must feel that it reflects their experiences, hopes, and dreams. Schools and nations cannot marginalize the cultures of groups and expect them to feel structurally included within the nation and to develop a strong allegiance to it. Nations such as France, the United Kingdom, and Germany are struggling to balance unity and diversity. A French law, which became effective on March 15, 2004 prevents Muslim girls from wearing the veil (hijab) to state schools (Bowen, 2007; Lemaire, 2009; Scott, 2007). This law is a manifestation of la laïcité as well as a refusal of the French government to deal explicitly with the complex racial, ethnic, and religious problems it faces in suburban communities where many Muslim families live. The riots in France in 2005 indicated that many Muslin youths have a difficult time attaining a French identity and believe that most White French citizens do not view them as French. On November 7, 2005, a group of young French young males of North African descent were interviewed on PBS, the public television station in the United States. One of the young men said, "I have French papers but when I go to the police station they treat me like I am not French." The French prefer the term integration to race relations or diversity. Integration has been officially adopted by the state and is predicated on the assumption that cultural differences should be eradicated when integration occurs (Hargreaves, 1995). Citizenship education must be transformed in the 21st century because of the deepening diversity in nations around the world. Citizens in a diverse democratic society should be able to maintain attachments to their cultural communities as well as participate effectively in the shared national culture. Unity without diversity results in cultural repression and hegemony, as was the case in the Soviet Union and during the Cultural Revolution that occurred in China from 1966 to 1976. Diversity without unity leads to Balkanization and the fracturing of the nation-state, as occurred during the Iraq war when sectarian conflict and violence threatened that fragile nation in the late 2000s. Diversity and unity should co-exist in a delicate balance in democratic multicultural nations. Citizenship Education in Democratic Nations Citizens within democratic multicultural nation-states endorse the overarching ideals of the nation-state such as justice and equality, are committed to the maintenance and perpetuation of these ideals, and are willing and able to take action to help close the gap between their nation's democratic ideals and practices that violate those ideals, such as social, racial, cultural, and economic inequality (Banks, 2004a). An important goal of citizenship education in a democratic multicultural society should be to help students acquire the knowledge, attitudes, and skills needed to make reflective decisions and to take actions to make their nation-states more democratic and just (Banks, 2007). To become thoughtful decision-makers and citizen actors, students need to master social science knowledge, to clarify their moral commitments, to identify alternative courses of action, and to act in ways consistent with democratic values (Banks & Banks, with Clegg, 1999). Citizenship education should help students to acquire the knowledge, values, and skills needed to know, to care, and to act as effective citizens in their communities, the nation, and the world (Banks, 2007) (See Figure 1). Gutmann (2004) states that democratic multicultural societies are characterized by civic equality, toleration, and recognition. Consequently, an important goal of citizenship education in multicultural societies is to foster civic equality and recognition of cultural differences. Gutmann views deliberation as an essential component of democratic education in multicultural societies. Gonçalves e Silva (2004), a Brazilian scholar, states that citizens in a democratic society work for the betterment of the whole society, and not just for the rights of their particular racial, social, or cultural group. She writes: Figure 1 The Intersection of Knowing, Caring, and Acting A citizen is a person who works against injustice not for individual recognition or personal advantage, but for the benefit of all people. In realizing this task—shattering privileges, ensuring information and competence, acting in favor of all–each person becomes a citizen. (p. 197) Gonçalves e Silva (2004) also makes the important point that becoming a citizen is a process and that education must facilitate the development of civic consciousness and agency within students. She provides powerful examples of how civic consciousness and agency are developed in community schools for the children of Indigenous peoples and Blacks in Brazil. Osler (2005) maintains that students should experience citizenship directly within schools and should not be "citizens-in-waiting." In the discussion of his citizenship identity in Japan, MurphyShigematsu (2004) describes how complex and contextual citizenship identification is within a multicultural nation such as Japan. Becoming a legal citizen of a nation does not necessarily mean that an individual will attain structural inclusion into the mainstream society and its institutions or will be perceived as a citizen by most members of the mainstream group within the nation. A citizen's racial, cultural, linguistic, and religious characteristics often significantly influence whether she is viewed as a citizen within her nation. It is not unusual for their fellow American citizens to assume that Asian Americans born in the United States emigrated from another nation. They are sometime asked, "What country are you from?" Cosmopolitanism and Local Identity Nussbaum (2002) worries that a focus on nationalism will prevent students from developing a commitment to cosmopolitan values such as human rights and social justice, values that transcend national boundaries, cultures, and times. She argues that educators should help students develop cosmopolitanism. Cosmopolitans view themselves as citizens of the world. Nussbaum states that their "allegiance is to the worldwide community of human beings" (p. 4). Nussbaum (2002) contrasts cosmopolitan universalism and internationalism with parochial ethnocentrism and inward-looking patriotism. She points, however, that "to be a citizen of the world one does not need to give up local identifications, which can be a source of great richness in life" (p. 9). Appiah (2006), another proponent of cosmopolitanism, also views local identities as important. He writes: In the final message my father left for me and my sisters, he wrote, "Remember you are citizens of the world." But as a leader of the independence movement in what was then the Gold Coast, he never saw a conflict between local partialities and universal morality—between being a part of the place you were and a part of a broader human community. Raised with this father and an English mother, who was both deeply connected to our family in England and fully rooted in Ghana, where she has now lived for half a century, I always had a sense of family and tribe that was multiple and overlapping; nothing could have seemed more commonplace. (p. xviii) Nationalists and assimilationists in nations throughout the world worry that if they help students develop identifications and attachments to their cultural communities they will not acquire sufficiently strong attachments and allegiance to the nation. Kymlicka (2004) states that nationalists "assume that identities are essentially zero-sum" (p. xiii). However, identity is multiple, changing, overlapping, and contextual, rather than fixed and static. The multicultural conception of identity is that citizens who have clarified and thoughtful attachments to their community cultures, languages, and values are more likely than citizens who are stripped of their cultural attachments to develop reflective identifications with their nation-state (Banks, 2004b; Kymlicka, 2004). They will also be better able to function as effective citizens in the global community. Writes Deaux (2006), Research recently done in South Africa suggests that not only can ethnic and national identity be compatible, but they can be mutually supportive. . . James Gipson found that the correlations between ethnic and group identification and the importance and pride associated with being a South African were universally positive, arguing against the hypothesis that strong group identification is incompatible with strong national identification. (p. 94) Phinney et al (2001) reviewed the literature on ethnic identity, immigration, and well-being and concluded that a strong ethnic identity and a strong national identity resulted in positive psychological outcomes for immigrant groups. They wrote, "Most studies concluded that the combination of a strong ethnic identity and a strong national identity promotes the best adaptation" (p. 493). Nation-states, however, must make structural changes that reduce structural inequality and that legitimize and give voice to the hopes, dreams, and visions of their marginalized citizens in order for them to develop strong and clarified commitments to the nation and its goals. The Need for a New Conception of Citizenship Education Global migration and the quests by marginalized racial, ethnic, cultural, linguistic, and religious groups around the world require educators to reexamine institutionalized conceptions of citizenship and citizenship education and to construct novel ones that will respond to global migration and promote cultural democracy and human freedom. Despite the global migration that is taking place around the world, the assimilationist conception of citizenship education that has been dominant in most nations in the past is re-emerging as "social cohesion" in nations such as Canada (Joshee, 2009) and the United Kingdom (Tomlinson, 2008). However, the assimilationist conception of citizenship, on which mainstream citizenship education is based, is ineffective in this age of global migration. Studies by researchers such as El-Haj (2007), Nguyen (2011), and Maira (2004) indicate that immigrant students have nuanced, complex, and evolving identities. The intricate ethnic and citizenship identities of immigrant students and their quest for cultural rights and recognition make assimilationist conceptions of citizenship and mainstream citizenship education obsolete. Schools need to work to implement multicultural citizenship (Kymlicka, 1995), which recognizes the right and need for students to maintain commitments to their cultural communities, to the nation state in which they are citizens, and to the global community. Citizenship education should also help students to develop a global consciousness as well as cosmopolitan values and perspectives. Mainstream citizenship education, which is practiced in most social studies classrooms in the United States, as well as other nations, perpetuates and reflects the assimilationist ideology. It will not help students to acquire the knowledge, values, and skills needed to function effectively in an interconnected global and diverse world. It is grounded in mainstream academic knowledge and assumptions and reinforces the status quo and the dominant power relationships in society. It does not challenge or disrupt the class, racial, and gender discrimination within the schools and society. It also fails to help students understand their multiple and complex identities and the ways in which their lives are influenced by globalization. Mainstream citizenship education emphasizes memorizing facts about constitutions and other legal documents, learning about various branches of government, and developing patriotism to the nation-state. Critical thinking skills, decision-making, and action are not important components of mainstream citizenship education. To help students attain the knowledge, values, and skills needed to function effectively in this age of global migration, citizenship education must be reimagined and transformative citizenship education must be implemented. Transformative citizenship education is rooted in transformative academic knowledge. Transformative academic knowledge consists of paradigms and explanations that challenge some of the key epistemological assumptions of mainstream knowledge. An important purpose of transformative knowledge is to improve the human condition. Feminist scholars and scholars of color have been among the leading constructors of transformative academic knowledge (Banks, 2006). Transformative citizenship education also helps students from marginalized groups to attain a sense of structural integration and inclusion within their nation-states and clarified national identities. Research indicates that the content and methods of school-based civic and multicultural education can promote structural inclusion. Research by Callahan and Muller (2013) indicates that the civic knowledge that students attain and that high levels of social connection within schools increase the civic efficacy and political participation of immigrant students. Consequently, courses that teach civic knowledge within classrooms and schools that promote high levels of social connection among students can help them to develop a sense of structural inclusion. Transformative citizenship education recognizes and validates the cultural identities of students. It enables students to acquire the information, skills, and values needed to challenge inequality within their communities, their nations, and the world, to develop cosmopolitan values and perspectives, and to take actions to create just and democratic multicultural communities and societies. Transformative citizenship education helps students to develop decision-making and social action skills that are needed to identify problems within society, acquire knowledge related to their home and community cultures and languages, identify and clarify their values, and to take thoughtful individual or collective civic action. It also fosters critical thinking skills and helps students to develop the ability to act to enhance democracy and social justice within their communities, nation, and the world. Culturally responsive teaching is an integral part of transformative citizenship education. The research on culturally response teaching by scholars such as Ladson-Billings (1994), (Lee, 2007) and Au (2011) indicates that students of color become more actively engaged in learning, acquire more knowledge, and more likely to experience structural inclusion when the content and pedagogy of instruction reflects their histories, cultures, and concerns. Culturally responsive teaching promotes structural inclusion because it gives students recognition and civic equality (Gutmann, 2004). Research indicates that the recognition and civic equality that students experience in culturally responsive classrooms help them to feel structurally included (Lee, 2007). The Development of Cultural, National, Regional, and Global Identifications Assimilationist notions of citizenship are ineffective today because of the deepening diversity throughout the world and the quests by marginalized groups for cultural recognition and rights. "Multicultural citizenship" and "cultural democracy" are essential in today's global age (Kymlicka, 1995). These concepts recognize and legitimize the right and need of citizens to maintain commitments both to their cultural communities and to the national civic culture. Citizens must be structurally included within their nation in order to develop a strong allegiance and commitment to it. Non-reflective and unexamined cultural attachments may prevent the development of a cohesive nation with clearly defined national goals and policies (Banks, 2004b). Although we need to help students develop reflective and clarified cultural identifications, they must also be helped to clarify their identifications with their nation-states. However, Students should develop a delicate balance of cultural, national, regional, and global identifications and allegiances (See Figure 2). These four identifications are highly interrelated, complex, and contextual. Citizenship education should help students to develop thoughtful and clarified identifications with their cultural communities, nation-states, and region (Banks, 2004b). It should also help them to develop clarified global identifications and deep understandings of their roles in the world community. Students need to understand how life in their cultural communities and nations influences other nations and the cogent influence that international events have on their daily lives. Global education should have as major goals helping students to develop understandings of the interdependence among nations in the world today, clarified attitudes toward other nations, and reflective identifications with the world community. I conceptualize global identification and global consciousness similar to the ways in which Nussbaum (2002) conceputlaizes cosmopolitanism. blind nationalism may prevent students from developing reflective and positive global identifications. Nationalism and national attachments in most nations are strong and tenacious. An important aim of citizenship education should be to help students develop reflective national and global identifications. They also need to develop a deep understanding of the need to take action as citizens of the global community to help solve the world's difficult global problems A nation-state that alienates and does not structurally include all cultural groups into the national cultures make marginalized groups victims of failed citizenship (Banks, 2015) and runs the risk of creating alienation and causing groups to focus on specific concerns and issues rather than on the overarching goals and policies of the nation. To develop reflective cultural, national, regional, and global identifications, students must acquire the knowledge, attitudes, and skills needed to function within and across diverse cultures and groups. They also need to be keenly aware of Figure 2 Cultural,National, Regional, and Global Identifications g g © 2015 A. Banks Global Identification Regional Identification Cultural Identification National Identification THE INDIVIDUAL Copyright © 2015 by James A. Banks social justice and be willing to act to ameliorate it. In an extemporaneous speech to a group of teachers in New York City in 1963, James Baldwin (1985) described the kind of thoughtful and committed citizens we need to educate and the dire consequences of not doing so. He said: The purpose of education. . . is to create in a person the ability to look at the world for himself, to make his own decisions, to say to himself this is black or this is white, to decide for himself whether there is a God in heaven or not. To ask questions of the universe, and then to live with those questions, is the way he achieves his [own] identity. But no society is really anxious to have that kind of person around. What society really, ideally, wants is a citizenry that will simply obey the rules of society. If a society succeeds in this, that society is about to perish. 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Albany, NY: State University of New York Press.	<urn:uuid:db5d07ac-c076-47aa-84ed-03eecdf49cef>	CC-MAIN-2017-39	http://lsp2015.hi.is/sites/lsp2015.hi.is/files/eddakjar/banks_name_chapter.pdf	2017-09-22T20:37:05Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00070.warc.gz	198,017,330	9,598	eng_Latn	eng_Latn	0.943108	eng_Latn	0.996211	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1650, 4370, 7022, 9768, 12218, 13457, 16057, 18630, 20084, 22629, 25225, 27903, 30605, 33114, 34405, 36907, 39763, 42572, 45198, 45756 ]	[ 2.21875, 1.4921875 ]	3	0
Date of Policy Adoption by Governing Body June 2012 Assessment, Record-Keeping & Reporting Policy Introduction We believe that effective assessment is essential to provide information to improve learning and teaching. We give our pupils regular feedback on their learning so that they understand what it is that they need to do better. This allows us to base our lesson plans on a detailed knowledge of each pupil. We give parents regular reports on their pupil's progress so that teachers, pupils and parents are all working together to raise standards for all our pupils. Assessment complements and supports learning and teaching. This policy outlines how assessment, and record-keeping and reporting is managed in our schools. Aims & Objectives - Assessment is an integral part of the learning and teaching process and as such serves several purposes: 1. formative - everyday, continuous and essential for the learning experiences of each pupil, helping teachers to plan the next steps and helping pupils understand what they need to do next to improve; 2. summative - related to judgements made at the end of a particular stage in a pupil's learning providing a picture in time of a pupil's development (enabling pupils to demonstrate what they know, understand and can do); 3. evaluative - to help evaluate our own teaching, and to consider the strengths and weaknesses of the curriculum; 4. diagnostic - to diagnose difficulties with individual pupils 5. informative - to allow us to pass on information to parents and pupils about pupils' progress - Target setting is complemented by effective assessment. - Assessment aids teachers in providing regular information for parents to enable them to support their child's learning. - Assessment should be the servant of the curriculum and not its master. - Assessment provides the Headteacher and Governing Body with information that allows them to evaluate the effectiveness of the school. Statutory Requirements These are to: - Administer Standard Assessment Tests; - Maintain records on pupil attainment in the National Curriculum; - Maintain records on pupil attainment in the Foundation Stage; - Make teacher assessments in the three core subjects to provide a measure of attainment at the end of each Key Stage; - Report on pupils' progress to parents (at least once a year); - Provide assessment data to the LA and DfE - Year 1 phonics check - Transfer pupil information between schools using DfE Common Transfer Form Planning & Managing Assessment - Pupils can be assessed in a great variety of ways from listening to them or watching them, to looking at their finished products and marking their work. It is important to be clear on: - what to assess - when to assess it - how to assess it - how to record it - We plan our lessons with clear learning objectives. We base these upon the teacher's detailed knowledge of each pupil. We strive to ensure that all tasks set are appropriate to each pupil's level of ability. Our lesson plans make clear the expected outcomes for each lesson and are given to pupils at the beginning of each lesson. We typically make a note of those individual pupils who do not achieve at the expected level for the lesson, and we use this information when planning for the next lesson. We also keep this information as a record of the progress made by the class. - Whenever possible we aim to link assessment opportunities, particularly summative, to medium term planning, where differentiated objectives for units of work have been matched to National Curriculum level descriptions (e.g. to assess AT1 in science, or at the end of a historical unit of work). This places attainment in context so that it becomes achievable and so provides a good assessment record. - Where formal assessment is involved, pupils should be told what criteria will be used to assess. - Assessment needs to be recorded in a way that is meaningful both to the teacher and pupil so as to facilitate appropriate feedback. - Using a range of assessment tasks and techniques will help ensure individual pupils are not disadvantaged. Feedback to Pupils We believe that feedback to pupils is very important, as it tells them how well they have done and what they need to do next in order to improve their work. We have an agreed code for marking, as this ensures that we all mark in the same way. (See Marking Policy.) We give pupils verbal feedback on their work whenever possible. We usually do this when the pupils are working during the lesson although we often also give feedback on a particular lesson at the beginning of the next one. When lesson time does not allow for verbal feedback, we write comments on the pupils' work during marking, particularly in KS2. We give written comments to pupils of all ages. We do not always aim these comments just at the pupils; we may write something that is useful to both parents and teachers. When we give written feedback to a pupil, we aim to relate this to the learning objective for the lesson. By so doing we make clear whether the objective has been met. If we consider that the objective has not been met, we make clear why this was the case. In both cases we try to identify what the pupil needs to do next in order to improve future work. We encourage pupils to review their progress and make comments about their own work. We also encourage pupils to support each other through peer assessment. We encourage older pupils to be the first markers of some pieces of work. We endeavour to allow time at the beginning of each lesson for the pupils to absorb any comments written on their work. We do this to ensure that the time that our teachers spend marking really has an impact on the pupils' learning. Our Programme of Assessment Formative assessment is continuous in all subjects and involves: - observation - questioning, pupil to pupil, teacher to pupil and vice versa - listening - setting tasks - selecting examples of pupils' work - positive, constructive marking, oral and written - discussion of work with pupils Teachers use their own methods for recording these. Summative assessment carried out - Statutory Assessments (SATs) when pupils are at the end of KS1 (which inform teacher assessment) and at KS2. - Statutory Foundation Stage Profiles by end of Foundation Stage year; - Optional SATs in the Summer term when pupils are in Y3, 4, 5 Other Subjects End of unit assessments and teacher notes to inform PTC and summative assessments. What follows details the other record-keeping systems we have agreed to keep across the schools. i. Foundation Stage On entry baseline assessment will record a pupils' attainment as they enter school in YR. Profile sheets, covering all 6 areas of learning in the Early Learning Goals, are updated each term for every pupil, which adds onto information received from pre-school providers and the on line entry assessment. ii. Speaking & listening KS1 - Observations based on learning objectives kept in teachers' own preferred format. iii. Reading - Target Tracker statements are used linked to the new Primary curriculum - Foundation stage pupils have Home/School Books for Letters and Sounds and communication with staff. - Each pupil to have a diary/book for home-school liaison and for noting down what they are reading at home. These diaries/books can also be used to record personal reading targets, comments from parents / staff, or issues - Each pupil to have an individualised reading record detailing the books they have read, and the dates that they read them (or read a set of books). (FSY6) iv. Writing - Target Tracker statements are used linked to the new Primary curriculum - Writing targets are written for each pupil, and then evaluated with them. On-going records are kept. - Each term a piece of fiction and non-fiction written work are assessed v. Mathematics - Target Tracker statements are used linked to the new Primary curriculum - Times tables are regularly tested in KS2 - KIRFs are given to everyone and progress is tracked and shared with parents - Other subjects areas are highlighted to record maths being used/put into practice vi. Science - A mixture of Target Tracker and North Yorkshire recording/assessment systems are used vii. Other Subjects - For subjects such as Art / DT, Music, PE, ICT History and Geography there are also Target Tracker statements. These are to be set up in Spring 2016 - For RE we use NYCC level descriptors and indicate pupils' initials against the appropriate level. viii. Other Areas - Each pupil has a Parent / Teacher Consultation sheet (PTC) These are to be used after each relevant meeting to briefly record decisions and issues discussed, and the date of the meeting. - Incidents of poor behaviour and accidents are recorded. - Issues related to pupil protection are recorded and kept securely and confidentially in the Headteachers office. Consistency To aid in our consistency of judgements, moderation takes place between the partnership schools with Kell Bank and other schools within the Bedale cluster. This will:- - ensure consistency of level judgements between staff/between schools - provide teachers with a clear vision of progression - aid in target setting and benchmarking. We have a range of strategies that keep parents fully informed of their pupil's progress in school. We encourage parents to contact the school if they have concerns about any aspect of their pupil's work. Each term we offer parents the opportunity to meet their pupil's teacher. At all meetings, we review the progress made, the age related expectations, and the targets that we have identified for their pupil in writing, reading, maths and any personal issues. In the summer term, we invite parents of Y2 and Y6 pupils to consider their performance in the statutory tests and to discuss issues that may exist as the pupils prepare for the start of the next key stage. Other parents are encouraged to book an appointment if they wish to discuss their pupil's annual report or optional SAT results. During the summer term we give all parents a written report of their pupil's progress and achievements during the year. In this report we also identify target areas for the next school year. We write individual comments on all subjects of the National Curriculum and on religious education. In this written report we include a sheet where the pupils can offer their own evaluation of their performance during the year, from Y2 and above. We also include a space for parental feedback. In reports for pupils in Year 2 and Year 6 we also provide details of the age related expectations achieved in the national tests. For pupils who take optional SATs in Y3, 4 and 5, progress against the age related expectations for their year group will be reported. We offer parents of pupils in the Foundation Stage the opportunity to discuss the Foundation Stage Profiles during each term. Report Writing Guidance - Comments should refer mainly to attainment rather than work covered, and explain how improvements can be made by giving clear and purposeful targets for pupils to aim for, which pupils, parents and teachers alike understand and can act on. - Comments should be positive but not so much so as to give a false impression that attainment is better than it really is. - The report should read as if the pupil is a known individual, i.e. make it personal. - Aim for "constructive reporting" as opposed to "positive reporting" in which weaknesses in understanding and skills are diagnosed. - Teachers also need to complete the relevant SAT results sheets for statutory and optional national assessments.	<urn:uuid:fe89c022-12bf-459d-b44e-60867eccbe3e>	CC-MAIN-2017-39	http://stwschools.org/wp-content/uploads/2016/01/Assessment-policy-December-15.pdf	2017-09-22T20:52:49Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00070.warc.gz	307,340,552	2,319	eng_Latn	eng_Latn	0.998231	eng_Latn	0.998795	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1400, 3609, 5985, 7703, 9283, 11693 ]	[ 2.140625 ]	1	0
MATERIALS NEEDED: 2 beakers, 600 mL Density box demonstration (Flinn Scientific no. AP4784) Note: There will be minimal mixing of water between the two sides of the density box. This can be reduced by coating the edges of the separator with a small amount of petroleum jelly or a suitable, colorless laboratory grease. Water Food color Hot plate Optional: ice SAFETY PRECAUTIONS: Wear safety goggles or glasses Do not heat the water to boiling. It should be warm, but not too hot to handle. DISPOSAL: All materials in this experiment can be disposed of down the drain. PROCEDURE: Heat about 500 mL of water, in a beaker, until it is warm (40° to 60°C). (Note: Hot tap water can be used to eliminate additional heating. Place about 500 mL of cold tap water into a 600 mL beaker (ice water can be used, but is not necessary). Place a different food color in each beaker of water. (Suggested: red for hot, blue for cold) Simultaneously, pour the water from both beakers into different sides of the water density box. Allow the water to sit for about 30 to 60 seconds. Remove the separator from the box. EXPLANATION: The density of water decreases with increasing temperature. When the separator is removed, there is almost no turbulence in the water, thus, only a minimum amount of mixing occurs. Since the cooler water has a higher density, it will tend to fall to the bottom with the warmer, less dense water on top. To work effectively, the cool water and warm water should have a difference in temperature of at least 20°C. HOT AND COLD © 2002 by David A. Katz. All rights reserved. Permission for classroom use as long as original copyright is included. David A. Katz Chemist, Educator, and Consultant 133 N. Desert Stream Dr., Tucson, AZ 85745, USA Voice/Fax: 520-624-2207 Email: email@example.com After a while, as the water temperatures equilibrate, mixing will occur with "lines" of color extending vertically through the water layers. This is due to more rapid cooling at the top surface of the water due to evaporation effects, resulting in the cooled water falling toward the cooler lower layer. Cooler water, at the interface between the layers will become warmer from direct contact with the warm water layer and will rise through the upper layer. UTILIZATION AND VARIATIONS: In addition to demonstrating the difference in density between hot and cold water, this demonstration can be used to explain why water in a lake can be warm on top and cold on the bottom. On warm, sunny days, the surface of the lake will become warm. If there is little or no turbulence in the water, then there is minimal mixing between the upper and lower layers. When an individual walks into the water, they will experience the warm layer on their legs, and the colder, bottom layer on their feet. In colder months, the surface of the lake will become cold from contact with the atmospheric temperature while the bottom of the lake will be warmer. When the temperature differential is great enough, the upper layer will fall to the bottom of the lake causing the lake to "turn over".	<urn:uuid:f67b2bf6-cef4-4ad9-aa46-d92a5a966b5f>	CC-MAIN-2017-39	http://chymist.com/hot%20and%20cold.pdf	2017-09-22T20:47:53Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00070.warc.gz	68,182,879	711	eng_Latn	eng_Latn	0.99653	eng_Latn	0.997082	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1838, 3123 ]	[ 3.171875 ]	1	7
A Guide to the Common Core Standards Adoption and Implementation Arkansas's State Board of Education adopted the Common Core Standards (CCSS) on July 12, 2010. States must adopt 100% of the CCSS, but may adopt additional standards ("up to" 15%) States are responsible for setting the criteria and assessing the additions. Implementation will be phased in over several school years; assessment will follow in 2014-15 school year. What does "adding to the standards" mean? It is up to states to define: Is there key content that is present in existing state standards that does not exist in the Common Core? Is the missing content required by state laws/regulations to include in the standards? Are there other compelling reasons to add content? What are the implications of adding content? How will this affect assessment? How much will this affect commonality with other states? Does it dilute the standards? Impact on the classroom? What are other states doing to adopt and implement the CCSS? Adopting "as-is" Considering required content for their states Considering adding narrative to frame documents for the state, not adding content What can Arkansas educators do to transition to the CCSS? Understand the background and purpose of the CCSS and explore the design and organization of the CCSS documents for English language arts and mathematics. Study the key advances of the CCSS and ramp up students' study of informational texts across disciplines, development of academic language in the content areas, and understanding of mathematical practices or habits of mind. Just as soon as the Arkansas Department of Education rolls out a transition plan, begin the work of alignment to the CCSS according to the implementation timeline. Many districts are starting the alignment process now. Include content from the CCSS in all future professional development. Background of the Common Core Standards Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. States agreed to participate in the development process, provide input on drafts, and consider eventual adoption. The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) with assistance from Achieve, ACT, and the College Board (SAT). Current and Future Focus for Common State Standards Current (led by CCSSO and NGA): K-12 English Language Arts Common Core State Standards K-12 Mathematics Common Core State Standards Future (currently led by various national associations): Next Generation Science Standards (draft by Fall 2011) (Framework currently under development) English Language Development Standards for ELLs (within 1 year) Social Studies (within 2 years) Arts (development may begin in January 2011) Why Common Core State Standards? Preparation: The standards articulate college- and career-readiness. They will help ensure students acquire the knowledge and skills they need to succeed in post-secondary education and training. Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. Equity: Expectations are consistent for all – and not dependent on a student's state of residence. States have time to consider what state-specific additions to the standards might look like Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools including textbooks, professional development, common assessments and other materials. Opportunities for ALIGNED and CONNECTED SYSTEMS: "Common standards" is a common thread among current and evolving national initiatives and opportunities Design of the Common Core State Standards Building on the strength of current standards across many states, the CCSS are designed to be: Focused, coherent, clear, and rigorous Internationally benchmarked Anchored in college and career readiness Evidence and research based Intentional Design Limitations of the Common Core Standards How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs Everything needed to be college and career ready Common Core Standards for English Language Arts College and Career Readiness (CCR) Standards Overarching standards for each strand that are further defined by grade-specific standards Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades K-5 Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12 Media and Technology are integrated throughout the standards. Design and Organization of the Common Standards for English Language Arts Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies, Science, and Technical Subjects (Shared responsibility for students' literacy development) Three appendices Appendix A: Research and evidence; glossary of key terms, overview of each strand Appendix B: Reading text exemplars; sample performance tasks Appendix C: Annotated student writing samples Key Advances in English Language Arts Reading Balance of literature and informational texts Writing Text complexity Emphasis on writing argumentative, informative/explanatory, and narrative texts Emphasis on research Speaking and Listening Inclusion of formal and informal talk Language Value of general academic and domain-specific vocabulary Emphasis on the conventions of English and the effective use of language Common Core Standards for Mathematics Grade-Level Standards K-8 grade-by-grade standards organized by domain 9-12 high school standards organized by conceptual categories (Number and Quantity, Algebra, Functions, Modeling, Geometry, Statistics and Probability) Course progressions included in Appendices Some standards go beyond "career and college readiness level" (e.g., STEM concepts, denoted by "+"). These standards are integrated throughout and go beyond what all students will need to know and at high school may lead to a 4 th year of math Standards for Mathematical Practice describe mathematical "habits of mind" Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement Carry across grade levels and connect with content standards in each grade Design and Organization of Common Core Standards for Mathematics Grade Level Example—Kindergarten Overview Mathematics Practices Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Number and Operations in Base Ten (Habits of Mind) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 6. Attend to precision. 5. Use appropriate tools strategically. 7. Look for and make use of structures. 8. Look for and express regularity in Work with numbers 11-19 to gain foundations for place value. Key Advances in the Common Core for Mathematics Focus and coherence * Focus on key topics at each grade level. * Coherent progressions across grade levels. Balance of concepts and skills * Content standards require both conceptual understanding and procedural fluency. Mathematical practices * Foster reasoning and sense-making in mathematics. College and career readiness * Level is ambitious but achievable. Resources CCSSO/NGA Common Core Standards Initiative Web Site: www.corestandards.org/ www.corestandards.org/Standards/index.htm Achieve resources: http://www.achieve.org/achievingcommoncore_implementation For more information Contact the Dr. Ellen Treadway, coordinator of the Teaching and Learning Team at the Arkansas Public School Resource Center for CCSS training opportunities and curriculum development workshops: (501) 492-4300.	<urn:uuid:fd511293-bec5-44e9-9a41-4ba69a9e684d>	CC-MAIN-2017-39	http://apsrc.net/Images/Interior/common%20core%20resources/guide%20to%20the%20common%20core%20standards.pdf	2017-09-22T20:47:51Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00069.warc.gz	24,841,097	1,739	eng_Latn	eng_Latn	0.976183	eng_Latn	0.986617	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2163, 4623, 6610, 8838 ]	[ 3.75 ]	1	1
Online Instructional Methods 3 ©2014 An experienced instructor can use instructional methods and techniques accurately to promote effective online learning. This lesson will briefly elaborate on the qualification of e-instructors, followed by the instructional methods preferred for online learning. 1. Qualification of an e‐Instructor The main purpose of instruction is to assist students in becoming independent and self-disciplined learners. Delivering basic knowledge and skills, preparing learners for the next cognitive level and for their professional lives, and introducing cultural values are among other factors that need to be considered for instruction. From this perspective, it is possible to say that an e-instructor should in the first place, primarily have subject-matter expertise and a deep interest about the target learners' situation and problems. These characteristics should also be supported by four specific high-order features, and therefore an e-instructor should: 1. Have good communication skills, empathy and the ability to create democratic learning environments. 2. Have expertise in the area of content, human development, learning and pedagogy, and the ability to use this expertise to organise effective learning environments. 3. Have sufficient experience to train students to become self-disciplined learners, to increase their high order thinking skills, to improve their success on basic skills, and to boost their motivation. 4. Should perceive teaching and learning as a lifelong process and should adapt their own professional knowledge in order to improve students' learning and the quality of schooling. From a different perspective, an e-instructor is expected to accomplish three main functions in a learning environment: Figure 6.1. Three Main Functions of an e-Instructor 2. Online Instructional Methods There are six (6) main instructional methods that are used for teaching and learning processes: Presentation, direct instruction, concept teaching, collaborative learning, problem-based and project-based learning, and discussion. These methods can be adapted both for face-to-face and for online learning settings. The important thing in selecting the instructional method is which strategy or what type of content is to be used by the instructor. Presentation Presentations, explanations and lectures given by instructors constitute a large portion of classroom time, since curricula require learners a vast body of information to be learnt. The instructional goals of the presentation model are mainly to help students acquire, assimilate and retain information. Successful presentations require a fairly compact-structured learning environment that allows instructors to present and explain new information effectively, and allows students to see and hear (Arends, 2012; pp. 290-291). Online presentations are as effective as classroom presentations since they have a larger coverage for technology, and they allow more simultaneous interaction than classroom environment. The general flow or syntax for a presentation lesson consists of four main phases: presenting the objectives and setting the scene, presenting an advance organiser, presenting the learning materials, and using processes to monitor learners' understanding as well as to help learners extend and strengthen their thinking (Table 6.1). Table 6.1 - Flow of Presentation Method Direct Instruction Acquiring basic knowledge, skills and attitudes is an important goal for learners since they are supposed to possess the basics before they can move on to a more advanced learning process. Instructional effects of this model are to promote mastery of simple and complex skills as well as declarative knowledge that can be carefully defined and taught in a step-by-step fashion. The general flow or syntax of a direct instruction lesson consists usually of five phases (Table 6.2). A Direct Instruction model requires a highly structured learning environment and a careful orchestration by the instructor. This tight structure does not mean that it has to be an authoritarian or uncaring process (Arends, 2012, p. 318). Hence, this method may be used alone or integrated with other methods for teaching procedural knowledge in online environments. Table 6.2 - Flow of Direct Instruction Method Concept Teaching Concepts are basic building blocks, around which people organise their thinking and communication. Concept learning and logical thinking are critical goals since these become important scaffolding for building learner understanding of school subjects. Concept learning is essentially a process of building cognitive schemes by putting things into classes or categories. Hence, the instructional goals are mainly to help learners acquire conceptual understandings of the subjects they are studying and to provide a foundation for higher-level thinking (Arends, 2012, p. 352). Since this method requires visuals to be effective and online environments are full of options for different kind of visuals, this method can be applied effectively to e-learning. The general flow or syntax of a concept lesson consists of four major phases: present goals and establish set, provide examples and non-examples, test for concept attainment, and analyse student thinking processes (Table 6.3). Table 6.3 - Flow of Concept Teaching Method Collaborative Learning Collaborative learning is one of the best approaches for online learning which uses different goal, task and reward structures to promote student learning. The collaborative learning task structure requires learners to work on academic tasks in groups. This model seeks further aims, besides academic learning, like intergroup acceptance, social and group skills, and collaborative behaviour. Hence, learners work in groups but they take responsibility for their own learning (Arends, 2012, p. 390). Collaborative learning is important for online learning environments since it increases interactivity between learners and instructor. The syntax for collaborative learning model relies on small group work rather than whole-class teaching and includes six major phases: present goals and set the scene; present information; organise students into learning teams; assist teamwork and study; test on the materials; and provide recognition (Table 6.4). Table 6.4 - Flow of Collaborative Learning Method Problem‐Based & Project‐Based Learning In problem-based learning, instructors present problem situations to learners and get them to investigate and find solutions on their own. Hence, learners are expected to develop problem solving skills, to exchange experiences with adult roles, and to gain confidence in their own ability and to become self-regulated learners. This method is also useful for e-learning since learners should be active which also increases interaction and communication in online environments (Arends, 2012, pp. 424-425). The general flow or syntax of a problem-based lessons consists of five major phases: orient learners to the problem; organise learners for study; assist with independent and group investigations; develop and present artefacts and exhibits; and analyse and evaluate work (Table 6.5). Table 6.5 - Flow of Problem-Based & Project-Based Method Discussion Discourse and discussion are key ingredients for enhancing student thinking and uniting cognitive and social aspects of learning. They are an inevitable part of online learning. Through forum, chat and alike environments, learners and instructors exchange knowledge, have discussions about the phenomenon, and display their thinking processes publicly. Hence, the main instructional goals of an online discussion are to improve learner thinking, to promote involvement and engagement in academic materials, and to learn important communication and thinking skills (Arends, 2012, p. 458). The general flow or syntax for a discussion lesson consists of five major phases: provide objectives and set; focus the discussion; hold the discussion; end the discussion; and debrief the discussion. The structure of the learning environment for discussion lessons is characterised by open processes and active student roles (Table 6.6). Table 6.6 - Flow of Discussion Method In e-learning, it is important, yet it is also difficult, to motivate learners and manage interactivity. Instructional methods are the only means we have in which we can manage the learning process, with the help of LMS tools. Hence, as instructors, we should use narrating techniques which can be described as knowledge delivery by the e-instructor. We should use question-answer techniques during virtual classrooms, and especially, we should use brainstorming techniques via forums to get learners suggested solutions and thoughts about a specific problem or topic. Finally, einstructors should encourage group work, and forming groups of learners (2-6 people) which are instructed to produce an output in order to gain knowledge and skills. 4. References Arends, R. I., 2012. Learning to Teach (9th edition.). Mc-Graw Hill, New York.	<urn:uuid:e506b6b2-a00e-435e-a670-49cf0c3e0e76>	CC-MAIN-2017-39	http://e-tutor.sml.zhaw.ch/pluginfile.php/231/mod_resource/content/2/topic%236.pdf	2017-09-22T20:29:05Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00068.warc.gz	100,915,115	1,694	eng_Latn	eng_Latn	0.994921	eng_Latn	0.995059	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 38, 1828, 3917, 5333, 6405, 7793, 9115 ]	[ 2.671875 ]	1	1
Utah PEST PRESS t IPM Fact Sheet # 12 September 13 e T o a n g m e n a M Above: Mold growing in closet as a result of condensation from room air. www.epa.gov/mold/ Above: Alternaria spores (photo by D.J. Young) Right: Penicillium in culture (photo Bugwood.org) Right: Aspergillus spores Examples of some common indoor molds. Molds & Mildews l sf o raH e a l t h yLearning Enviro n m e n t o Mighty Molds Molds are micro-organisms that live everywhere, indoors and outdoors. In order to grow and reproduce, they need a food source -- any organic material, such as leaves, wood, paper, or dirt -- and moisture. Molds can be many colors -- green, gray, brown, black or white. They release tiny, lightweight spores which travel through the air. Some common indoor molds are Cladosporium, Penicillium, Aspergillus, and Alternaria. Stachybotrys chartarum, also known as Stachybotrys atra, is a greenish-black mold. For control, you don't need to determine what type of mold you may have, but you do need to take steps to prevent and eliminate it. All molds should be treated with respect to potential health risks. If mold contamination in a building is extensive, many spores can be released into the air. People exposed to these spores can become sensitized and develop allergies to the mold or other health problems. Individuals with immune suppression may be at increased risk. If you or your family members have these conditions, contact a qualified medical clinician for diagnosis and treatment. Allergy clinics can test for mold-related allergies. Did You Know? Mold grows under carpeting, inside walls, above ceiling tiles or inside ventilation equipment — wherever there is enough moisture to support growth. Look for: * Plumbing leaks, flooding, and leaky roofs. * Sprinkler spray hitting the building. * Damp basement or crawl space. * Steam from shower or cooking. * Wet clothes drying indoors or clothes dryers exhausting indoors. Left: Mold on painted concrete in a school building. Rainwater is wicking directly through the concrete walls, and there is also condensation on the earth-chilled concrete. The floor is about 3 feet below ground level. (photo by Terry Brennan) Managing Molds With Integrated Pest Management * Regularly inspect all school buildings for signs of mold, moisture, leaks or spills. * Identify and correct high moisture conditions quickly. Dry all wet areas within 24 to 48 hours. * Eliminate sources of moisture by reducing indoor humidity — maintain indoor humidity levels between 30 and 60 percent. Above: Mold growth on air diffuser in ceiling. www.epa.gov/mold/ * Prevent moisture condensation by increasing surface temperture, installing proper insulation and improving air circulation. Above: Mold on drywall under leaky sink. (photo by John Martyny) * Perform regular heating, ventilation and air conditioning (HVAC) inspections and maintenance as scheduled. Ensure HVAC drip pans are clean and unobstructed and flow properly. * Establish a mold prevention and remediation plan within your Indoor Air Quality management program. Once mold starts to grow in insulation or wallboard, the only way to deal with the problem is to remove and replace the contaminated building materials. If large areas are contaminated, use an experienced professional contractor. Contact the Utah Department of Public Health and Environment at http://www.dhs.utah.gov/ For more info, please see: U.S. Environment Protection Agency www.epa.gov/iaq/molds/index.html Centers for Disease Control and Prevention www.cdc.gov/mold/stachy.htm	<urn:uuid:043c2fe8-41ab-40be-a0eb-0ecf790c4708>	CC-MAIN-2017-39	http://utahcustodians.com/wp-content/uploads/2014/03/IPM-Fact-Sheet-12-Mold-Mildew.pdf	2017-09-22T20:52:22Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00068.warc.gz	350,662,326	809	eng_Latn	eng_Latn	0.992593	eng_Latn	0.992748	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1968, 3600 ]	[ 3.109375 ]	4	0
To Begin: * Sit in groups of 3. You get to pick them (today). * Your ﬁrst task will be to estimate the mass of one US quarter. There is a roll of quarters somewhere the room for you to handle. Do not steal it. * Estimate the mass of the roll of quarters individually. There are 40 quarters in a roll, what is the mass of just one quarter? Everyone has a job * Recorder: Write down all your group's calculations * Skeptic: Question your group's reasoning. Think of alternative approaches. * (Mr.) Manager: Keep group on task. Make sure everyone is involved. • Recorder: Who has the earliest birthday in the year? • Skeptic: Who has the latest birthday in the year? • (Mr.) Manager: Who is left over? Activity One: Density of a Quarter * You have already estimated the mass of one quarter. Come to a group consensus about the mass. * Estimate the volume of a quarter. Ignore the carvings (if you want). * Calculate the density of a quarter in g/cm^3. * When done, compare your density to that of other groups. • Look online for the density of aluminum • Justify the internet source • Actual nickel and copper densities are 8.91g/cm^3 and 8.94g/cm^3. How much did the carved out parts matter? Activity Two: Number of atoms in a Quarter * A quarter is 92% copper (molecular mass: 63.55g/mole) and 8% nickel (58.69g/mole). * About how many atoms are in a quarter? * Hint: there are 6x10^23 atoms/mole. When dice appear, roll dice to pick a group to present how they did the calculation. Atomic Structure * Ball/Spring Model * Maximum Packing Fraction ~75% * Packing Fraction * Use 60% for this Tangible Activity Three: Radius of 1 atom * Assume that the copper and nickel atoms are the same size. (Is this a decent assumption?) * Find the radius of 1 atom in cm. * Copper: 1.28 angstroms • Actual sizes: • Nickel: 1.24 angstroms • Copper: 1.28 angstroms • The 60% was chosen to give you close answers, hopefully. • Calculate the number of atoms in a ring around the edge of the quarter. • The answer is a lot. Why do this? * Estimation Practice ("a useful skill for engineers and scientists"). * Practice with pre-class reading. * Internet Sources * Hands on examples of science.	<urn:uuid:0a667eb0-2e46-4669-b145-9da2afda2a09>	CC-MAIN-2017-39	http://tep.uoregon.edu/pdf/ScaleUpPresentation.pdf	2017-09-22T20:41:50Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00072.warc.gz	328,681,119	564	eng_Latn	eng_Latn	0.965077	eng_Latn	0.99701	[ "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	[ 340, 563, 711, 1022, 1207, 1416, 1502, 1620, 1782, 1937, 2036, 2208 ]	[ 4.34375 ]	1	0
What is Zika virus? How is Zika virus impacting global travel? Zika virus is a flavivirus transmitted by the Aedes spp. mosquito. The same genus of mosquitos also transmits other viral diseases, including dengue fever, chikungunya, West Nile, and yellow fever. In 1947, Zika virus was first found in monkeys living in the Zika forest located in the African country of Uganda. Zika virus was common mainly in Africa and Asia until a major outbreak occurred May 2015 in Brazil. There are two strains of the virus, the African strain and the newly emerged Pacific and Americas strain. Zika virus has now spread to many other countries in the Western Hemisphere including Mexico, Bolivia, Puerto Rico, and the Dominican Republic. The World Health Organization (WHO) estimates in 2016 there could be up to four million people who become infected with Zika virus in the Americas. The Centers for Disease Control (CDC) has issued travel notices due to Zika virus for several areas across the globe. The Caribbean, Pacific Islands, South America, Mexico, Central America, Cape Verde, and Samoa are all under Alert Level 2. Alert Level 2 means travelers should follow enhanced precautions when visiting these areas. Pregnant women should avoid traveling to areas where infected mosquitos have been identified. Zika virus and travel information: http://wwwnc.cdc.gov/travel/notices Local Zika virus information: http://texaszika.org/ How can Zika virus be prevented when traveling? * The best way to prevent Zika infection is to avoid being bitten by mosquitoes. * Clothing should cover as much of the body as possible. Cover exposed skin by wearing long-sleeved shirts and pants. * Treat clothing with permethrin or an Environmental Protection Agency (EPA) approved insecticide since mosquitoes can bite through clothes. DO NOT apply permethrin directly to the skin. * Use EPA approved insect repellent on exposed skin and reapply according to label directions. Effective active ingredients in insect repellent include DEET, Picaridin, Oil of Lemon Eucalyptus (OLE), and IR3535. Effective name brand insect repellents include Off!, Cutter, Sawyer, Ultrathon, Autan, Repel, Skin So Soft Bug Guard Plus, and SkinSmart. * Keep windows and doors closed or use screens to prevent mosquitoes from entering. * If staying outside or in poorly screened spaces, a World Health Organization Pesticide Evaluation Scheme (WHOPES) approved bed net to cover the sleeping area should be used. * Drain standing water, clean clogged rain gutters, change the water in birdbaths/fountains/animal troughs weekly, and keep in mind "dump it, clean it, drain it, or fill it" to reduce the presence of mosquitoes. How is Zika virus transmitted? * Bite by an Aedes spp. mosquito carrying the virus; * Sexual contact with an infected individual; * Passed by an infected mother to the fetus during pregnancy or the child during delivery; or * Blood transfusion from an infected individual. Why is Zika virus becoming a major concern? Zika virus rarely results in hospitalization or death; however, serious birth defects are being linked to Zika virus infection. Numerous cases of microcephaly (a brain birth defect which causes the baby's head to be smaller than normal due to incomplete brain development) among babies whose mothers were infected with the Zika virus during pregnancy are now being reported. There is also emerging evidence that Zika virus may cause Guillain-Barre Syndrome (GBS) in adults. GBS is a disorder which causes an individual's immune system to attack their own nerve cells. The damage in the nerve cells leads to muscle weakness and sometimes paralysis which can last anywhere from a few weeks to several months. GBS may result in permanent nerve damage. A significant increase in GBS cases have been seen in areas where Zika virus is prevalent. What are symptoms of Zika virus? Symptoms of Zika virus typically appear three to twelve days following infection and include low-grade fever, skin rash, muscle/joint pain, and red eyes, although approximately 80 percent of infected individuals may never experience any symptoms of infection at all. Symptoms usually last from two to seven days. How is Zika virus diagnosed and treated? Zika virus is diagnosed by a blood test which measures viral RNA or the presence of Zika virus antibodies. Currently there is no vaccine to prevent or medicine available to treat the Zika virus infection. To alleviate symptoms of Zika virus infection, rest, fluids, and over-the-counter medication to reduce fever and pain are recommended. Products containing aspirin are not recommended. Disclaimer Be advised that as an emerging new pathogen, information about the transmission, effects, treatment, and prevention of Zika virus infection changes frequently. While this is the most current information, this is subject to change upon further scientific discovery.	<urn:uuid:c3f3774a-f98d-47bc-9333-cc28609c23f9>	CC-MAIN-2017-39	http://vpr.tamu.edu/about/factsheets/zika	2017-09-22T20:42:23Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00071.warc.gz	361,832,838	988	eng_Latn	eng_Latn	0.995816	eng_Latn	0.996611	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2688, 4908 ]	[ 3.0625 ]	2	1
Division 6030 – 4-H PHOTOGRAPHY 1. Specification for exhibits: a. All general photography classes are taken from 4-H Photography Core Curriculum (Focus on Photography, Controlling the Image and Mastering Photography). b. Each county may have one (1) entry per class in both general photography and horticulture photography. Only one entry per class per county. c. General photography (levels 1, 2 & 3): 4-Hers can enter 3 classes in any one level (curriculum) per year. d. Horticulture photography: a 4-H'er may enter any of the classes in addition to general photography. e. All pictures must be made since the last State Fair. f. All classes (including Horticulture) WITH ONE PHOTOGRAPH MUST BE MOUNTED ON WHITE 10"x 16" MAT BOARD-available via order entry (no poster board or foam core board accepted). Single photographs are limited to up to a maximum size of 8"x 12". Pictures cannot be framed or matted with colored mat board. g. All classes (including Horticulture) WITH MULTIPLE PHOTOGRAPHS (More than 1 photograph) MUST BE MOUNTED ON WHITE16" x 20" MAT BOARD (no poster board or foam core board accepted). Pictures cannot be framed or matted with colored mat board. h. Each picture must be mounted securely. Rubber cement or dry mounting tissue is recommended. Do not use photo mounting corners. i. Entries must use current identification tag securely mounted to front of the mat board in t he Lower right corner. Note: Identification tag should NOT cover photo or hang over edge of the board. j. If labels are required for pictures, it must be typed, on white paper, and placed directly below the photograph it is identifying. k. Absolutely nothing on front of mat board except photographs, labels (if required) and ID tag. Any other required materials are to be mounted on the back. l. If an entry does not fit class descriptions, it will be given a participation award. 2. Photography will be judged on, but not limited to: Technical, impact, composition, creativity, presentation, and the ability of the picture to tell a story. LEVEL 1 Focus on Photography- Class descriptions in curriculum 764 Fun with Shadows, pg. 22 Photograph shadows to create a mood or element of surprise. Two (2) photographs of shadow shapes and three (3) photographs that show how the shadow of a subject can "grow" or shrink over time. 765 Directing the Light, pg. 26 Four (4) Photographs. Using either natural or artificial light take photographs of subject with; Front lighting, Back lighting, Side lighting, and Top lighting (overhead). 766 What Do You See? pg. 34 Display three (3) photographs. (A) 1- Landscape with foreground, Middle ground, and background, labeled 1, 2, 3, (B) 1- Landscape with a foreground object that frames the photograph. (C) 1- portrait of a person without background clutter. 767 Bird's Eye View, pg. 46 Display four (4) photographs, one from each Position. a.) Lying on your stomach, b.) Lying on your back, c.) Leaning over, d.) Bending sideways 768 Hat Tricks and Magic, pg. 50 Display 4 photographs that show the following special effects. Give each photograph a title. a. Hat Trick: Have a plant growing out of the subject b. Hand Stand: Have it look like someone is holding a person in their hand c. Magic: Set up the photograph to look like a person is hanging from the ceiling. d. Bad Hair Day: Position a person to look like their hair is sticking straight up. 769 Photos Can Tell a Story, pg. 58 A sequence of 3-5 photographs that tell a story. There should be a beginning, a middle and end. 770 Black and White, pg. 62 3-5 Black and White photographs that show texture, shape and composition. The interest is in the contrast, light and shadows. Grand and Reserve Champions will be selected from class champions in Level 1. LEVEL 2 Controlling the Image-Class description in curriculum 771 Golden Photo, pg. 38 Display 4 photographs, labeled. a. 1 photo – Rule of Thirds b. 1 photo – Using the Golden Triangle c. 1 photo – Using the Golden Rectangle d. 1 photo – That doesn't follow the rules. 772 The Space Tells a Story, pg. 46 Display 1 photograph that shows good use of positive and negative space. 773 Capture a Candid Photo, pg. 48 Create a candid collection (3-5) photos. Take photographs at a party, parade, sporting event or family reunion. Try to capture the emotions of the event. 774 Freeze the Moment, pg. 54 Display 2 photographs that use shutter speeds to show action. a. setting # 1 – Set shutter speed 1/250 to freeze action for a clear photograph. b. setting #2—set the shutter speed at 1/30 Label the shutter speed of the photograph. 775 Panning the Action, pg. 58 Display two (2) photographs; one (1) showing panning technique and one (1) showing blurring of motion. 776 Bits and Pieces, pg. 62 Display one (1) photograph. Fill the frame with small parts of a whole subject. Choose bits and pieces for close-ups. 777 Panoramas, pg. 66 Take a series of photographs to create a panorama. Grand and Reserve Champions will be selected from class champions in Level 2. Level 3 Mastering Photography-Class description in curriculum 778 Reflections, pg. 30 Two (2) reflections photographs. Label each with time, location, and camera setting. Take pictures of reflections as subjects. 779 Still-Life, pg. 42 Show two (2) series of at least three (3) photographs showing different arrangements and techniques of a still-life. Choose two (2) Experiments: a. Similar Themes b. Similar Colors c. Different Lighting d. Your Interest 780 Say "Cheese", pg. 46 Display two (2) formal portraits and two (2) informal portraits 781 Mastering Composition, pg. 50 Display four (4) photographs. One (1) from each collection. a. Symmetry vs Asymmetry b. Pattern and Texture c. Shape and Form d. Visual Rhythms 782 Expression Through Color, pg. 54 Display three (3) photographs that illustrate Monochromatic, Contrasting, and Complementary color techniques- Label each one. 783 Details! Details!, pg. 58 Display three (3) to five (5) examples that highlight details in a subject you explored. 784 Pictures With a Purpose, pg. 62 Display 2-3 photographs that could be part of a brochure. Include words that market the product, event or the Organization. 785 How Did They Get That Picture?, pg. 66 Display 3-5 Photographs taken with advanced or specialized equipment. Grand and Reserve Champions will be selected from class champions in Level 3. HORTICULTURAL PHOTOGRAPHY EXHIBITIONS Horticulture is the science, art, technology and business concerned with intensively cultivated plants that are used by people for food, for medicinal purposes, and for aesthetic gratification. Horticulture is divided into two categories: The cultivation of plants for food (pomology and olericulture): 1. Pomology deals with fruit and nut crops. (not included in photography classes) 2. Olericulture deals with herbaceous plants for the kitchen, including, for example, carrots (edible root), asparagus (edible stem), lettuce (edible leaf), cauliflower (edible flower), tomatoes (edible fruit), and peas (edible seed). (included in photography classes) Plants for ornament (floriculture and landscape horticulture). 1. Floriculture deals with the production of flowers and ornamental plants; generally, cut flowers, potted plants, and greenery. (included in photography classes) 2. Landscape horticulture is a broad category that includes plants for the landscape, including lawn turf, but particularly nursery crops such as shrubs, trees, and climbers. (not included in photography classes) For the purposes of the Kentucky 4- Horticulture Photography Contest, only photographs representing the areas of Olericulture and Floriculture will be accepted. NJHA Contest: Entries in the following classes may also participate in the National Junior Horticulture Association Photography Exhibition. It is the responsibility of the individual to submit all required entry forms and follow all rules set out by NJHA organization to participate. States are not limited in the number of entries. See web site for details: www.njha.org HORTICULTURAL PHOTOGRAPHY CLASSES 786 Single black and white. Horticultural subject or activity. (Maximum size: 8" x 12") 787 Single color. Horticultural subject or activity. (Maximum size: 8" x 12") 788 Sequence of 4 photographs. B&W or Color representing a horticultural event or activity that tells a visual story, chronologically, without the use of words. 789 Horticulture collection (B&W or color), consisting of 6 photographs. A Grand and Reserve Champion will be selected from class champions in Horticulture Photography. A Division/Overall Grand Champion and Division/Overall Reserve Grand Champion will be selected from Level 1, Level 2, Level 3 and Horticulture Photography Champions and Reserve Champions.	<urn:uuid:67ea9bbe-f2c8-4713-8db9-49fea6203368>	CC-MAIN-2017-39	http://mclean.ca.uky.edu/files/6030_photography_002.pdf	2017-09-22T20:39:47Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00071.warc.gz	206,853,490	2,009	eng_Latn	eng_Latn	0.988464	eng_Latn	0.98964	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2972, 5845, 8795 ]	[ 2.484375 ]	4	0
THE WORD OCTOBER, I906. Copyright, 1906 by H. W. PERCIVAL. MOMENTS WITH FRIENDS. In speaking of elementals a friend asks: What is the exact meaning of the term elementals, used in so many connections by theosophists and occultists? An elemental is an entity below the stage of man; the body of an elemental is composed of one of the four elements. Hence the word elemental. meaning of or belonging to the elements. The mediaeval philosophers known as the Rosicrucians divided the elements into four classes, relating each class to one of the four elements treated of by them as earth, water, air, and fire. Of course it is to be remembered that these elements are not the same as our gross elements. Earth, for instance, is not what we see around us, but the primal element on which our solid earth is based. The Rosicrucian's named the elementals of the earth, gnomes; those of the water, undines; those of the, air, sylphs; and those of the fire, salamanders. Whenever a portion of one of the elements is given direction by an intense thought of a human being, this thought takes its form in the element characteristic of its nature and appears as an entity separate from the element, but whose body is of that element. Those elementals which are not created by human thought in this period of evolution assumed their being, due to the impressions in a former period of evolution. The creation of an elemental is due to the mind, human or universal. The elementals known as earth elementals are in themselves of seven classes, and are those which live in caverns and mountains, in mines and all the places of the earth. They are the builders of the earth with its minerals and metals. The undines live in springs, rivers, seas, and in the moisture of the air, but it takes a combination of water, air and fire elementals to produce rain. In general it takes a combination of two or more classes of elementals to produce any natural phenomenon. So crystals are formed by a combination of earth, air, water, and fire elementals. So it is with precious stones. The sylphs live in the air, in trees, in the flowers of the fields, in shrubs, and in all the vegetable kingdom. The salamanders are of the fire. A flame comes into existence through the presence of a salamander. Fire makes a salamander visible. When there is a flame we see one part of the salamander. The fire elementals are the most immaterial. These four combine with each other in producing fires, storms, floods, and earthquakes. What is meant by the 'human elemental?' Is there any difference between it and the lower mind? The human elemental is that entity with which man associated when he first incarnated and with which he associates with each incarnation at the building up of his body. It persists through all the incarnations of the mind until it, through long association with the mind, receives the spark or ray of self consciousness. It is then no longer the human elemental, but the lower mind. From the human elemental comes the linga sharira. The human elemental is what is in Madame Blavatsky's "Secret Doctrine" called the "bharishad pitri," or "lunar ancestor," whereas man, the Ego, is of the agnishwatta pitri, of solar lineage, the son of the Sun. Is there an elemental controlling the desires, another controlling the vital forces, another controlling the bodily functions, or does the human elemental control all these? The human elemental controls all these. The linga sharira is the automaton which carries out the desires of the human elemental. The bharishad pitri does not die with the death of the body, as does the linga sharira. The linga sharira, its child, is produced from it for each incarnation. The bharishad is as the mother which is worked on by the reincarnating mind or Ego, and from this action is produced the linga sharira. The human elemental controls all the functions mentioned in the question, but each function is carried out by a separate elemental. The elemental of each organ of the body knows and controls only the lives which go to make up that organ, and perform its function, but knows nothing of any function of any other organ, but the human elemental sees that all of these functions are performed and related to each other harmoniously. All involuntary actions of the body such as breathing, digesting, perspiring, all are controlled by the human elemental. This is the buddhic function in the physical body of the human elemental. In the Editorial on "Consciousness," The Word, Vol. I, page 293, it is said: "The fifth state of matter is the human mind or I-am-I. In the course of innumerable ages, the indestructible atom which guided other atoms into the mineral, through the vegetable, and up to the animal, at last attains the high state of matter in which is reflected the one Consciousness. Being an individual entity and having the reflection of Consciousness within, it thinks and speaks of itself as I, because I is the symbol of the One. The human entity has under its guidance an organized animal body. The animal entity impels each of its organs to perform a particular function. The entity of each organ directs each of its cells to do a certain work. The life of each cell guides each of its molecules to growth. The design of each molecule confines each of its atoms into an orderly form, and Consciousness impresses each atom with the purpose of becoming self-conscious. Atoms, molecules, cells, organs, and animal, are all under the direction of the mind—the self-conscious state of matter—the function of which is thought. But the mind does not attain self-consciousness, which is its complete development, until it has subdued and controlled all desires and impressions received through the senses, and centered all thought on Consciousness as reflected in itself." The bharishad is the thread soul of the body just as the agnishwatta pitri is the thread soul of the mind. "Is there an elemental controlling the desires?" No. The kama rupa bears a similar relation to the Ego as does the linga sharira to the human elemental. Only whereas the linga sharira is the automaton of the body, the kama rupa is the automaton of the turbulent desires which move the world. The world's desires move the kama rupa. Every passing elemental strikes into the kama rupa. So the linga sharira is moved and moves the body according to the impulses or commands of the human elemental, the kama rupa, or the Ego. Does the same elemental control both the conscious acts and the unconscious functions of the body? There is no such thing as an unconscious function or act. For though the human being may not be conscious of the functions or acts of its body, the presiding elemental of the organ or function certainly is conscious, else it could not function. The same elemental does not always perform all the functions or acts of the body. As for instance, the human elemental presides over the body as a whole though it may not be conscious of the separate and individual action of a red blood corpuscle. Are elementals in general evolving entities, and will they all or any of them in the course of evolution become men? The answer is yes to both questions. The body of man is the school house for all elementals. In the body of man all classes of all elementals receive their lessons and instruction; and the body of man is the great university from which all elementals graduate according to their degrees. The human elemental takes the degree of selfconsciousness and in its turn then, as the Ego, presides over another elemental which becomes human, and all the lower elementals, even as the Ego in the body now does. H. W. Percival www.thewordfoundation.org	<urn:uuid:e662a64f-1ac0-41ba-86ea-56c4fb316858>	CC-MAIN-2017-39	http://thewordfoundation.com/mwf/Moments_With_Friends_6_by_Harold_W_Percival_October%201906.pdf	2017-09-22T20:47:31Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00071.warc.gz	335,683,520	1,695	eng_Latn	eng_Latn	0.996357	eng_Latn	0.997783	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2324, 4823, 7311, 7725 ]	[ 2.0625 ]	2	8
Math 322 Fall 2017 Number Theory HW 1 Solutions Due Friday, September 8 You may not discuss the starred problem with classmates, though you should of course feel free to discuss it with me as much as you like. Linguistic precision is important for this problem. Submit this problem on a separate, detached sheet of paper. ⋆ Redo Problem: Show that if a, b, c, d are non-zero integers, and a\|b and c\|d, then ac\|bd. For the remainder of these problems, I encourage you to collaborate with your classmates, as well as to discuss them with me. 1. Compute * (6, 8, 10) Solution: = 2 * (34, 22) Solution: = 2 * (2970, 2925) Solution: 2970 = 2·3 3 ·5·11 and 2925 = 3 2 ·5 2 ·13 so (2970, 2925) = 3 2 · 5 = 45. 2. Prove that if a and b are integers, then gcd(a, b) exists and is unique. Solution: Existence: First, a, b have at least one common divisor because 1 divides every number. Every common divisor of a and b divides b and thus is ≤ b (and ≥−b). Thus the set of common divisors is ﬁnite and therefore has a largest element. Uniqueness: The relation ≤ is a total order on the set of integers, and thus there is only one largest common divisor. 3. Let a, b, c be integers with (a, b) = 1 and c\|(a + b). Prove that (a, c) = (b, c) = 1. Solution: Let (a, c) = d. Then d\|c and thus d\|(a + b), and since d\|a, by the lemma on linear combinations d\|((a + b) − a) = b. Thus d\|a, d\|b, so d\|(a, b) = 1. Thus (a, c) = d = 1. An identical argument shows that (b, c) = 1. Deﬁnition 0.1. We say that a set of numbers a1, . . . , an are mutually relatively prime if gcd(a1, . . . , an) = 1. We say that the set is pairwise relatively prime if gcd(ai, aj) = 1 whenever i ̸= j. 4. • Find a triple of numbers (a, b, c) that are mutually relatively prime but not pairwise relatively prime. Solution: (4, 6, 9) is one example. * Find a quadruple of numbers (a, b, c, d) that are mutually relatively prime, but any subset of three of them is not mutually relatively prime. Solution: 30,42,70,105. Deﬁnition 0.2. If a and b are integers, then we deﬁne the least common multiple of a and b, written [a, b] or lcm(a, b), as the least (positive) integer c such that a\|c and b\|c. 5. Let k be a natural number. Prove that lcm(ka, kb) = k · lcm(a, b). Solution: Suppose c is a common multiple of ka and kb, and thus ka\|c, kb\|c. Then we have integers m, n such that kam = c, kbn = c, and then am = c/k, bn = c/k are integers. Thus a\|c/k, b\|c/k and c/k is a common multiple of a and b. Conversely, suppose c/k is a common multiple of a and b (and note we can write any common multiple in this form). Then a\|c/k, b\|c/k, so there are integers m, n such that am = c/k, bn = c/k and thus amk = bnk = c and thus c is a common multiple of ak and bk. Thus the set of common multiples of ka and kb is the set of common multiples of a and b multiplied by k; taking the least element of each set, we have lcm(ka, kb) = k lcm(a, b).	<urn:uuid:88096f0d-3729-4870-9817-aa12fe1ad337>	CC-MAIN-2017-39	http://jaydaigle.net/courses/2017_fall_322/hw1_solutions.pdf	2017-09-22T20:39:40Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00074.warc.gz	173,771,772	921	eng_Latn	eng_Latn	0.965696	eng_Latn	0.967275	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1670, 2910 ]	[ 2.46875 ]	2	0
C5 Newsletter No.5 FFINEWS NO. 5 SEPT. 2003 LETTERS TO THE EDITOR I have followed the debate on certification and would like to make the following points. certain key "ngos" with pro-Coillte /Irish Exotic Species Forest Service attitudes were receiving (secretly at the time tens of thousands of pounds in funding from the Irish Forest Service. This funding took place, in my opinion, with a view to ensuring the cooperation of these "environmentalists" with the ridiculous notion of FSC Certification of over 90% exotic species annual planting, which is still the aim of Coillte/the Forest Service and those who support them. As is known by some of you, I urged Irish environmentalists not to get involved in the FSC certification process when it became known that On the other hand, people who sought to create an Irish Forestry using predominantly native species had to try to function on a pittance. At the same time we have had, and have, the constant ballet of countless Coillte employees being Coillte employee one moment, then Tree council president the next, or Social Chamber representative, or NGO somebody or other. It was simply no contest and the next thing Ireland had two not one Economic Chambers, and these Forest Service funded NGO's firmly imbedded in the Environmental Chamber as well and agreeing to just about any important demand of the Commercial Forest Establishment. And of course, a Forest Standard put into practice (unlike in the UK) the like of which is practically unparalleled in the western world for environmental destructiveness. Whatever the UK Standard reads, the UK plants predominantly native broadleaves in their annual plantings. When I queried the international officers of the FSC as to what the hell they were playing at certifying this outrageous exotic species policy I was politely but firmly told that if Irish stakeholders will wear it, the FSC will certify it, and don't mind the 10 Principals and Criteria, which are only guidelines. It took me a long time to realize that there are environmentalists in Ireland who act like perfect poodles but do so for eminently genuine reasons. These people easily put up with Ireland having the worst record on biodiversity in the OECD according to the IUCN - World Conservation Union, and the most environmentally destructive, non native forestry in the Western world providing that the 'Coilltes' of this island will agree to get a little bit better. On the other hand, those like Brendan, who find it all outrageous, would, if they were living in any other country, be in the majority. Here they have to put up with those who timidly ask Coillte or Duchas to please just destroy a little bit less, and protect a little bit more, and we will be satisfied. We will even ballyhoo the "tremendous" environmental progress Ireland is making, which incidentally they do regularly ad nausea. Ray Monahan, Stakeholder, Castlegregory, Co. Kerry. LETTERS TO THE EDITOR Ray Monahan strikes a chord with me in his latest email (where has he been all this time?). I guess I must be amongst those he considers to have been 'over blunt' (though not without cause, I might add). And while it seems contradictory, I am probably also amongst those he considers being 'poodles' in regard to state policy on forestry those who would ask Coillte to 'destroy a little bit less and protect a little bit more, please.' Certainly, when I worked for Crann on their magazine that was the overall impression I gave, because that was the overall thrust of Crann policy in regard to the national afforestation programme. I would like to say, however, that I was, and am, very unhappy with Forest Service policy on afforestation and Coillte's execution of it within their remit. I am most unhappy with the ongoing emphasis on Sitka as the primary commercial species, and believe that a shift to 50% native hardwood planting is urgently required. I would hope that the percentage of native species planted would rise much further than that, and the sooner the better. I cannot go into the problems with Sitka in this message, though I would say that its planting has sterilized vast areas of upland heath and bog and endangered bird species such as red grouse. The longer the switch to native hardwoods is put off, the longer we'll have to wait to see its commercial and ecological vindication. I believe the switch must be made now, irregardless of any short-term slide in marketable timber output and with an eye to sustainable, more beneficial and more profitable forestry. I believe it can be phased in. General de Gaulle is said to have made a similar point when he asked his gardener to plant an orchard. The gardener said, "but it will take years to produce an apple." De Gaulle responded: "Ok, so plant it today." Cóilín MacLochlainn Hi Ray, What is it with all these compliments? I am nowhere near as good as you make out, so maybe you are hoping all the flattery will encourage me to respond with a damning exposé (of Crann, I guess; not that I have one) and get the rumour mill going. I do try to reflect the ethos of the groups I work for, and sometimes I might not agree totally with their policies, but I cannot discuss this as it could be taken up wrong. Crann currently has no paid staff and has not put out a summer 2003 issue of their mag (their last was in the spring), so things are really going pear-shaped for them at the moment, which is sad, because we need as many environmental NGOs as possible. > In any case, over the last year or so you have obviously completely shaken off Crann's "commercial foresters know best" mentality? I've never had that mentality, Ray, and I hope I didn't give that Impression. I've been around for as long as you, give or take, and similarly despair at the ongoing emphasis on Sitka (and Crann's benign attitude to it). Closely followed by motorway madness. > ... of course there has been progress made. But the progress in no way comes close to the continued environmental destruction of habitat and species, woods and bogs, rivers and groundwater, unspoiled landscapes, our beaches turned into parking lots, and race courses, a Rally of the Lakes every year in Killarney National Park, the lakes of Killarney polluted to death and motorboats roaring away ... on balance things are much worst than before. I agree, things have disimproved on many fronts, mostly in relation to Extinction brought on by human activity. In my part of the world (south Dublin) by far the most depressing thing is watching countryside with farms, hedgerows, woodlands, thickets, heaths, ponds and streams being turned into gigantic motorways, interchanges, link roads, apartment blocks and housing developments. The scale of things is unbelievable and quite unsettling. It is not a case of "Oh, so you plan to build a road through this field?" No, it's a case of "Oh, so this stretch of protection of species and habitats. We are in a major period of species motorway and interchanges will wipe entire townlands off the map?" Most people are resigned to it because the scale of these projects, their Prioritization as national rather than local plans, and the financial clout of the developers, leaves them feeling unable to respond. They are devastated, and, with comparatively limited resources, have little ability to protect their own local patch. We have seen that it is only when national monuments of major importance are threatened that the voluntary lobby can make an effective stand. But how effective that is still remains to be seen. Regards Cóilín MacLochlainn Letters to the Editor Selective weed killers have long removed wild flowers from Irish pastures. Now we see the determined effort to remove them from their surviving refuges on roadside and hedgerow. I believe that hedge cutting was banned in summer, but here in West cork, hedges and verges have been cut since mid-July. Our lovely, varied, hedgerow trees and bushes are long gone; now the verge-cutters scrape all growth down to soil level, leaving bare banks brown with dying grass and roadside flowers. Once one could pick blueberries off these banks, and the cuckoo called in spring. Now nests and birds are gone. Their winter feed of seeds and berries no longer exists, nor cover for any sort of wildlife. The object seems to be to make the Irish countryside look like the manicured grass of municipal parks; the hedge and verge cutters have turned a thing of beauty into an ugly desert, through which it is a misery to walk or drive. Can nothing be done to halt this official vandalism of a once very beautiful and varied landscape, the Irish hedge and roadside? Daphne D.C. Pochlin Mould Aherla Co. Cork. I SEEING THE WOOD AND THE TREES This publication is designed to heighten awareness about the real value of trees, (whether in our own country or in the rainforests of the world), in our heritage as part of our past present or future. Editor Rosemary Rowley in the foreword says, "I was struck just how little had changed in the Irish love of trees, a feature of Irish nature poetry in Old Irish. It was this magical relationship, this intimate communion, which had all but disappeared from English poetry since the time of Hopkins and Wordsworth but which we find today in the work of our Nobel laureate, Seamus Heaney. I would particularly like to thank Seamus, who declared himself a 'cara na coille', and whose popularity at the height of our machine age shows us what it means still to be in accord with nature and what is integral to our humanity." "Even though it is hundreds of years since our forests were cut down – as exemplified in Eilean Ni Chuilleanain's fine translation pf Kilcash – it is clear that the loss is still felt and undiminished. Brendan Kennelly, whose poem 'The Cherry Trees' made such an impression on me when it was first published in the seventies, shows that we need to educate those who feel alienated from nature and who destroy, which would illustrate Oliver Goldsmith's idea that to be removed from the countryside is to be removed from virtue. A section on young, almost unknown poets should restore your faith that the link between Irish people and Nature has remained unbroken, and that the deprivation of our forests have been felt in an aching loss and a deep desire to restore that relationship". (Seeing the Wood and the Trees pp. 8-9) THE CHERRY TREES by Brendan Kennelly (extract) " Three fingers point at you, at me. A costly failure. It will be long Before the garden is restored There will be pain Until the violated earth Is confident again" TREES THE STANDING PEOPLE by Marian Partridge Illustrated by Jane Brideson C "Trees the Standing People", (a term used for trees by native American Indians), is an excellent booklet about our native trees, their mythology and healing properties. Marian says in her introduction Marian Partridge is an East/West herbalist and can be contacted at 'Healing Herbals, 41 Ballyclander Road, Downpatrick, BT30 7DE. 028 4484 2271 "It is the aim of this booklet to present a glimmer of the treasures of past tree lore – to whet your appetite, to encourage you to go out and plant trees wherever you are and to look after the ones which grace our gardens and local landscape. It is hopefully a gem which you can use to regain an understanding and love of these huge plants which clothe our earth, give us oxygen to breathe, form rich soil, shelter us from wind and storm, shade us in hot sunlight and reclaim our wetlands. Where would we be without them?" http://thestandingpeople.tripod.com BIODIVERSITY/CULTURAL DIVERSITY The two most valuable things we have on this planet, both of which are equally under threat are biodiversity, which are the diversity of species and the diversity of cultures. With the move towards globalization and towards the so-called global village these two invaluable assets are being sacrificed in the interests of the profit motives of the superpowers and a relatively small number of transnationals or multinationals. Species and cultures are being systematically decimated or eliminated, by being forced into the so-called free trade, while the big players protect their economies by subsidies to the detriment of third world countries. The building of highways, dams, pipelines etc is devastating fragile ecosystems. Countries are being forced to grow crops including trees on a monoculture basis in order to pay back huge debts owed to the World Banks The conservation and sustainable use of biological diversity are of critical importance to meet the food, health and other needs of man (UN Convention on Biological Diversity). Mankind depends on the variety and variability of genes, species, populations and eco-systems. Biological diversity is being continuously eroded by the utilization of land for different uses, habitat destruction, over-intensification in farming, the use of herbicides fertilizers and insecticides, pollution and the introduction of non-native plants and animals, (UN Conference on Biological Diversity). Many species, which are rare and unique, are being exterminated even before they are recorded. A good example of a species, which is unique to the rain forest of the island of Madagascar, is the 'rosy periwinkle.' Due to the discovery of this tropical forest plant, since 1960a child suffering from leukemia has now four chances in five of survival as opposed to one in five before that time. Each tree species has different dependent species. By planting many different species a maximum of diversity of tree species and related or dependent species, namely, birds, animals and epiphytes (plants growing on other plants), will be achieved. Native trees support a much wider range of species than non-native trees. For example native oak and native poplar (populus tremula) each support over 400 species in contrast to Sitka spruce (picea sitchensis) or sycamore (Acer pseudoplatanus) which support about 40 species. By allowing much more sunlight to penetrate to the forest floor a greater number and variety of ground flora co-exist in our native broadleaf forests. Mixed species gives variation to the leaf canopy allowing light to reach the forest floor. Economic and biodiversity requirements can be achieved by planting a range of densities, from dense blocks and clusters, to spacious planting, to clearings and glades. Non-tree crops such as berries, nuts and other foods can be grown and the leisure market and eco-tourism can provide further advantage. Each tree species has different dependent species. By planting many different species a maximum of diversity of tree species and related or dependent species, namely, birds, animals and epiphytes (plants growing on other plants), will be achieved. Native trees support a much wider range of species than non-native trees. For example native oak and native poplar (populus tremula) each support over 400 species in contrast to Sitka spruce (picea sitchensis) or sycamore (Acer pseudoplatanus) which support about 40 species. By allowing much more sunlight to penetrate to the forest floor a greater number and variety of ground flora co-exist in our native broadleaf forests. Mixed species gives variation to the leaf canopy allowing light to reach the forest floor. Economic and biodiversity requirements can be achieved BIODIVERSITY/CULTURAL DIVERSITY (contd.) by planting a range of densities, from dense blocks and clusters, to spacious planting, to clearings and glades. Non-tree crops such as berries, nuts and other foods can be grown and the leisure market and eco-tourism can provide further advantage. Avoiding pesticide use. The use of pesticides seriously damages biodiversity. Their effects are cumulative to a greater or lesser effect. The predation patterns, which exist in nature, can themselves lead to the required balancing. Felling selectively. Selective felling can minimize disturbance in the forest. It can obviate the necessity to grade the timber because timber of the same grade is felled simultaneously. Although selective felling is normally carried out in forests following stage plantings, it can be initiated in older plantations because there is normally sufficient time between trees reaching maturity and over-maturity to make it possible. Spaciously planted blocks facilitate the process. Avoiding pesticide use. The use of pesticides seriously damages biodiversity. Their effects are cumulative to a greater or lesser effect. The predation patterns, which exist in nature, can themselves lead to the required balancing. Felling selectively. Selective felling can minimize disturbance in the forest. It can obviate the necessity to grade the timber because timber of the same grade is felled simultaneously. Although selective felling is normally carried out in forests following stage plantings, it can be initiated in older plantations because there is normally sufficient time between trees reaching maturity and over-maturity to make it possible. Spaciously planted blocks facilitate the process. Forest Friends Ireland Objectives o Re-establish a culture of forests. o Achieve a key stakeholder role for local communities. o Create a Great Irish Forest. o Use a Local Agenda 21 approach with; local authorities, educational and training agencies, communities, commerce and the marginalized, developing tree nurseries, woodlands and forests. o Promote the arts in the context of our environment. o Develop cross-border and cross-cultural projects. o Use 100% native/near native, mainly broadleaf and native coniferous species from native seed stock. o Protect Rainforests and other major centers of biodiversity and cultural diversity. o Promote ethical investment in forests including core funding. o Oppose monocultures and clear felling. o Promote forest trusts. o Promote sustainable economic systems inclusive of the economies of nature. Events NNB This programme may be subject to change. Please check details of events well in advance of dates. TREE PLANTING AND NURSERY WORK PROGRAMME Conservation and the Royal Botanic Gardens Edinburgh by Liz Cowap Conservation is integral to the work of the Royal Botanic Garden Edinburgh. For over 300 years the Botanic Garden has carried out investigations into plant life, which has helped to lay the foundations for conservation today, involving describing species and their uses, habitats and ecology. However since the 1970's concern about the destruction of habitats and loss of species has grown to such an extent that conservation is now one of the stated objectives of the Botanic Garden's work. This concern stemmed partly from interest in the tropics, which included vegetation research in South East Asia and Brazil. Although the tropics remain high on the list of priorities, the Garden has an enormous challenge on the home front, as many of Scotland's natural ecosystems have been lost in the past few hundred years. While floras and monographs deal with plants in taxonomic groups, vegetation surveys provide details of the communities in which plants live. Along with an analysis of the geology, climate, fauna and human activity within an area, these surveys are a prerequisite for efficient resource management. They play a key role in designating areas for conservation, notably Sites of Special Scientific Interest, and such developments as road routes, agriculture and forestry developments. Flora and monographs are essential tools for this kind of work. Conversely, vegetation studies frequently turn up new records of plant distribution and on occasions, new species. From Scotland to Brazil As Scotland's national botanic garden, the Royal Botanic Garden plays a major role in surveys of Scottish vegetation. Of particular interest are the types of vegetation unique to Scotland; the native pinewoods, western hazel oak woodlands, mountain top heath and grassland, machair, grasslands of the Hebrides and the flow country of Caithness and Sutherland, which is the world's largest area of blanket bog. To this end RBGE has collaborated with various Universities in Scotland to establish research into the ecology of Scotland's bog lands. Collaboration takes the form of direct arrangements with other botanic gardens. The Royal Botanic Garden supports the Lipizuga Botanic Garden in Papua New Guinea, Also of particular interest, in a very different part of the world, are the savannahs and tropical forests of Brazil. The plight of the rainforest has received a great deal of attention, but little has been made of the cerrados (savannah) – regions of grassland or deciduous or semi deciduous woodland which makes up 22% of Brazil. Though on poor soils, they are easier to clear than tall forest. To give an idea of the extent of the problem, about 50% of cerrado vegetation has been destroyed, as compared to 12% of Amazonian forest. Rich in endemic species and almost as ancient as the rainforest, surveys have helped to draw attention to their importance. Research is aimed at identifying key areas for conservation and developing sustainable systems of land management on land that has already been cleared. Herbarium specimens from various expeditions number about 15,000. However there are few examples of cerrados vegetation in cultivation, as their demands for light and high aluminium soil are too difficult to recreate in cultivation. enabling staff there to keep in touch with developments world wide via Botanic Garden Conservation International. Conservation and the Royal Botanic Gardens Edinburgh by Liz Cowap (contd.) Practical efforts are being taken involving cultivation, propagation and, in some cases, reintroduction of endangered plants. More than 500 rare or threatened plants are grown in the four gardens. Projects include establishing breeding colonies of endangered conifers from wild collected seed (Conifer Conservation Programme) and cultivating Woodsia alpina, a native fern. It is Britain's rarest fern and RBGE is at the forefront of a project to rescue it from the brink of extinction. Similar to the Killarney Fern (Trichomanes speciosum) it was over collected during the Victorian Fern Craze and has shown little evidence of recovery since. There are fewer than 100 plants in the wild. As part of a larger investigation into the reproductive biology of rare ferns, a team at RBGE has perfected a method of propagating Woodsia from wild collected spores. To date, almost 200 plants have been reintroduced to the Moffat Hills in southern Scotland and to Upper Teesdale in England. From Ferns to conifers RBGE is a major world center for research into the taxonomy and conservation of conifers. This has arisen partly from Scotland's location where it is possible to grow most temperate species and also because of the extensive Living and Herbarium collections. Conifer research at Edinburgh aims to produce monographs on conifers worldwide, study their evolution, distribution, biology and ecology and to maintain the Living Collection. A major challenge for conifer conservation concerns the young trees from New Caledonia off the east coast of Australia. They are not hardy and must be kept under glass. Four fifths of the island's plants are endemic including all of its 40 different species of conifers. The ecological disaster now happening to many of the conifer rich areas of New Caledonia can be accounted fro by it's underlying geology. Though partly covered by tropical forest, the southeast consists of mineral soils too toxic for most other trees. Many of these areas are subject to strip mining for nickel, which includes complete removal of the vegetation cover. Unlike tropical rainforests, which in many cases only thrive as a community, conifers perform well in cultivation. This makes possible the establishment of ex situ conservation breeding populations, with parents collected as seeds or cuttings from as many localities as possible. RBGE has already collections of young Sciadopitys vetricillata and Thuijopsis dolobrata from various sources in Japan. Certain conifer species which are quite common in cultivation are now threatened in the wild, for example the Monkey Puzzle more common in British gardens than in Chile; Monterey Pines, more common in Cornwall and south west Ireland than California and the Cedar of Lebanon where in 1907 there was as few as 50 left. Seed and cuttings are being sought from cultivated plants in an attempt to harness and perpetuate genetic resources that are probably no longer available in the wild. Certain conifer species which are quite common in cultivation are now threatened in the wild, for example the Monkey Puzzle more common in British gardens than in Chile; Monterey Pines, more common in Cornwall and south west Ireland than California and the Cedar of Lebanon where in 1907 there was as few as 50 left. MEMBERSHIP APPLICATION FORM Forest Friends Ireland, P.O. Box 7814, Dublin 1. Ireland FEES: Individual…€ 30 Family...€ 60 Schools...€ 60 Student /Unwaged/Senior Citizen...€ 15 (Please Tick) NAME: ……………………………………………………………………… ADDRESS: ………………………………………………………………….. TELEPHONE: EMAIL: ………………………………………………………………………. METHODS OF PAYMENT CHEQUE/POSTAL ORDER For the appropriate amount made payable to "Forest Friends Ireland" at the above address OR BANKER'S ORDER I/We authorize you to pay ……annual payments of €, commencing on the Day……Month…..Year…… To the account of : Forest Friends Ireland Ltd. Bank of Ireland 2 College Green Dublin 2 Account no: 33721955 Sort Code : 900017 To the Manager (your bank) Bank's Postal Address ……………………………………………………………… ……………………………………………………………… Name of Account ……………………………………………………………… Account Number ………………………………………………………………… Date ………………………… Signature(s) …………………………………………………………………………. Please return to: Forest Friends Ireland, P.O. Box 7814, Dublin 1. Ireland Further information at www.cairdenacoille.org Telephone: 353 01 8325415 email@example.com or firstname.lastname@example.org Forest Friends Ireland, P.O. Box 7814, Dublin 1. Ireland Letter to Dermot Ahern To Minister Dermot Ahrens. Minister for Communications, the Marine and Natural Resources. Dáil Éireann, Kildare St., Dublin. Dear Minister, I wish to support the following campaigns of Forest Friends/Cáirde na Coille: 1. To reverse the present Irish Government's forestry policy of planting mainly a monoculture of Sitka Spruce in favour of planting Irish native trees. This is justifiable on economic, environmental and social equity bases. It is the only forestry strategy which is sustainable in the context of a national biodiversity approach based on the principles enunciated at the Earth Summit Conference in Rio in 1992: 2. To ensure that the forests of the Irish People, (at present managed by Coillte) are not privatized. This would be contrary to the national interest, to the principles of conservation and would create serious problems of public assess, such as are at present enjoyed by the people of Ireland. Name……………………………… Signature……………………………………… Address…………………………… Phone no………………………………………. NB Please cut out and send the above request to Minister Dermot Ahern	<urn:uuid:8c926af3-b1f9-485e-85df-2b107a0e8026>	CC-MAIN-2017-39	http://www.forestfriends.ie/newsletter/Newsletter%20No.05_2003.pdf	2017-09-22T20:37:37Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00075.warc.gz	445,976,297	5,704	eng_Latn	eng_Latn	0.928513	eng_Latn	0.997502	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "som_Latn", "eng_Latn" ]	false	docling	[ 2886, 2939, 4823, 7601, 8714, 8728, 10631, 11622, 15233, 17853, 18108, 21440, 21555, 24918, 26152, 27268 ]	[ 0.9921875, 2.109375 ]	3	0
Lesson Overview In this lesson, students will explore the native habitats and behaviors of common pests to understand why and how household pests enter our homes. Students will examine the relationship between humans and pests and the limited habitat and resources shared by both. National Science Education Standards This lesson correlates with the following standards issued by the National Science Teachers' Association: * Science as Inquiry, Content Standard A: Abilities necessary to do scientific inquiry. * Life Science, Content Standard C: The characteristics of organisms, life cycles of organisms, organisms and environments, diversity and adaptations of organisms. * Science in Personal and Social Perspectives, Content Standard F: Personal health, changes in environments. * History and Nature of Science, Content Standard G: Science as a human endeavor. Key Concepts * Habitat * Adaptation * Observation * Life cycle Vocabulary Words * Adaptation * Ambient temperature * Antennae * Colony * Decomposition * Evolve * Exoskeleton * Filamentous * Communication * Ecology * Animal Behavior * Parasite * Pheromone * Pupae * Pupate * Reproduce * Scavenger * Species * Territory * Habitat * Host * Immature * Larvae * Metamorphosis * Microclimate * Nymph * Overwinter Procedure Preparation: 1. Make copies of "Incomplete Metamorphosis of a Dragonfly" and "Complete Metamorphosis of a Lady Bug" and the readings (found in the Visual Aids and Handout Sections) 2. Review the procedure and schedule 3 – 4 sessions. 3. For "Pest Life Cycles", step 3, students may need access to a computer lab to conduct their research. 1. Introduction To understand why pests enter our homes, it is important to understand the concept of habitat. All living things require a suitable habitat in order to survive. A habitat must provide four things — food, water, shelter (a place to hide, build a nest or lay eggs), and space (territory — to avoid competition). Each animal species is unique in the kind of food it eats, how it gets water, where it hides and reproduces, and how much space it needs apart from others of its kind. Therefore, different animal species require different habitats. And furthermore, any given plot of land can contain a variety of habitats and support a variety of species. Pests that enter our homes are simply in search of a suitable habitat. Complete the activity entitled, "Could Your Dream House be a Mouse House?" Then look at the habitats of other pest species. Have students read the short background information about the Indian meal moth. Discuss with students whether this species would be able to survive in the wild today without the presence of humans. It is likely that prior to exploiting human stockpiles of grain, the ecology of this species was quite different. It would have been difficult for an adult moth to find a naturally occurring stockpile of grain in which to lay its eggs' Discuss the terms adaptation and evolution. Use the story of the Indian meal moth as an example of a species that became successful because it was able to adapt and evolve over time. Using the background readings provided as well as library and electronic resources, assign each student or small group of students one pest species to research. Have them create a report with the following information, and share what they've learned with the class. Identify their pest's habitat today, using the four habitat requirements described above. Describe how their pest's habitat may have changed over time and/or with the presence of humans. Is its habitat in the "wild" different from its habitat when there are human structures nearby? Speculate whether their pest could survive today without the presence of humans. Before They Were Pests (Grades 3-5) Activity — Could Your Dream House be a Mouse House? Everyone daydreams from time to time about their dream house. Discuss the concept of habitat with students and have them each describe their ideal dream house, noting how the four habitat requirements would be met. What kind of food would they need and how and where would it be stored? Where would their water come from? (If necessary, discuss plumbing systems, pipes and wells.) Then read the following story of a house mouse describing its habitat: My favorite thing to eat is seeds that come from grasses. When the wind blows in the fields where the grasses grow, the ripe seeds are scattered all around. I spend lots of time searching for and gathering these seeds, and every so often, I stop to nibble. However, if there aren't any seeds around, I'll eat just about anything! I usually don't need much water; I get enough from what's trapped inside the food I eat. I can have babies at any time of the year, as long as I can find a place that's warm enough. I like warm protected places; they are good for building nests. I don't like being out in the open, though, especially during the day — too dangerous! I travel in tunnels of earth, grass, wood, rocks, or whatever I can find. I don't mind living with friends or relatives but when it gets too crowded, we fight over the food, so I go in search of someplace else to live. This happens a lot, but it doesn't bother me; I'm very adaptable and don't mind trying different things. How are the four habitat requirements met for the house mouse? What else can you learn about the house mouse from this story? If a house mouse found its way into the students' dream houses, could it stay? What could they do to make their dream house less inviting to a house mouse? 2. What's for Dinner? Now that students are familiar with the habitats of these pest species, challenge them to identify the single most important factor that leads pests into our homes — to find food. Most pests we find in the kitchen, living room, or basement are just plain hungry. Complete the activity "Tasty Paste" in which students list all the items in their homes that could be considered dinner to a pest. Activity — Tasty Paste Write the following list of items typically eaten by cockroaches in homes on a chalkboard, white board, or overhead projector. Ask students to brainstorm other items that cockroaches might like to eat and, using the background readings provided, add things that other pests like to eat as well. Where are these items stored in their homes? Would their homes be inviting to a hungry cockroach or other pest? Choose a few of the items and have students suggest ways they could protect them from being eaten by a pest. o cereals o sugary foods o meat products o cheese o beer o leather o hair o wallpaper o artwork o paper documents o postage stamps o draperies o paper currency o books o book bindings (they like the paste beneath the binding!) o plants o soft fruits such as strawberries, mangos, and bananas As an extension, note that some pests, like bed bugs and mosquitoes, make their meals out of us and not food and other items in our homes. Discuss the physical properties of blood and why these species depend on it. Make comparisons to other animal species that feed on blood such as leeches and bats. 3. Pest Life Cycles All species experience a life cycle. It is the certainty of birth, growth, reproduction, and death that all living things share. Humans and other mammals have relatively simple life cycles — beginning life as babies, growing larger until becoming adults, and dying. Insects, however, experience unique life cycles involving the process of metamorphosis, which means "change." Most insects experience either complete metamorphosis or incomplete metamorphosis. In complete metamorphosis there are four stages — egg, larva, pupa, and adult. An adult female lays eggs, which hatch into larvae. The larvae do not look like adult insects — they usually have a worm-like shape (caterpillars, maggots, and grubs are all insect larvae). The larvae molt, or shed their skin several times as they grow larger. Finally, they pupate, or make cocoons around themselves, and stay inside while their bodies change into an adult form. The adult breaks out of the cocoon and is ready to reproduce and begin a new life cycle. In incomplete metamorphosis there are only three stages — egg, nymph, and adult. An adult female lays eggs, which hatch into nymphs. Nymphs look much like adult insects but usually don't have wings. The nymphs molt 4-8 times, stopping when they reach adult size and finally grow wings. Activity — The Metamorphosis of Pests Discuss the concept of life cycles with students, using humans and pets as examples. Have students share what they know about different types of life cycles. Introduce the term metamorphosis if necessary and outline the two types — complete and incomplete. Use the two visual aids, Incomplete Metamorphosis of a Dragonfly and Complete Metamorphosis of a Lady Bug. Assign small groups of students to research the life cycles of the following pest species — Indian meal moth, German cockroach, Bed bug, House ant, mosquito, and Paper wasp. Have each team produce a poster or booklet with drawings of each species' life cycle stages. Species should be classified according to whether they undergo complete or incomplete metamorphosis. Challenge students to look for answers to the following questions as part of their research. A good place to start your students' research is the "Pest Guide" section of PestWorldforKids.org. 1. Which type of metamorphosis do most insects experience? (Approximately 88% of known insects undergo complete metamorphosis and 12% undergo incomplete.) 2. Are there any insects that show no metamorphosis? (Yes — they are called ametabolous insects. The immatures look exactly like the adults except for the presence of reproductive organs. The silverfish is an example.) 3. What is the term used to describe the different stages of larval or nymph development as they molt? (instar) 4. How much time does it take for each species to complete its life cycle? How many generations will it experience in a year? As an extension, discuss molting in greater detail. As an immature insect grows, it forms a new, flexible skeleton beneath its existing exoskeleton. When it's ready to molt, it takes in extra air to expand itself and split open the old skin. Then it crawls out and the new skin begins to harden. To demonstrate this, blow up a balloon, leaving room for more air. Clamp the open end in vice grips or using a strong clothespin, chip clip, or binder clip, so that later you can blow more air into the balloon. Then cover the balloon with a thin layer of paper mache and let it dry. Once dry, remove the clips or vice grips, being careful not to release any air, and blow more air into the balloon until the "exoskeleton" splits open. Field Observations Activity — Moth or Butterfly? Moths and butterflies belong to the order Lepidoptera. They are flying insects and share similar life cycles and anatomy. However there are differences. Invite students to observe moths and butterflies in their backyards or in a park. Butterflies typically fly by day, while moths are mostly night-flying. Butterflies can be found feeding on the nectar of flowers or drinking from puddles on the ground. They will also be attracted to fermenting fruit or molasses placed on a dish. Moths can also be attracted with baits of sugar, molasses, and fruit, although it may be easier to use light. Moths are disoriented by lights and will often fly towards them. At dusk, have students hang a white sheet outdoors and place a black light or lantern in front of it for several hours. Observations can be made either that evening or the next morning as many of the moths will have laid to rest on the white sheet for the day. Look for the bright colors and clubbed antennae on butterflies. At rest, they hold their wings closed or together, upright over their back. Moths do not have clubbed antennae, and the antennae are usually filamentous or feathered. Most moths rest with their wings folded, roof-like, over their back. Finally, moths in general are typically less colorful than butterflies (but there are exceptions in both cases). Activity — Bed Bugs and Bird Bugs Modern homes tend to be better sealed and sanitized than homes occupied 50 years ago or more, and consequently bed bugs are less common than they were then. However, their occurrence is on the rise. Discuss their behavior with students and if necessary, have students use a metric ruler to get a sense for how small a bed bug can be (6-10mm). Mention that bird bugs are relatives of bed bugs and prey upon their hosts in essentially the same way as bed bugs upon humans. Many backyard birds that make nests around homes, such as swallows, martins, and bluebirds, are parasitized by bird bugs. Activity — Ant Trails Locate an ant colony or a trail of active ants. Look for small mounds of dirt, which are the entrances to nests. (Some ants such as fire ants can sting you, so avoid any ants that are not black. Also avoid large mounds of dirt with red ants nearby—that may a fire ant colony.) Ants can also be found under stones or logs. Find a hard surface nearby, such as a sidewalk, and have students place a small amount of honey a few feet away from where the ants are active. Observe the ants and record how long it takes for a foraging ant to locate the honey. Eventually the ant will return to the nest and recruit others to return to the honey — by leaving a chemical trail for them to follow. Once the trail has been established, and there are several ants actively traveling along the trail, demonstrate to students how to rub a finger across the trail to remove the pheromone. Emphasize that only adults should do this in case the ants are fire ants. How do the ants react? Do the ants eventually repair the trail? How long does it take? Experiment further by placing different food sources, such as vegetable oil, peanut butter, and sugar near the active ants and determine which food source is preferred. Activity — Mosquito Habitat Hunt Discuss how mosquito larvae and pupae develop. Just before or after recess, walk around the school yard and search for natural breeding grounds in the days after a rainfall. These include puddles, tires, clogged gutters, pitcher plants, and tree hollows. Point out how that eggs can be laid singly or can be connected together like tiny rafts. Discuss how eggs hatch into larvae that are known as "wigglers" because as they swim, they wiggle their tails from side to side. The larvae grow larger by feeding on algae, bacteria, and organic matter, and eventually molt to become pupae. Pupae do not move around, but rather live suspended from the surface of the water, breathing air through tiny respiratory trumpets, like straws. Pupae are known as "tumblers" as when they are disturbed, they tumble chaotically in somersaults. Once you've discovered the breeding areas, return to the classroom. Discuss how after a few days, mosquito pupae give way to the emerging adult mosquitoes. Given the many diseases carried by mosquitoes, discuss with students their responsibility in limiting the ability for mosquitoes to reproduce. Acknowledge that though it is virtually impossible to eliminate mosquitoes from any habitat, some species can be controlled. The easiest way to do this is to dump out and remove any objects that contain standing water from their backyards or the schoolyard. These include buckets, tire swings, planting containers, clogged roof gutters, and anything else that can hold water for more than five days (ample time for there to be enough bacteria and algae to sustain developing mosquito larvae). Visual Aids and Handouts Readings Indian Meal Moth Indian meal moths have been invading human stores of grain for thousands of years. Native to Asia, they most likely evolved out of and benefited from the emergence of agriculture around 10,000 to 12,000 years ago, which followed changes in climate associated with the retreat of the last ice age. Today these moths make their homes among all sorts of grain products, including flour, corn meal, dried fruits, bird seeds, graham crackers, nuts, powdered milk, chocolate, candies, and pet food. The larvae web together the flour with strands of silk and feed for about two weeks. The full-grown caterpillars then crawl up out of their edible homes to pupate, emerging 30 days later as a small gray and reddish-brown moth. German Cockroach Cockroaches are scavengers and will eat just about anything they encounter. They have been on earth for as many as 350 million years — long before dinosaurs came and went. No one knows for certain where they originated, although it is likely to have been in a tropical region of Asia or Africa. They are highly adapted for survival, preferring a humid environment and living in dark burrows. They are typically active at night, and are unlike most insects in that their exoskeleton is coated not with a waxy layer but a greasy one. This characteristic enables cockroaches to slide into narrow cracks and crevices. Cockroaches are so adaptable that they are able to survive even in winter by exploiting small microclimates where the temperature is higher than the ambient temperature. Such habitats include garbage dumps, were decomposition releases heat, cavities below ground that are adjacent to heated basements and other structures, and areas around sewage pipes. Cockroaches in the "wild" will eat plants, insects, fungus, and algae. Bed Bugs Unlike house mice, Indian meal moths, and cockroaches, bed bugs do not follow our food into our homes, they follow us! They are a member of a group of insects that feeds on the blood of birds and mammals. Before bed bugs discovered humans, they fed primarily on bats living in caves. When humans began to occupy these same caves, the bed bugs adapted to feed on them, and were carried with them and spread as humans moved about and interacted with other groups. Increased world trade finally brought them to northern Europe about 500 years ago. Bed bugs range in size from about 6-10mm long. They are so small that they are easily transported from one house to another in furniture and clothing. Once in a house, bedbugs can hide almost anywhere and spend their days hidden in cracks and crevices in walls, furniture, behind wallpaper and wood paneling, or under carpeting or in mattress seams. They tend not to range far and can survive more than a year without feeding. It is very difficult to distinguish between species in the bed bug family (Family Cimicidae), and while each species tends to have a favorite host, most will readily feed on any available bird or mammal. Odorous House Ants More than 10,000 species of ants exist worldwide. However, fewer than 10 are considered major pests in the United States. Different ant species vary greatly in their physical characteristics, behavior, and food preferences. They are social insects and generally live in large colonies below ground or in trees. An ant colony may have one or many queens, depending on the species, developing immatures, and lots of wingless workers. Most of the ants we see are worker ants, foraging for food that will be brought back to the nest to feed the queen, immatures, and other workers. They are tireless scavengers and will feed on a wide range of foods, including liquid sugars such as nectar and honeydew, sweets, greases and oils, starches, seeds and plants, insects and other sources of protein. Odorous house ants are native to North America and can be found almost universally across the continent. They nest in the soil beneath sidewalks or in piles of things such as lumber, firewood, bricks, and trash. While they can form nests indoors — in walls or beneath the floor — they usually enter homes simply on a quest for food. Ants use chemical substances called pheromones to communicate between members of their species. When an ant finds a food source she leaves a chemical trail on the ground to lead her and the rest of the colony back to the food, which is why ants are often seen marching along in single-file lines. Mosquitoes Like bed bugs, mosquitoes are insects that have evolved to require bird, mammal, or even reptile blood to complete their life cycle. They can be found worldwide, from the tropics to the Arctic. Female mosquitoes need the rich protein found in blood to build and nourish their developing eggs. Males feed primarily on nectar and other plant juices. While female mosquitoes will readily follow us into our homes in search of a blood meal, they cannot live indefinitely indoors. The immature stages of mosquito reproduction require an aquatic environment in which to hatch and develop. Any source of water, either flowing or stagnant, is a potential breeding site for a mosquito. Paper Wasps Wasps are insects belonging to the order Hymenoptera, which consists of sawflies, horntails, wasps, ants, and bees. Some 15000 species of wasps have been identified on earth, including 4000 in the United States. Of these, 15 are known as paper wasps. Paper wasps are social wasps whose nests consist of paper-like cells and are built under protective structures. In the wild, this is usually under branches of trees and shrubs. However, human structures provide ideal nest sites such as eaves of homes, under decks, in vents, and attic rafters. Nests are made from scraping fiber from plant stems, boards, and dead trees. The fibers are chewed up and mixed with saliva to form a pulpy building material, which when dry, feels like paper. Paper wasps are often confused with hornets or yellow jackets. Paper wasp nests have exposed cells while hornet nests are cells surrounded by a cocoon of papery envelopes (like paper mache).In springtime, single queens begin to construct new nests. Throughout the summer, as the nest becomes more and more active, female workers forage for insect prey, nectar, and wood pulp for nest construction, building new cells onto the edge of the nest, and caring for the brood and nonworking adults of the colony. In early August, reproductive forms begin to emerge — males and new queens — and soon begin to leave the nests and cluster. Mating takes place and with the onset of winter the males die off and the females search for suitable places to hibernate. Adult female wasps will overwinter in cracks and crevices in trees, stumps, underground, anywhere they are protected from the elements — including walls, attics, false ceilings, and chimneys. Come spring, the wasps do not always crawl out the same way they crawled in, and will wind up buzzing around the living room! Diagrams: Incomplete Metamorphosis of a Dragon Fly and Lady Bug * Make a copy of each of these diagrams for your students.	<urn:uuid:b2a4b473-ac1f-4455-a56b-b4009cb2febc>	CC-MAIN-2017-39	http://pestworldforkids.org/media/12618/lesson-beforepests.pdf	2017-09-22T20:36:29Z	crawl-data/CC-MAIN-2017-39/segments/1505818689192.26/warc/CC-MAIN-20170922202048-20170922222048-00073.warc.gz	269,140,192	4,849	eng_Latn	eng_Latn	0.987993	eng_Latn	0.998623	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1281, 3786, 6832, 9902, 12774, 15663, 18236, 21410, 22646, 22771 ]	[ 4.84375, 4.34375 ]	1	12
Cercles THE LIBERAL PARTY AND FAMILY WELFARE, 1906-1922 PAT THANE Centre for Contemporary British History, King's College London Between 1906 and 1914 the Liberal governments laid the foundations of the welfare state that developed in Britain through the rest of the twentieth century, to the present. What did the Liberals do after 1906 and why? There had been growing demand in Britain since at least the eighteen seventies for new kinds of provision by the state for people in need. This was partly due to increasing understanding of the causes of poverty and the diversity of those causes. In Particular there was growing understanding of how the economy worked and greater realisation that if people were unemployed it was not necessarily because they were lazy, which had been the underlying premise of the existing public welfare system, the ancient Poor Law, but that at certain times the economy did not provide enough jobs for everyone [HARRIS1972]. There was also increasing awareness that a fit, active, educated population was good for economic growth, at a time when the British economy was facing increasing competition from expanding economies overseas. And that mass poverty, of the kind that was revealed in highly urbanised Britain at the end of the nineteenth century dragged the economy down, for example, Charles Booth's finding from his massive survey in the eighteen nineties that 30 per cent of the population of London lived in severe poverty [BOOTH1902]. In the later nineteenth century there were growing numbers of pressure groups campaigning on issues like cruelty to children [BEHLMER1982], or the poverty of old people who had worked all their lives [THANE 2000 : chap. 10]. The only public provision for people in need was the Poor Law, established in 1601, which generally operated on the punitive principle that provision should be as minimal as possible in order to encourage people to be self-helping, either by work or by saving, ideally both [CROWTHER1981]. It was also argued that if people could not help themselves, their families should support them. Any destitute person suspected of not trying hard enough to help themselves was either denied help or given support only in a prison-like institution, the workhouse. But it was increasingly clear by the late nineteenth century that the causes of poverty were not so simple and that a uniform system for all kinds of need, such as the Poor Law, was not suited to remedying the complex causes of poverty. Also that the family could not always help those in need because the families of very poor people were often very poor themselves, with no surplus to share with relatives; also some destitute people had no surviving relatives in a time of high death rates. The children of aged paupers, for example, were all too often dead before the parents reached old age [THANE2000 : chap. 15]. Voluntary organisations developed during the nineteenth century to try to provide services which the State did not, outside the punitive workhouse. Schools and hospitals were provided and institutions for orphaned children, old and disabled people and much more. But their organisers became increasingly aware that voluntary action alone could not solve all social problems. The problems were too great and were national in scale; voluntary action was unavoidably limited. So voluntary organisations such as the National Society for the Prevention of Cruelty to Children (NSPCC, founded 1884) [BEHLMER1982] were among those campaigning for the State to take over responsibility for social problems they identified and for which they proposed solutions. Two things made action more urgent for the Liberals at the beginning of the twentieth century. First, the emergence from 1900 of the Labour Party, which threatened to take away the working class support on whose votes the Liberals depended in many parts of the country [TANNERet al. 2000]. Demonstrating to working people that the Liberal Party could act in their interests became important to many Liberals and, of course, the Liberals and Labour made a secret pact before the 1906 election not to oppose one another at the election. Many of the poorest people did not yet have the vote—no women could vote before 1918 and only 60 per cent of men. But it was likely that voting rights would have to be extended before too long, and many existing voters had much to gain from improved welfare provision and were demanding it. 1 The second big issue at the beginning of the twentieth century was growing public concern about the size and physical fitness of the population, and that the falling birth rate, high infant death rate and high rates of sickness and disability among the population as a whole were holding Britain back economically, militarily and politically in an increasingly competitive world. The birth rate was declining from the 1870s.This was seen as a sign of 'physical deterioration', the belief that increasingly urbanised Britain was becoming physically weaker and less virile generation by generation and this would disadvantage Britain against other, fitter, growing nations such as Germany. Then came the South African war, 1899-1902, and a crisis when it was revealed that many volunteers for the army were physically unfit to fight. This was taken as a further sign of the weakness of the population as a whole. This became particularly alarming when the great British Army struggled to defeat the untrained South African farmers who opposed them. It was all the more alarming because the South Africans were fighting to break away from the British Empire. It was one of the first great anti-colonial struggles and stoked British fears of loss of Empire and the international prestige that came with it [SEARLE 1971]. Also significant at this time was an increasingly active women's movement. Women did not have the national vote, and the Liberal leaders 1 Pat Thane. 'Labour and Welfare', Chap. 3 in TANNER et al. 2000. did their best to stop them getting it before World War One, but they were seen as influential on male voters and within the Liberal Party, where they played an important role in election organisation even before they had the vote [WALKER 1987]. And, from 1869, some women could vote and be elected to office in local government where much social policy was enacted, and many were. They served as Poor Law Guardians and members of local Boards of Education [HOLLIS 1987]. Women were also active members of pressure groups of all kinds. They campaigned particularly actively in the early twentieth century for improvements in child and maternal welfare, to reduce the very high child death rates and deaths of women in childbirth, setting up voluntary maternal and child welfare clinics as an example to government of the measures it should take [DWORK 1987]. The poverty surveys of Booth and later, in 1901, Seebohm Rowntree, who made similar discoveries of high levels of poverty in a fairly average provincial town, York [ROWNTREE 1901], also put pressure on the Liberals to improve social conditions. The Liberals made very few social policy promises in the election campaign which led to their victory in 1906 [RUSSELL 1973]. But, after the election, two of their first actions were designed to improve the health of schoolchildren, to create a new generation of physically fit people. First, the Education (Provision of Meals) Act, 1906, in fact initiated by a Labour MP, allowed, but did not require, local authorities to provide meals for school children, free of charge for the neediest. It was to be funded by voluntary contributions from generous donors, by charges on parents who could afford it and from public funds only as a last resort if there were no other funds. It was a limited scheme but it was significant as the first publicly funded provision for health or welfare outside the Poor Law. It became compulsory for all state schools in 1914. A government subsidy was then provided. Also, meals could then be provided during school holidays, and a child's need for free food was to be determined by the local medical officer on health grounds rather than on the basis of parental income. The 1906 scheme had been an experiment. It had worked, appeared to improve the health of school children and so was extended [HARRIS 1995]. Another Education Act in 1907 made regular medical examination of children in state schools compulsory. Until 1912 it did not provide treatment when ill-health was diagnosed, but did encourage local authority public health departments (which were well developed) to give treatment, e.g. by establishing school clinics, as many local authorities did [HARRIS 1995]. Both of these measures were criticised by Liberals and others who argued that the State was taking away the responsibilities of parents. But increasingly they were drowned out by evidence that many parents could not afford to feed their families, even if they were in work, however devoted they were to their children. Both Booth and Rowntree had demonstrated that a major cause of poverty was low pay while in employment. Nor could they afford to take their children to a doctor. The Poor Law provided medical care, of a very basic kind, for anyone in need, but using the Poor Law was seen by most working people as shameful and they avoided it when possible. An important feature of all the Liberal legislation was that it established health and welfare provision separate from the discredited Poor Law. Also in 1907, a Notification of Births Act tightened up the process of registering births to enable the authorities to keep track of infant mortality as a step to trying to reduce it [DWORK 1987]. In 1908, the Children Act responded to concern about neglect and abuse of children. It provided for separate law courts and remand homes for young people believed to be involved in crime, so that they could be supported and rehabilitated and kept from contact with adult criminals. It aimed to reinforce parental responsibility for a child's offence by requiring parents to attend the court hearing and to pay any fines on the child's behalf. Local authorities were given the duty of visiting and supervising children who had suffered proven cruelty by an adult and children in foster-care. It was an important extension of the State's responsibility for the care and protection of children. The work of supervision was often delegated to voluntary organisations who worked closely with local authorities. The Liberal government frequently delegated the administration of the new services to local authorities or voluntary organisations. This was partly in order to reduce the costs to central government. An important reason for this was that it was difficult for the government to raise more revenue to pay for the new welfare measures. The main potential means to do this to do this was by raising taxes. One possible route was taxation of imports, but this was impossible for a government strongly committed to free trade, as the Liberals were—it had been a major election issue in 1906. The alternative was raising the income tax. At this time all taxpayers paid the same amount of tax: one shilling in each pound. The government decided to move towards a progressive income tax, taxing people with higher incomes at higher levels. They had to do this cautiously because it would obviously be unpopular with richer voters whom they did not wish to alienate. In 1907, Asquith, as Chancellor of the Exchequer, moved in this direction by introducing a lower rate of tax on earned income (salaries) than on unearned income from investments and savings [DAUNTON 2001: 360374]. This established the principle of differentiated rates of tax on which Asquith's successor as Chancellor, Lloyd George, could later build. But, for the present, it did not raise more revenue. Consequently the earliest Liberal welfare measures were low-cost. An important example was old age pensions. These were introduced in 1908. They had been the subject of active campaigns by the Labour movement, by Charles Booth and many others since the eighteen seventies. Surveys showed the extent of poverty among older people, often not helped by the Poor Law, because older people avoided its stigma, or it gave them too little. Families often could not afford to help aged relatives and many old people had no surviving families. The majority of impoverished older people were women, widows or unmarried, who tended to be poorer in old age than men since they had had fewer opportunities to work when they were younger, because of family responsibilities; if they did work they earned less and could save less .Women also tended to outlive men so had to survive through a longer period of old age. Three-quarters of the first State old age pensioners in Britain were women. From the eighteen seventies, old age poverty was investigated by a succession of government committees, which revealed the details of the problem and examined proposals for pensions. Germany had provided a stimulus in 1889 by introducing the first State pensions in the world. The pensions introduced by the Liberals in 1908 were not payable until the age of 70. Most supporters of pensions had recommended 60 or 65, as the ages at which most older people in fact became unable to work. The age of 70 was chosen under pressure from the Treasury to cut costs: by age 70 many people had died and no longer required pensions. Unlike the German scheme, which introduced the national insurance principle and was funded partly by contributions from workers and employers, the British scheme was funded wholly from taxation and required no contributions, but was stringently means-tested. The maximum five shilling per week pension was paid only to the very poorest. Five shillings was deliberately set below the level of subsistence, as an incentive for people to supplement their pensions by saving or with family support. Also, claimants could be excluded if they had records of crime or drunkenness. It was a pension for very old, very poor and very respectable people. It was a very limited scheme but it was much better than the Poor Law and was generally popular [THANE2000]. Pensions were administered mainly by volunteers who were appointed to local committees whose job was to assess claims. They were often leaders of Friendly Societies (working class mutual aid societies), or trade unions or were clergymen. The Liberals worked closely with voluntary organisations in the administration of most of their welfare innovations. This was partly designed to cut costs to the Exchequer and partly because the Liberals believed in collaboration between voluntary action and the State: that the State should not be the sole provider of welfare, rather, in a good society, individuals should help one another as much as possible. In the Budget of 1909, Lloyd George—now Chancellor of the Exchequer—raised the basic rate of tax on earned income, introduced a new higher tax on incomes over £5000, increased death duties and introduced a new tax on sales of land. This was highly controversial, especially the land tax and especially among the landowners and higher-rate taxpayers in the House of Lords. It was not passed by Parliament until 1911, after it had led to two elections in 1910 and following a threat by the Liberals to create enough new Liberal peers to ensure that they had a majority in the upper house. The power of the Lords to veto financial legislation was permanently curbed thereafter. Once the Budget was at last passed the government could expect more revenue and had more freedom of action in devising new welfare legislation. Another tax innovation in the 1909 budget was the reduction of taxes for parents of children: for each child under age 16, parents earning £500 pa or less paid £10 less tax. This may have been intended as an incentive to middle class people ( who mainly benefited) to have more children because of concern about the falling birth rate, but more probably it was intended to ensure that less well-off middle class people paid less tax as the tax system became more differentiated between higher and lower earners [DAUNTON 2001 : 368-370]. It continued until the nineteen seventies. Meanwhile, Liberal policy innovations continued. The Trade Boards Act, 1909, established a system for fixing a minimum wage for women in four particularly low paid occupations, in which women had no trade union to represent them. It followed campaigns led by women in the Fabian Society and was, perhaps, a response by the government to the growing suffrage militancy of the time. It cost the government nothing. It established that boards representing employers and workers should be set up to negotiate pay in these trades. It was not closely regulated and not very effective, but it established a new kind of negotiating machinery, which was developed further during World War One and after for regulating and negotiating pay especially in the non-unionised public sector [BLACKBURN 1991]. This was just one of a number of measures introduced to regulate the labour market after this became the responsibility of Winston Churchill as President of the Board of Trade from 1908. Also in 1909, Labour Exchanges were established in order to minimise unemployment (which was a cause of considerable labour agitation at this time) by providing information about job vacancies, on a model already established by some local authorities. This was a brainchild of William Beveridge, an expert analyst of unemployment who was later to have a strong influence on the development of the Welfare State after World War Two. Churchill appointed him as an advisor on unemployment in the Board of Trade. The Treasury financed the new Exchanges [HARRIS 1997 : Chap. 7-‐‑8]. There were no major changes in welfare legislation between 1909 and 1911 due to the crisis over the Budget. Once the Budget was safely through, in 1911, there were important developments. The National Insurance Act introduced both National Health (NHI) and Unemployment Insurance (UI). NHI owed much to the inspiration of Germany, which had been the first country in the world to introduce national health insurance in 1884 [HENNOCK 1987]. Britain was the first country to introduce national UI. Like the Liberals' other new welfare schemes this was introduced cautiously. It was applied to just five trades in which there were not exceptionally high rates of unemployment, which would have been very costly [HARRIS 1972 : Chap. V-‐‑VII]. Under both NHI and UI schemes, workers, employers and the State each contributed to a fund which provided weekly payments when a worker was sick or unemployed. It also provided free access to a doctor, a General Practitioner (GP), but not hospital care except in cases of tuberculosis, which was a serious scourge at this time. This medical care was available to the insured worker but not for his or, more rarely, her family. An exception was maternity benefit, a lump sum paid on the birth of a child of an insured worker. This was intended to encourage more and safer births, by enabling parents to pay for medical care and so reducing the infant mortality rate. It was originally intended to pay this benefit to the insured person, even when this was a man, but, following a campaign by women, it was paid directly to the mother, to ensure that it was indeed spent on care in childbirth. Again, the national insurance schemes were administered by the voluntary sector: by Friendly Societies and Trade Unions who were registered as 'Approved Societies' under the 1911 Act and gained the responsibility for assessing claimants, paying benefits and making contracts with GPs. Both had a long experience of administering their own voluntary contributory schemes. The two schemes were effectively restricted to better paid, skilled workers (mostly men) and excluded the poor and most women. This was because only the better paid and regularly employed workers could afford the weekly contributions on which the system depended. NHI and UI differed in their objectives and their structure from old age pensions. The latter were specifically designed to help the poorest and so were noncontributory and means-tested, unlike the insurance based German pensions scheme (introduced 1889), which excluded the poorest people. British national insurance schemes were intended both to win the support of unionised workers, who were mostly voters and were becoming increasingly militant, and to support economic growth by enabling workers to remain as fit as possible and ready for work. There had been similar motives for the introduction of insurance in Germany [HENNOCK 2007 : Chap. 10]. World War I These were the main welfare changes before World War One. During the war there were a number of important innovations. For the first time the State provided allowances for the families of servicemen, including parents, where they were dependent upon a son's earnings, and even 'unmarried wives', cohabiting partners, where there were children and the partnership was stable and established for some time. 2 Pensions and other benefits were increased due to rising prices. In 1915, for the first time, the government introduced controls on rents and mortgage repayments following a rent strike led by women in Glasgow, where rents had rocketed due to increased demand for accommodation from workers flocking to the city for war-related work. There were similar rent rises and demonstrations in other British cities. The controls remained in place until the nineteen eighties. After the war, the Liberal led, mainly Conservative, coalition government , with Lloyd George as Prime Minister, introduced a number of further welfare reforms, partly as rewards to the population after the hardships of war, also to stimulate economic growth and to try to keep the loyalty of voters after the extension of voting rights in 1918. At last the vote was gained by all men at age 21, or younger if they had fought in the war, and women at age 30. The Labour Party had become much stronger during the war, partly due to its participation in the wartime coalition, so was a greater threat to the established political parties, who saw welfare reforms as a way to reassure and keep the allegiance especially of working class and female voters. Also, government revenue increased during the war since, amid the dangers of war, there was less resistance to tax increases, which continued after war. Taxation became more redistributive, taking more from the rich than from lower earners. Of course the war itself left the government with major costs, but a surplus remained for social expenditure. Most of the post-war reforms were planned during the war, especially after Lloyd George took over as Prime Minister in 1916. Where possible, the government continued to integrate the voluntary sector into the new developments, but local and central government played larger roles 2 PEDERSEN1993 : Ch. 2; THANE 2000 : 302-‐‑303; THANE 2011 : 14. then before the war. The Maternity and Child Welfare Act, 1918, followed women's campaigns throughout the war, like those of the pre-war period demanding State measures to reduce the death rates and improve the health of infants and mothers. The government was particularly receptive due to its own concerns about the future size and fitness of the workforce and about Britain's military strength following the 'lost generation' of men killed in the war, the poor physical condition of many men conscripted into the armed services during the war, and the still declining birth rate and high infant mortality rate. The 1918 Act provided government subsidies for local authority and voluntary health and welfare services for mothers and children. Thereafter, the infant mortality rate, already declining during the war, continued to fall [WINTER1983 : 141]. Also in 1918, a Ministry of Health was established. It took over administration of the Poor Law and of general health and housing policies in a co-ordinated strategy to improve access to and quality of health care for the mass of the population, free from the stigma of the Poor Law. The Poor Law provided hospital and other services but many people refused to use them because of the stigma [GILBERT 1966]. The Education Act, 1918, raised the compulsory school leaving age to 14, and provided compulsory part-time education for young people aged 14-18 who were in employment. Teachers' pay was substantially increased in order to improve the quality of teaching and a small number of university scholarships were introduced for people who could not afford to attend university. It was a serious attempt to widen educational opportunity and improve the educational level of the population both to assist the economy—to improve skill levels—and to increase social opportunities. In 1919 the government for the first time provided substantial subsidies for house-building, both to local authorities and private builders, to build low-cost housing for working people. Substandard, overcrowded housing was a major social problem which had hardly been dealt with before the war, not least because it was perhaps the most expensive social problem to remedy. Subsidies were required because those who occupied the worst housing were unable to afford better without help. The situation was made worse by the suspension of building during the war. It was an urgent issue for the government for reasons of morale, to maintain and gain the support of voters and in order to improve the national health. Overcrowding and poor living conditions caused and spread disease. There followed a major expansion of house-building for working people between the wars, despite sporadic cuts in government spending in times of particular economic crisis [DAUNTON 1987; SWENARTON 1981]. After the war, old age pensions were increased to something approaching a subsistence level, though they remained minimal. In 1918 unemployment benefits were extended to all ex-servicemen temporarily, regardless of insurance status. The tentative 1911 UI was scheme was expanded permanently in 1920, to include all manual workers and nonmanual workers earning £250 pa or less, excluding agricultural workers and domestic servants. For the first time, benefits were also paid for the 'dependents', family members, mainly spouses but also unmarried partners where there were children and a stable relationship. Such arrangements recognised the numbers of unmarried cohabiting couples at this time, arising from the extreme cost and difficulty of obtaining a divorce following the break-up of a marriage [PROBERT 2004;THANE 2010 : 25-‐‑37]. Conclusion The periods of Liberal and coalition government before, during and after World War One, brought major and long-lasting innovations to the British system of social welfare. Some of the post-war gains were lost in the cuts to government expenditure that followed the onset of economic depression at the end of 1920 and when the Conservatives returned to government in 1922, but most were sustained and provided the underpinning for the expansion of the Welfare State by the Labour government after 1945. 3 References BEHLMER, George. Child Abuse and Moral Reform in England, 1870-‐‑1908. Stanford: University Press, 1982. BLACKBURN, S. 'Ideology and Social Policy : The Origin of the Trade Boards Act '.Historical Journal34-‐‑1 (1991) : 43-‐‑64. BOOTH, Charles. Life and Labour of the People of London. 17 vol. London: Williams & Norgate / Macmillan, 1889-‐‑1902. CROWTHER, M.A.The Workhouse System, 1934-‐‑1929. London: Batsford, 1981. DAUNTON, Martin. A Property Owning Democracy? Housing in Britain. London: Faber & Faber, 1987. DAUNTON, Martin.Trusting Leviathan : The Politics of Taxation in Britain, 1799-‐‑ 1914.Cambridge: University Press, 2001 DWORK, D.War is Good for Babies and Other Young Children : A History of the Infant and Child Welfare Movement in England, 1898-‐‑1918. London: Routledge, 1987. GILBERT, B.B. The Evolution of National Insurance in Great Britain : The Origins of the Welfare State.London: Michael Joseph, 1966. HARRIS, Bernard.The Health of the Schoolchild : A History of the School Medical Service in England and Wales. Milton Keynes: Open University Press, 1995. 3 For an overview of the themes of this article seeTHANE 1996. HARRIS, Jose.Unemployment and Politics, 1886-‐‑1914. Oxford: University Press, 1972. HARRIS, Jose.William Beveridge : A Biography.Oxford: University Press, 1977 (Revised second edition, 1997). HENNOCK, E.P.British Social Reform and German Precedents : The Case of Social Insurance, 1880-‐‑1914. Oxford: University Press, 1987. HENNOCK, E.P.The Origin of the Welfare State in England and Germany : Social Policies Compared.Cambridge: University Press, 2007. HOLLIS, Patricia.Ladies Elect : Women in English Local Government, 1865-‐‑1914. Cambridge: University Press, 1987. PEDERSEN, Susan. Family, Dependence and the Origins of the Welfare State : Britain and France, 1914-‐‑1945.Cambridge: University Press, 1993. PROBERT, R. 'Cohabitation in Twentieth Century England and Wales : Law and Policy'.Law and Policy26-‐‑1 (January 2004) : 273-‐‑288. RUSSELL, A.K.Liberal Landslide : The General Election of 1906.Newton Abbott: David & Charles, 1973. ROWNTREE, B.S.Poverty : A Study of Town Life.London: Macmillan, 1901. SWENARTON, Mark.Homes Fit for Heroes : The Politics and Architecture of Early State Housing in Britain.London: Heinemann, 1981. SEARLE, Geoffrey.The Quest for National Efficiency. Oxford: Blackwells, 1971. TANNER, D.; THANE, P. & TIRATSOO, N. (eds.) Labour's First Century. Cambridge: University Press, 2000. THANE, Pat. The Foundations of the Welfare State. London : Longmans, 1982 (Second Edition, 1996). THANE, Pat. Old Age in English History : Past Experiences, Present Issues. Oxford: University Press, 2000. THANE, Pat. Happy Families : History and Family Policy. London: British Academy , 2010. THANE, Pat. 'Unmarried Motherhood in Twentieth Century England'. Women's History Review 20-‐‑1 (February 2011). WALKER, Linda. 'Party Political Women : A Comparative Study of Liberal Women and the Primrose League, 1890-‐‑1914'. Jane Rendall ed.Equal or Different : Women's Politics, 1800-‐‑1914. Oxford: Blackwell, 1987 : 165-‐‑191. WINTER, J.M. The Great War and the British People. 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H Your World, My World Lesson plan 6: Our friends and us Age group: 4 - 7 Aims: To explore how friends care for each other. To help children appreciate fulfilling friendships. To help children learn about their responsibilities towards others. What to do: You will need: * Photos 5, 10, 12, 17, 22 from the photo gallery (in Power Point); * enough copies of the snapshots (below) so that each pair of pupils has one to share. Show the photos to the children and explain that each child is doing something with their friend. Ask the children to think about what friends do for each other, apart from playing together. How do they know when someone is a friend? What do they do for their friends? What makes a good friend? You could also talk about what it means to feel excluded from friendships. How can children help others who might be lonely (asking them to join in games, being friendly, talking to them etc.)? Now ask children to get into pairs, and give each pair a piece of A4 paper folded in half and a snapshot. Keeping the crease at the top, ask the children to write some clues about their child on the front of the paper. Stress that these clues should be positive. Inside children should draw a picture of the child or write their name. Read out some of the clues to the whole class. Ask children to guess which of the four children is being described. You could now ask children to get into pairs with a friend and, with new sheets of paper, write down clues about each other. Pin all the sheets onto the classroom wall so that everybody can play the guessing game. Copyright © Oxfam GB. You may reproduce this document for educational purposes only. Page 1 www.oxfam.org.uk/education Curriculum links: Snapshot of Cidinha Cidinha helps her mother break babassu nuts - Photo: Julio Etchart/Oxfam Name: Cidinha Rodrigues Alves Age: 7 Address: Ludovico village, northern Brazil I live with my mum and dad, my brothers Rosenilton, Osmar and Francisco, and my sisters Osailde and Rosanilde. I am the youngest. My house My house is made from earth and wood, with palm leaves on the roof. It has small windows which means that it stays lovely and cool in the hottest weather. Favourite food Pork and beans and rice. We have it at Christmas and on special days. Helping at home I like helping my mum break babassu nuts. We sell the oil from the nuts and it is used to make soap. Favourite games We play skipping games and make hoops out of bicycle wheels or tyres. Sometimes we play football or go swimming. Best friends Maria and Sueli. They live across the street. My dreams When I grow up I want to be a famous singer and dancer. Other things you might like to know about me My favourite subject at school is Portuguese. This is the main language in Brazil. At home we grow our own vegetables. I like spring onions and lettuce best. Snapshot of Shakeel Shakeel feeding a goat - Photo: Rajendra Shaw/Oxfam Name: Mohammad Shakeel (called Shakeel) Age: 7 Address: Hyderabad, India I live with my mother and father and brother and sister. My house My house is in a big city. It is made of stones and earth. My dad built it himself. I like to help him when he's painting the house. Favourite food Gosht. This is a meat curry which we eat once a week, usually on Sundays. Helping at home My special job is feeding and milking the goats in the morning and evening. Favourite games We play cricket, football and marbles. I also like riding my bike. Best friends Rahim, Moulana, Ahmed and Suleman. My dreams I dream of a brand new bicycle. When I grow up I want to be a teacher. Other things you might like to know about me At school I like doing art best. In the evenings before bed, I like watching TV or listening to stories that my sister reads. Snapshot of Sasha Sasha and his brother Vanya collect water from the well - Photo:Sarah Errington/Oxfam Name: Sasha Oreshkin Age: 8 Address: Lekarstvennoye village in Siberia, Russia I live with my mum, stepfather, granny (called Babushka), brother Vanya who is six, and sister Yulya who is two. My house My house is made of wood. It has three rooms. There are always a lot of flowers around it in the summer. Favourite food Borsch. This is a soup made from potatoes, carrots, beetroot, cabbage and meat. Helping at home I fetch water from the well with my brother. I help with the cooking. Favourite games I like building houses out of snow. It takes all day. I can also build furniture inside the house from snow. Best friends At school my friends are Kolya and Artur. My best friend is my brother Vanya. At home I have a pet cat called Pushok (Fluffy) and a dog called Fil'ka. My dreams In my dreams, our house is turned into the Kingdom of Happiness. When I grow up I want to be a lorry driver. Other things you might like to know about me At school I like reading best. There are only 14 children in my class. My cat Pushok always sleeps on my bed - he is my toy and my blanket! Snapshot of Muluken Muluken (left) and her sister wash their hands before breakfast - Photo: Rhodri Jones/Oxfam Name: Muluken Kassa Age: 7 Address: Gerba Sefer village, Ethiopia I live with my grandmother, father, and two sisters. My mum lives with us in the school holidays and at weekends. I have two sisters. Esketsenaf is nine and Mekdes is two. My house My house has walls made of earth and wood. The roof is made of corrugated iron sheeting. There are trees all around. Favourite food Bread and meat. I like mekoreni which is macaroni (pasta). Helping at home I fetch clean water from the pump in the village. I collect firewood. Favourite games Playing shop and hopscotch. Best friends Yemdiralem, a boy, and Tsehayinashi, a girl like me. My dreams I would like to see a big town or city. I want to be a teacher like my mother. Other things you might like to know about me I live high in the mountains. My favourite place is a high rock where you can see for miles around. I am a Christian and go to church sometimes. 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PLAY CREATE CHALLENGE IMPRESSION 5 SCIENCE CENTER School Visit Guide 2013-14 Exhibits Workshops Programs Exhibits A self-choice, learnerdirected environment with the tools and freedom to interactively explore science! * More than 150 activities * 25,000 ft 2 exhibit space Explore the exhibit floor in a path that suits your personal interests while you form a relationship with science. Dive in and discover that learning is fun! Build Zone What types of structures can you build? How will gravity, tension, and compression affect your structure? Get ready to become an engineer as you build with moving parts. Build Zone features a tinker area, pipes and tubing, building blocks, and more! This exhibit promotes team building and problem solving skills. What will you create together? Electricity & Magnetism In this shocking exhibit, students use magnets to make electricity — and electricity to make magnets! Explore the relationship between electricity and magnetism, and series circuits. Students can also explore how electricity is generated from solar and wind energy! First Impression Room The First Impression Room is a space for young scientists from birth to age four to experience and learn about science in a comfortable, and customized environment. Complete with a family restroom, private nursing room, Crocs TM and raincoats for the water area, and a welcome area for snacks, and more! Giant Eye The eye is one of the most fascinating organs in the human body, and this Giant Eye lets you see it in a whole new way! Walk into this 7-foot tall model and learn about the anatomy of your eyes and how this incredible organ transforms light into images of the world around you! Light & Color NEW & Renovated Winter 2013/2014! Step carefully into the dark but colorful world of light science! Take a closer look at the primary colors of light as you explore prisms, mirrors, and more! Play with lasers, reflection, refraction, and even paint with light. Light science has never been so much fun! Make Your Own Kind of Music What does a sound look like? Use a variety of real musical instruments such as a piano, a dulcimer, and more, to explore the concepts of sound waves and vibrations, and make your own kind of music! MINature What does the world look like through the eyes of a naturalist? Explore natural environments of Michigan while never setting foot outside the science center! With a variety of new technological tools, you'll be challenged to use your thinking skills as you get up close and personal with living systems, just like a naturalist in the field! POP! A Bubble Experience In POP! visitors will explore how soap and water molecules interact to create the structure of a bubble. Learn about the chemistry of soap films, create beautiful forms and colors, and even stand inside a giant bubble! Simple Machines How could you possibly move a 500-pound block of concrete? Find out as you explore the concepts of work and mechanical advantage using a set of activities designed with the Michigan Elementary Curriculum in mind. Spin Explore rotational motion as you crank up a giant flywheel, develop your mathematical understanding of torque, and spin yourself silly in our spinning momentum chair! Throwing Things Where does the energy come from to launch a ball through the air? Use a trebuchet to launch different weights across the exhibit floor, and track your results! Explore the laws of motion, ballistics, and energy transformations while pitching, launching, and catapulting with high-energy activities! Water Room Why do some things float while others don't? Explore concepts of measurement and pressure, experiment with buoyancy and flow dynamics, and see how a boat can move up- or downhill through a system of locks! Plus, learn where water comes from as you study the giant groundwater model! www.impression5.org // (517) 485-8116 Ext. 32 // 200 Museum Dr. Lansing MI 48933 Workshops Enhance your day visit; schedule your group for a workshop! Workshops are scheduled for 30 minutes. Larger groups may require multiple sessions. For your convenience, fee and content standards follow workshop descriptions. Biospheres Students will explore water and the carbon cycles as they make their own biome, get their hands in the dirt and explore all the items needed for a self-contained system. We will explore plants and learn about photosynthesis and how it works. Each student will take home their own biosphere! Fee: $2.00 Standard(s): L.OL.00.1112, L.OL.01.21, L.OL.02.14, L.OL.02.22, L.OL.03.31, L.OL.04.15, P.EN. 07. 43 CIRCUIT BUILDERS Experiment with Snap Circuits, alter the path of an electron, discover power sources, and investigate the difference between series and parallel circuits! Get your hands on the four components of any circuit, and more, in this exploratory workshop! Fee: $1.00 Standard(s): S.IP.00-04.13, P.EN.E51 FORCE & MOTION Students will experiment with force and motion and participate in a variety of challenges that will help build their understanding of motion, speed, acceleration, gravity, and force! Fee: $1.00 Standard(s): P.FM.00.11-12, P.FM.00.21, P.FM.00.31-34, P.FM.03.22, P.FM.03.35-38, P.FM.03.41-43, P.FM.05.2122, P.FM.05.31-34, P.FM.05.41-43 LIGHT How can we see light and what colors create it? Students will explore the fascinating world of light in this mesmerizing workshop that supplements the Light & Color exhibit. The workshop's activities will challenge students to identify sources of light, and explore the concepts of reflection and refraction! Fee: $2.00 Standard(s): P.EN.03.11, P.EN.03.21-22, P.PM.03.52 MAGNETS Explore magnetic fields and magnetic and non-magnetic objects! Learn about magnetic poles and see how magnets attract or repel other magnets. In this exploratory workshop, we'll discuss how the Earth is a magnet and how compasses work! Fee: $1.00 Standard(s): P.PM.01.31-32, P.PM.04.33-34 SLIME Explore how molecules interact in solids, liquids, and gases! Learn about several other basic chemistry principles, such as physical and chemical changes. Then finally, mix ingredients to create your own colorful Slime to take home! Fee: $2.00 Standard(s): P.PM.01.21-22, P.PM.04.23, P.CM.04.11, P.CM.06.11-12, P.PM.07.23, P.CM.07.22 STATIC ELECTRICITY Experiment with different uses of static electricity and explore conductors, insulators, circuits, currents, and more! Participants will observe first-hand the powerful effects of static electricity with our Van de Graaff generator in a shocking and hair-raising experience. (Available September 2013 - April 2014 only.) Fee: $1.00 Standard(s): P.EN.04.12 Preschool BUGS! BUGS! BUGS! What are bugs, and where can you find them? Explore the science of lightning bugs, as well as the many different bugs that fly, scurry, and jump around us! Fee: $2.00 FOSSILS Love digging? Explore how fossils are formed, and dig them up with paleontology tools! Unearth the mystery of plants and animals from long ago! Fee: $2.00 SENSES Smell without sight, and see what you can't hear! Discover what our senses do, and how important they are with sensational hands-on activities! $1.00 Fee: Programs Leave it to the Impression 5 Staff to entertain and educate your students with one of these unique options offered through the Science Center. BIG Science Lesson Explore science like never before & make Impression 5 your classroom for a week! Activities during the BIG Science Lesson week are teacher-led and studentcentered, incorporating presentations, behind-the-scenes tours, experiments, discussions, writing, sketching, and a variety of other interdisciplinary lessons! Plus - as a teacher, develop an indepth relationship with the exhibits, staff, and science! Fee: $28.00/student per week Tuesday - Friday only. Science on Wheels Can't make it to Impression 5? Then have Impression 5 come to you! We'll make science come alive in your classroom, library, church, or anywhere! We feature hands-on science exploration and dynamic, inquiry-based learning. With a variety of science topics available, Science on Wheels features Slime, Light, Circuit Builders, Magnets, or Electricity workshops! We also have science themes for preschool classrooms with topics from nature to senses! Ask today about what amazing science can be brought to you with our Science on Wheels program! Customizable packages start at $150. Overnight Adventure Take over the Science Center at night and make your visit to Lansing even more memorable! Choose any 3 interactive workshops and explore science at night during your Overnight Adventure! Fee: $30.00/student Chaperones are free. A minimum of 36 students is required to book an Overnight Adventure. Evening Adventure Can't stay overnight? Save $7.50 per person and enjoy any 3 of our workshops in this fun-filled evening. www.impression5.org // (517) 485-8116 Ext. 32 // 200 Museum Dr. Lansing MI 48933 5 Planning Your Visit Consider the exhibits you have to visit, the workshops you want to include, and the programs you'd like to experience, then plan your visit today! Lunch Area If you've chosen to visit us during mealtime, you may wish to reserve our lunch area for your brown-baggers. The room accommodates 60 people and can be reserved in half-hour sessions for $25.00 per session. Science Store Be sure to make time for shopping in Impression 5's Science Store during your visit. Our gift store is fully stocked with many educational toys, t-shirts, and unique gift items. We also have a large selection of books about science topics for a variety of reading levels. Don't let the science discovery end with your departure from Impression 5! Group Admission Rate Group rate with a reservation is $5.00 per child. Teachers and chaperones accompanying a reserved group receive free admission. Group rates will be extended to schools and other established organizations. Scholarships: A limited number of need-based scholarships for students involved in Impression 5 programs are available. For more information about those opportunities, please contact our Reservations Coordinator. Public Hours Tuesday - Saturday: 10:00 a.m. - 5:00 p.m. Sunday: 12:00 - 5:00 p.m. Monday: Closed CONTACT INFORMATION Mail: Impression 5 Science Center 200 Museum Drive Lansing, MI 48933 Phone: Science Center (517) 485-8116 Reservations Coordinator Ext. 32 Big Science Lesson, Science on Wheels, and custom lessons Ext. 44 Fax: (517) 485-8125 Online: www.impression5.org Find Us: Facebook.com/impression5 Flickr.com/impression5 Parking: Parking is available, but limited. Buses are not accommodated in our lot. Our Reservations Coordinator will be happy to: * Answer questions * Help you choose a date and time for the best experience * Provide ideas for your visit * Accommodate your special needs * Reserve a lunch room In order to meet the needs of Science Center visitors, we are open six days a week! If possible, we're happy to open early for your group. Feel free to request early arrival times to meet the needs of your visit (as early as 8:00 a.m.) Before you call, please be prepared with: * The name of your school or organization * The name of the person in charge of the group on the day of your visit * The date of your visit (and an alternate date, just in case) * The number of students and adults in your group * Your planned arrival and departure times * Your group's address for confirmation and billing, including the county if within Michigan * Your phone number, fax number, and e-mail address * The workshops you wish to reserve * The age or grade level of the students * Your lunch plans * Any special accommodations you need Early arrival times are available by reservation! Once your reservation is complete, we will send you a confirmation that includes some logistical details, a map to the Science Center, a parking map, and an invoice to assist you in preparing your payment. Payment is expected on or before the date of your visit. Classroom Activity: Mentos ® & Pop What to Do (Do this activity outside!) 1. You'll need a 2-liter bottle of diet pop (diet doesn't make a sticky mess) and an outdoor location for your geyser. Select a flat surface on the lawn or driveway to place the bottle. 2. Start by tying one end of the string to the trigger pin (the string might already be attached to the pin) on the Geyser Tube. 3. Open the pop bottle and attach the Geyser Tube. Put the trigger pin into the hole at the base of the Geyser Tube. 4. Twist off the top cap on the Geyser Tube and drop 7 MENTOS ® candies into the tube. The trigger pin will keep the candy from falling into the pop before you're ready. Replace the twist-on cap. 5. Warn everyone to stand back. Countdown… 3-2-1… and pull the trigger. The MENTOS ® will drop and the pop will go flying into the air! 6. Pour out the remaining pop and take a look at the MENTOS ® . You can see where the pop has eaten away at the surface of the candy. No need to waste the candy… they still taste great! Materials Mentos ® rolls - 1 per pop bottle Geyser Tubes* 20 oz Diet Pop *Geyser Tubes are available for purchase in the Impression 5 Science Store! You may also make your own Geyser Tube with cardstock paper and tape. How does it work? Why does mixing MENTOS ® with pop produce this incredible eruption? As you probably know, pop is basically sugar (or diet sweetener), flavoring, water, and preservatives. Carbon Dioxide is what makes pop bubbly, and it is pumped into the bottle using tons of pressure! Until you open the bottle, the gas mostly stays suspended in the liquid and cannot expand to form more bubbles (which gases naturally do). Why? Because water molecules are strongly attracted to each other, and link to form a tight mesh around each bubble of carbon dioxide gas in the pop. Water "resists" the expansion of bubbles. In order for a new bubble to be formed, or even for one to expand, water molecules must push away from each other. As soon as the Mentos ® candy hits the pop, bubbles form all over its surface in thousands of tiny pits called nucleation sites. This releases the gas from the protective hold of the water molecules. When you open the bottle, all this gas is released and literally pushes all of the liquid up and out of the bottle in an incredible blast! Why should you use diet pop? Diet pop just works better! Some people speculate that it has something to do with the artificial sweetener. More importantly, diet pop does not leave a sticky mess to clean up! What's the record for the biggest MENTOS ® fountain? The official record from www.SteveSpanglerScience.com is an 18-ft blast that shot up and almost took out a half-million dollar, high-definition television camera. Did You Know? 1. When you lower potatoes or pasta into a pot of boiling water, it will sometimes boil over because organic materials that leach out of the cooking potatoes or pasta disrupt the tight mesh of water molecules at the surface of the water, making it easier for bubbles to form. 2. When a scoop of ice cream is added to a glass of root beer, the float foams over for essentially the same reason. The surface tension of the root beer is lowered by gums and proteins from the melting ice cream, and the CO 2 bubbles expand and release easily, creating a delicious foam on top. www.impression5.org // (517) 485-8116 Ext. 32 // 200 Museum Dr. Lansing MI 48933 6 PLAY CREATE CHALLENGE 200 Museum Drive Lansing, MI 48933 What's Inside: Your 2013/14 School Visit Guide! Exhibits, Workshops, Programs, and more! The W.B. and Candace Thoman Foundation Visit us IN downtown Lansing! To our sponsors of educational programs: Thank You! 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Home Garden, Lawn, and Landscape University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange UT Extension Publications 5-1998 SP291-E-Growing Sweet Corn in Home Gardens The University of Tennessee Agricultural Extension Service Follow this and additional works at: http://trace.tennessee.edu/utk_agexgard Part of the Plant Sciences Commons Recommended Citation "SP291-E-Growing Sweet Corn in Home Gardens," The University of Tennessee Agricultural Extension Service, SP291E-6M-5/ 98(Rev) E12-2015-00-046-98, http://trace.tennessee.edu/utk_agexgard/41 The publications in this collection represent the historical publishing record of the UT Agricultural Experiment Station and do not necessarily reflect current scientific knowledge or recommendations. Current information about UT Ag Research can be found at the UT Ag Research website. This Gardening - Vegetables: Selecting & Planting is brought to you for free and open access by the UT Extension Publications at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Home Garden, Lawn, and Landscape by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact firstname.lastname@example.org. Agricultural Extension Service The University of Tennessee Vegetables SP291-E Growing Sweet Corn in Home Gardens David W. Sams, Professor, Plant and Soil Science Originally prepared by Alvin Rutledge, Professor, Plant and Soil Science Corn is one of the most popular and diverse vegetables. Many types are grown, including field corn, ornamental corn, popcorn, sweet corn, several different supersweet corns and even broomcorn. Corn may be white, yellow, bicolor and many shades of red, blue or even black. Most home gardeners grow white, yellow or bicolor corn or supersweet corn, so this factsheet will be restricted to these. sweet" or "ultrasweet" and is usually referred to by the letters "sh 2 " for shrunken. Many of the older sh 2 varieties perform poorly under Tennessee growing conditions. The yield and quality of home-grown corn also vary more widely than the yield and quality of most other vegetables. The type of corn grown, cultural conditions of growth, harvest and post-harvest treatment all affect yield and quality. Each of these will be considered in this factsheet. The third type is also a supersweet corn. It tends to have a higher sugar content and to maintain or extend this sugar content longer on the plant and also after harvest. It is usually referred to as "se" for "sugar extended." Se corn tends to be very sweet, tender, crisp and usually retains these qualities after harvest. However, its requirements for warm soil temperatures at germination and isolation from some other corn types at pollination make it more difficult to grow. Type corn marketed to home gardeners. There are three main types of sweet or supersweet The traditional type is referred to as "sugary" and is denoted in many seed sources by the letters "su." The second type of supersweet corn has a very high sugar content and extremely shrunken seeds due to a small, weak embryo. This type is often marketed as "extra Some gardeners also grow and consume various specialty field corns, such as "Trucker's Favorite" or "Hickory King." These are not included in this factsheet. Varieties There are several hundred good varieties of sweet and supersweet corn available to homeowners. Many of them do well in Tennessee. Table 1 lists some of the better varieties for home gardeners and their characteristics. Table 1. Recommended Corn Varieties in Home Gardens Seed fed to livestock. Treated seed is more likely to produce good plant stands than untreated seed. Planting Seed from hybrid corn should never be saved for planting, as yields will decrease by 25 percent or more compared to new hybrid seed. Most purchased corn seed has been treated with insecticide and fungicide to protect it during germination. Treated seed must never be eaten or Sweet corn is a warm-season crop that germinates and grows poorly during cool weather. It may be killed by frost. The supersweet and extra sweet varieties are even more sensitive to cool weather and are not normally planted until the soil temperature reaches 60 F. Seed germinates less well as it gets older. All seed keeps best under cool, dry conditions. Reseal seed packages with tape, place them in a closed container and refrigerate or freeze the seed to keep it more than one year. If seed is allowed to remain in hot, humid conditions from one year to the next, it is unlikely that the seed will germinate satisfactorily. The recommended first planting date will vary across the state and from year to year.Approximate dates for the various areas of the state are given in Table 2. Table 2. Recommended Planting Dates for Corn in the Home Garden To extend the harvest season, make more than one planting. A second planting should not be made until the first planting has three fully developed leaves. This may require more than three weeks in the early spring, but only two weeks later in the season. It should be noted that the later sweet corn matures, the more difficult insect control will be. The optimum planting depth varies with soil types and with the time of planting. Plant deeper in light soils and shallower in heavy soils. Early plantings should be shallower than later plantings because better moisture and warmer temperatures exist near the surface. If late plantings are shallow (1/2 inch), there is less likelihood that seed will germinate. A good rule of thumb is to plant seed two to three times deeper than their average diameter. The seeding rate should be about 1 1/3 ounces of large-seeded varieties or 9/10 ounce of shrunken gene types per 100 feet of row. With large-seeded varieties, this will provide 155-235 seed and should provide 170-300 seed of the smaller-seeded varieties. Seeding at this rate will provide a good plant population if growing conditions are favorable. Plant Spacing In small areas having limited space, but with good soil moisture and organic matter, it is possible to plant in double rows that are 10 to 12 inches apart with 30 to 42 inches between each double row. Plants within each row are spaced about 12 inches apart. Planting at these spacings will provide good pollination and good yields as long as the blocks are no more than three or four sets of double rows wide and proper moisture, nitrogen and weed control are provided. The double-row concept is illustrated in Figure 1. In areas with unlimited space, sweet corn is usually spaced 10-15 inches in the row, with 36 to 42 inches between rows. A common mistake made by home gardeners is to plant sweet corn in only one or two rows at a time. This usually results in poor pollination and low yields. Plant sweet corn in blocks consisting of a minimum of three rows per block. There is no need to remove suckers from sweet corn and no advantage to doing so. Isolation Most gardeners know that sweet corn may not be as sweet if it crosses with field corn. Likewise, some of the supersweet or extrasweet corns may not be as sweet if they cross with other types of corn or even with other supersweet corn varieties. Corn varieties can be prevented from crossing by isolating them from each other. They can be isolated either by planting them 100 yards or more apart or by timing plantings so each sheds pollen at a different time. It is a good idea to isolate different sweet corn types from each other unless it is known that crossing will not affect them. Fertilization Fertilization should be consistent with current UT soil recommendations. Sweet corn is a heavy user of nitrogen, so good yields depend upon adequate levels being present. Apply recommended fertilizer applications at planting or soon after seedling emergence. When sweet corn is 8 to 12 inches tall, sidedress with 1.5 pounds of ammonium nitrate per 100 foot of row. Proper nitrogen fertilization is very important to developing a strong, tall stalk with the se or sh 2 types. Weed Control Control weeds by preventing them from becoming established. This means that weeds should be removed while both corn and weeds are small. If double rows are grown, a rototiller can be used between each set of double rows and hand tools can be used between the double rows. If weeds are removed while they are small, corn will grow at a rapid rate and will reduce weed seed emergence as the corn gradually shades the soil. Insect Control European corn borer control is difficult for home gardeners because sprays are effective only during the two-to-three day period after eggs hatch and before larvae bore into the stalks. Pay close attention to the presence of eggs. Eggs are white and one-half the size of a pinhead. They are laid in masses that overlap like fish scales. Eggs European corn borer, corn earworms, Japanese beetles and flea beetles are the major insects affecting sweet corn in home gardens. Corn borers feed on the foliage and internal portions of the stalk. They are usually identified by insect holes bored into the stalk and droppings on the foliage. The corn earworm usually feeds on the tip of the ear. Japanese beetles normally congregate on the tip of the ear and feed on the silks. This may reduce pollination and yields. darken just before hatching. To control, use the recommended insecticides found in Extension PB 595, "You Can Control Garden Insects," available at your county Extension office. Two or more treatments may be needed weekly, since four generations may occur each season. The corn earworm and Japanese beetles can usually be effectively controlled by applying recommended insecticides as a foliar spray directly to the silk when it first appears, and continuing weekly until harvest. Irrigation Water for irrigation can be applied with a sprinkler. A common mistake of home gardeners is to assume that wetting the surface is all that is needed when using a sprinkler. It is important to wet the effective root zone of the plant. This means that the depth of soil containing the larger percentage of active roots should be moistened. Usually, this is the top 8 to 12 inches. An easy way to do this is physically check the depth of wetting after the system has run for a period oftime. When the soil is moist to the required depth, shut the system off. Sweet corn is a high user of water and requires adequate moisture throughout the growing season, especially if the double-row technique is used. Water may be applied by trickle or sprinkler irrigation. It should be provided throughout the season, but is most important during germination and tassel and silk formation. A trickle system can also be connected directly to the household watering system through hose and filter connections. It only requires 8-10 pounds of inline pressure to operate a trickle system. Plastic hose with properly spaced emitters can be laid down each row to A typical system is shown in Figure 2. deliver water to the base of each plant. This places water where it is most needed and is most efficiently used. Trickle systems require considerably less water than sprinkler systems, but are more laborious and costly to install and manage. A trickle system requires relatively level land to operate efficiently. Evaporation can be reduced by applying water in late afternoon or at night. The depth to moisten is the effective root zone of the plants, as mentioned with the sprinkler system. Harvesting Sweet corn will have its highest sugar and best flavor if it is cooked and eaten immediately after harvest. Harvest sweet corn when the silk end of the ear is completely filled out, the silk has turned brown and the kernels are firm but in the milk stage. If the kernels are firm, but can be punctured by applying pressure with the thumb nail, the ear should be in the proper stage to harvest. It usually requires 17 to 21 days from full silking until harvest. Handling If sweet corn in to be frozen or canned, it should be shucked, de-silked and brought to a boil for a period of three minutes immediately after harvest. Cool it as rapidly as possible after boiling. It may then be either frozen or canned. Immediate processing in this manner reduces sugar loss and greatly improves flavor. Avoid holding sweet corn for long periods at ambient temperatures after it is harvested. filter to other rows end clamped to hold water to faucet lines with emitters SP291E-6M-5/98(Rev) E12-2015-00-046-98 Figure 2. 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Purim commemorates the celebration of the Jews in the Persian Empire when they were saved from their aggressor Haman. In the 4th Century BCE, the Jews were ruled by Achashverosh, King of the Persian Empire. While he was no friend to the Jews, his most trusted advisor Haman, was worse. Haman sought out a decree that would allow him to kill all Jews in the land, beginning with a man named Mordechai, who was uncle to the new queen. Achashverosh had no idea that his new wife Esther was Jewish, but at the urging of her uncle she was able to convince him to save Mordechai and the rest of the Jewish people. The holiday, instituted by Mordechai and Esther, was named Purim (Hebrew for lottery) to remember how Haman chose the day on which the Jewish people were to be exterminated. Purim Mishenichnas Adar marbim b'simcha משנכנס אדר מרבין בשמחה In its simplest terms, this phrase means: those who enter the month of Adar increase in their joy. To push deeper we can understand it to mean that during the month of Adar, we rejoice in what we have. During Purim we celebrate in two ways: Mishloach manot (sending gifts) – We are obligated to share our wealth with our friends and neighbors. As such we give gifts of food and drink that they can add to their celebrations. Matanot l'evyonim (Aid for those in need) – We cannot rejoice unless we ensure that those less fortunate can rejoice as well. As such, we give gifts to those in need to ensure they have full celebrations. Being an Upstander Challenging yourself to do the right thing isn't easy. Queen Esther knew she put herself at great risk when she asked the King to save the Jewish people. Purim is the holiday that reminds us to use what we have to help others. In the case of Esther, she used her position of influence to protect her people. We are faced with challenges and choices on a daily basis. How we face them is up to us, so we must arm ourselves to be strong and ready to take action. 1 2 3 4 When was a time you saw someone in need of help or protection and knew you were able to help? Why is it sometimes hard for people to stand up for their beliefs? How can you push yourself to be an upstander? Think of a cause or issue that is important to you. How can you be a regular upstander for that cause? bbyo.org	<urn:uuid:85700420-9197-494d-9298-552a7d099a0b>	CC-MAIN-2015-32	http://bbyo.org/azabbg/resources/?rm=download&id=2156	2015-07-30T10:08:52Z	crawl-data/CC-MAIN-2015-32/segments/1438042987171.38/warc/CC-MAIN-20150728002307-00214-ip-10-236-191-2.ec2.internal.warc.gz	25,215,335	578	eng_Latn	eng_Latn	0.996962	eng_Latn	0.996962	[ "eng_Latn" ]	false	docling	[ 2308 ]	[ 3.125 ]	3	7
Written by Mike Swofford The vision of the Scout Achievement Center (SAC) was to create an outstanding resource facility that offers a multitude of services and opportunities for youth, volunteers, and the community while incorporating sustainable features throughout the entire campus. The Dan Beard Council first became intrigued by the idea of a "green" building during the planning process for the new center. For 100 years, Scouting has stayed true to the values expressed by the Scout Oath and Law, yet we continue to remake our program to meet the needs of contemporary children and youth. Today's new generation of Scouts are more environmentally conscious than any earlier generation... With the guidance and support of our project partners Baker Concrete, Messer Construction, and BHDP Architecture, we learned about the Leadership in Energy and Environmental Design (LEED) program. This became the guiding set of principles that we used to design a new sustainable building. We felt that we could inspire Scouts to think and act with a greater environmental responsibility if our new building was consistent with the "green" lessons within Scouting. As they become educated by the instructive nature of the building and campus, we hope that Scouts will be inspired to continue and increase their involvement in Scouting and that Scouts and adult visitors will take away "green" ideas to implement in other areas of their lives. There is a tremendous power of cohesion that naturally develops during the design and creation of a sustainable building. By deciding to go "green," we let the community know that Scouting is and always has been green since our inception in 1910. 1 / 22 Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 SAC Overview: Building name: Scout Achievement Center (SAC) Location: Cincinnati, Ohio Setting: Suburban Project type: New construction Project scope: A stand-along, one-story building Cost: $7.1 million Lot size: 2.9 acres Building area: 26,900 square feet Building types: Office, assembly, retail Completed: July, 2009 Certification: U.S. Green Building Council's LEED® Silver Level Certification 2 / 22 Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 About LEED Developed by the U.S. Green Building Council (USGBC), LEED® is a third-party certification system that measures the sustainable performance of buildings and can be applied to any building type and any building life-cycle phase. The LEED Green Building Rating System is the national benchmark for the design, construction, and operations of high-performance green buildings. For those who own and operate buildings, LEED provides a framework for identifying and implementing practical and measurable green building design, construction, operations and maintenance solutions. It also enables project teams to deliver certified performance for their buildings. Third-party certification assures that LEED buildings are constructed and operated as intended. An organization's participation in the voluntary and technically rigorous LEED process demonstrates leadership, innovation and environmental stewardship. LEED promotes a whole-building approach to sustainability by recognizing performance in six key areas: 1. Sustainable Sites 3. Energy and Atmosphere 2. Water Efficiency 4. Indoor Environmental Quality 6. Innovation & Design 5. Materials & Resources Commitment to Green Education As part of the Dan Beard Council's continuing effort to educate others on green building operations, sustainability, and environmental consciousness, we encourage you to learn more about the green features exemplified in the SAC. Here's a list of sustainable ideas that can be applied to a new building project or into your daily life: - Research plants native to your geographic region, or ecoregion. Maps of various 3 / 22 ecoregions are available from organizations such as the Nature Conservancy. - Obtain signage and designate parking for fuel efficient vehicles. Find out if your car qualifies for the fuel efficient parking space at www.fueleconomy.gov. - Do an online search for commercial bike racks to research models and pricing that are a fit for your organization. - Consider creating a commissioning plan to catch potential glitches the next time new equipment is installed. Also, schedule an internal training session to help prevent user error. - Consider purchasing motion sensors for your exterior lighting to save energy. - Identify an area on your building site that could serve as a designated smoking area. Make sure it is at least 25 feet from the building. - Contact your local waste and recycling provider to learn more about recycling pick-up services in your area. - Consider adding entrance mats to your facility. Be sure to put a cleaning plan in place or find a company that will clean and maintain the floor mats as well. - Ask your current cleaning vendor if they have "green" products available. - Talk to your current pest management provider about integrating preventative evaluations with low-impact solutions for treatment. On the pages that follow, you can learn about possibilities for green living and building from some of the features incorporated into the SAC... Sustainable Sites By carefully choosing a building site, many "green" features can be incorporated into a project, potentially offering substantial cost savings over the long run. The Scout Achievement Center created a sustainable site by implementing the following features: 4 / 22 Written by Mike Swofford Description: The site landscaping consists of indigenous plants that are natural to the environment and can grow without irrigation. Benefit: Other benefits of native plantings include improved air quality, reduced air temperatures in summer, reduced heating and cooling costs, habitat for wildlife and recreation and aesthetic value. Tip to get started: Research plants native to your geographic region, or ecoregion. Maps of various ecoregions are available from organizations such as the Nature Conservancy. Maximized Open Space Description: Minimized impact on land and reduced the development footprint of the building while maximizing building function. Benefit: By maximizing open space, impervious cover is limited and more natural space exists. Tip to get started: During the building design phase, think about how space will be used, and try to find multiple uses in each room, thereby minimizing the building space Green 101: The term impervious cover refers to any surface in the urban landscape that cannot effectively absorb rainfall such as sidewalks, rooftops, and parking lots. Source:www.epa.gov/watertrain/protection/glossary.html Written by Mike Swofford Minimized Stormwater Run-off/Maximized Stormwater Filtration Description: Created large retention pond, a natural water filtration method, so water does not shoot off of the site into storm sewers. Directed gutters toward and surrounded building with permeable pavement, soil and plants to allow storm water to penetrate ground, rather than washing into sewers. Benefit: A retention pond helps lessen the impact on the municipality's storm sewer. By capturing rainfall in the retention pond, less runoff enters the sewer and the amount pollution that enters local streams, rivers and lakes is reduced. Tip to get started: Create a rain garden with native plants around areas of natural runoff adjacent to impervious cover. Reflective Paving Description: Used concrete with a high solar reflectance index (SRI) from industry leader, Baker Concrete, to help prevent heat absorption and to bounce rays away from the surface. Planted trees that will provide shading for at least 50 percent of the hardscape such as the parking lot and sidewalks. Benefit: By using reflective paving, the heat island effect is reduced. Tip to get started: Select plants that will shade hardscape areas within five years. Green 101: The term heat island describes built up areas that are hotter than nearby rural areas 6 / 22 – heat islands can increase summertime peak energy demand, air conditioning costs, air pollution and greenhouse gas emissions. Source: http://www.epa.gov/hiri/about/index.htm Reflective Roof Description: Used light-colored roofing and wall finish materials so less heat would be absorbed. Ninety-seven percent of roof is reflective with an SRI of 109. Benefit: When less heat is absorbed, less air conditioning is used, which helps reduce energy consumption and cut operating expenses. Tip to get started: When researching roofs, consider a cool roof. Green 101: Cool roof performance is a function of solar reflectance and infrared emittance, which are the two properties that define the "coolness" of a roof. Source: http://www.mbma.com/display.cfm?p=28 Bicycle parking racks and on-site locker and shower facilities 7 / 22 Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 Description: Provided bicycle parking racks for 10 percent (double the LEED requirement of five percent) of the building population. Locker and shower facilities for each gender were also included. Benefit: By promoting an alternative means of transportation, harmful emissions are reduced and our carbon footprint is lessened – a healthy lifestyle is encouraged. Tip to get started: Do an online search for commercial bike racks to research models and pricing that are a fit for your organization. Five dedicated Fuel Efficient Vehicle (FEV) parking spaces Description: Provided five preferred parking spaces to vehicles that receive at least 35 miles per gallon. Benefit: By supporting fuel efficient vehicles, harmful emissions are reduced and our carbon footprint is lessened. Tip to get started: Obtain signage and designate parking for fuel efficient vehicles. Find out if your car qualifies for the FEV parking space at www.fueleconomy.gov. Pedestrian connectivity to 10 restaurants, banks and other local services Description: Selected a location sited close to residential areas and commercial districts where pedestrians can easily access local services. Benefit: By selecting a site close to restaurants, banks and other basic services, walking is encouraged and vehicles are used less frequently, thus emissions are reduced and a healthy lifestyle is encouraged Tip to get started: When researching sites on which to build, consider the pedestrian proximity to local services. A Scout Achievement Center 9 / 22 Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 Water Efficiency Many low-cost options exist to help reduce consumption of drinkable water. The Scout Achievement Center reduced its use of potable water by implementing the following items: Native Plantings/No Irrigation Description: Selected indigenous plants that do not require irrigation. Benefit: Native plantings help reduce the need for pesticides and fertilizer. Because they do not require irrigation, drinkable water is conserved. They are hardy in that they can survive cold winters and hot summers since they have adapted to local conditions over several years. Tip to get started: Learn about plants that are native to your local environment, and start planting today. Low Flow Plumbing Fixtures Description: Installed ultra low-flush toilets, low-flow shower heads and other water-conserving fixtures that minimize water consumption. Benefit: By using high-efficiency fixtures, less potable water is used. Tip to get started: Consider installing low flow plumbing fixtures. Or, for a lower cost option, place aerators on your current fixtures. Energy and Atmosphere According to the U.S. Green Building Council, buildings account for 72 percent of electricity consumption. Fortunately, many options exist to help save energy, including the following items that the SAC put into place: Fundamental commissioning of mechanical systems following construction Description: Created a commissioning plan – a plan to test systems after installation – to ensure mechanical systems work properly. Benefit: By testing equipment prior to use, potential errors can be caught and corrected early on. Commissioning also presents an opportunity to train staff on how to properly use systems. Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 Tip to get started: The next time new equipment is installed, consider creating a commissioning plan to catch potential glitches. Also, schedule an internal training session to help prevent user error. Daylight provided to open office areas to reduce electric light demand Description: Maximized use of natural light throughout office areas. Benefit: By using natural light, electric lighting is used less, thus energy use and cost are reduced. Tip to get started: In the design phase, consider adding windows throughout the building to serve as a key source of lighting. Remember that east, south and west-facing glass can provide excessive heat, which can increase cooling costs. Electric lighting & mechanical systems equipped with occupancy sensors Written by Mike Swofford Description: Implemented high-efficiency lighting and air conditioning and heating systems with occupancy sensors. Benefit: Less energy is used because lights, air conditioning and heating automatically turn on when a room becomes occupied. When the room is vacant, they turn off. Tip to get started: Implement lighting with occupancy sensors in rooms that are not used regularly to ensure energy is not wasted when the room is vacant. Exterior lighting is controlled by motion sensors Description: Implemented exterior lighting (excluding emergency lighting) that is controlled 100 percent by motion. Benefit: Lights automatically turn on when motion is detected and remain off otherwise, so less energy is used. Tip to get started: Consider purchasing motion sensors for your exterior lighting to save Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 energy. Materials and Resources Many opportunities exist to recycle materials during and after construction to help lessen waste. The SAC recycled materials in many ways, including the following: 75% of construction waste diverted from landfills Description: Recycled construction waste and scraps to lessen the demand on landfills. Benefit: By diverting waste from landfills, pollution of the environment such as contamination of soil and groundwater is reduced. Tip to get started: Identify ways to reuse construction scraps such as wood, metal, steel and plastic. Learn more at www.epa.gov/epawaste/conserve/rrr/imr/cdm/index.ht m . 20% recycled content new materials Description: Used high recycled content concrete and steel. Also used recycled siding and carpet. Benefit: By using recycled materials, natural resources are preserved. Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 Tip to get started: Consider using recycled materials for your next project to save money and conserve resources. 20% new materials extracted, processed and manufactured regionally Description: Used stone that was obtained within a 500-mile radius. Benefit: By purchasing stone from the region, the local community and labor are supported. Also, transportation costs are minimized because the stone can be transported using less energy. Tip to get started: When comparing vendors, take into account geographic location before making a buying decision. Break room and loading dock recycling and collection areas Description: Created designated areas in kitchen and behind facility for the collection and storage of non-hazardous materials for recycling including paper, corrugated cardboard, glass, plastics and metals. Benefit: By designating a trash shoot for recycling in the staff kitchen, employees can more easily recycle materials. The recycling area outside the facility helps separate the recyclable materials from the non-recyclable materials, which makes it easier for pick-up. Hence, Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 recyclables can be reused and fewer materials go to landfills. Tip to get started: Contact your local waste and recycling provider to learn more about pick-up services in your area. Indoor Environmental Quality A high-quality indoor environment offers many health benefits to building occupants. Below are some of the ways the SAC created a superior indoor environment for scouts, volunteers and staff: Remote smoking area to reduce occupant exposure to tobacco smoke Description: Created a designated smoking area that is 25 feet away from entries, outdoor air intakes and operable windows. Benefit: Exposure to second-hand smoke is reduced. Tip to get started: Identify an area on your building site that could serve as a designated smoking area. Make sure it is at least 25 feet from the building. Air quality management plan during construction Description: Implemented a plan to maintain high-quality air and to reduce dust during construction. Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 Benefit: By having an air quality management plan, problems are prevented and the health of the construction staff and occupants is sustained. Tip to get started: Prior to construction of a new building, establish an air quality management plan. Pre-occupancy flush-out to remove construction contaminants Description: Conducted a building flush-out with 14,000 cubic feet of outdoor air per square foot of building. Benefit: By flushing out the facility prior to occupants entering the building, the construction contaminants are removed and the best air quality possible is created. Tip to get started: When flushing out a building, maintain an internal temperature of at least 60 degrees and relative humidity of no more than 60 percent. Use of low-emitting materials such as low-VOC paints, adhesives and carpet systems Description: Chose paints, adhesives and carpet systems that have low levels of volatile organic compounds (VOC). Benefit: Exposure to harmful chemicals improves air quality and reduces sensory irritation and other short- and long-term adverse health effects. Tip to get started: Many companies produce low-VOC products that are also cost-effective. Consult with your suppliers to ensure these products are used. Walk-off mats at entrances to reduce contaminants brought into building Description: Placed walk-off floor mats at entryways. Benefit: Floor mats help capture dirt, dust and other contaminants brought into the building from the outside. Tip to get started: Consider adding entrance mats to your facility. Be sure to put a cleaning plan in place or find a company that will clean and maintain the floor mats as well. MERV 13 filters on mechanical equipment Description: Installed MERV 14 filter* on mechanical equipment. Benefit: A MERV 14 filter limits molds and helps control respirable-size particles including most bacteria, which promotes wellness for occupants. Tip to get started: When selecting a filter, consider the building's location, occupancy, air Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 quality issues and type of HVAC system. *MERV 13 filter is LEED requirement, but SAC used MERV 14 filters Daylight for 90 percent of building occupants Description: Maximized use of natural light throughout building. Benefit: Natural lighting has been shown to have a positive impact on productivity and well being. Tip to get started: In the design phase, consider adding windows throughout the building to help improve employee productivity and well being. Innovation and Design Process Going "green" goes beyond just the construction of a building, it also includes ongoing educational and maintenance programs that take place post-construction. The SAC developed many of these programs, including the following: Integrated Pest Management Program Description: Implemented a pest management program that integrates inspections (for pest prevention) with a minimal amount of chemicals (for pest problems). Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 Benefit: By using an integrated approach, exposure to harmful chemicals is reduced. Tip to get started: Talk to your current pest management provider about integrating preventative evaluations with low-impact solutions for treatment. Green Education Description: Created a self-guided tour of the SAC with a field guide that highlights "green" features of building, and developed a report summarizing "green" features of building that other councils may use as an educational tool for their own efforts. Benefit: The SAC can help educate its constituents how and why to create a "green" building. Tip to get started: In the building design phase, consider adding features that are conducive to creating a self-guided tour to help educate scouts, volunteers and staff about building "green." Green Housekeeping Description: Used Green Label certified products for housekeeping. Benefit: The products used for housekeeping are concentrated, so less packaging is used and the impact on the environment is reduced. Tip to get started: Ask your current cleaning vendor if they have "green" products available. Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 Exemplary Performance Description: The SAC achieved exemplary performance in the following categories: Sustainable Sites - Credit 7.1 (Heat Island Effect, Non-Roof) LEED® requirement: 50 percent reflective paving SAC achieved: 100 percent reflective paving Water Efficiency - Credit 3 (Water Efficiency) LEED® requirement: 30 percent efficiency SAC achieved: 41 percent efficiency Tip to get started: From the project inception to execution, document the process noting item(s) that exceed LEED requirement(s). LEED® Accredited Professional Description: Received direction and support from LEED Accredited member of the project team. Written by Mike Swofford Monday, 10 January 2011 02:00 - Last Updated Monday, 07 February 2011 12:56 Benefit: LEED requirements are more easily understood and interpreted by working with a LEED Accredited participant. Tip to get started: Find out how to become LEED Accredited by visiting the U.S. Green Building Council web site at www.usgbc.org . Learn More Many organizations and educational resources are available to help support your "green" initiatives. 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Stomach Cancer What is cancer? The body is made up of trillions of living cells. Normal body cells grow, divide to make new cells, and die in an orderly fashion. During the early years of a person's life, normal cells divide faster to allow the person to grow. After the person becomes an adult, most cells divide only to replace worn-out or dying cells or to repair injuries. Cancer begins when cells in a part of the body start to grow out of control. There are many kinds of cancer, but they all start because of out-of-control growth of abnormal cells. Cancer cell growth is different from normal cell growth. Instead of dying, cancer cells continue to grow and form new, abnormal cells. Cancer cells can also invade (grow into) other tissues, something that normal cells cannot do. Growing out of control and invading other tissues are what makes a cell a cancer cell. Cells become cancer cells because of damage to DNA. DNA is in every cell and directs all its actions. In a normal cell, when DNA gets damaged the cell either repairs the damage or the cell dies. In cancer cells, the damaged DNA is not repaired, but the cell doesn't die like it should. Instead, this cell goes on making new cells that the body does not need. These new cells will all have the same damaged DNA as the first cell does. People can inherit damaged DNA, but most DNA damage is caused by mistakes that happen while the normal cell is reproducing or by something in our environment. Sometimes the cause of the DNA damage is something obvious, like cigarette smoking. But often no clear cause is found. In most cases the cancer cells form a tumor. Some cancers, like leukemia, rarely form tumors. Instead, these cancer cells involve the blood and blood-forming organs and circulate through other tissues where they grow. Cancer cells often travel to other parts of the body, where they begin to grow and form new tumors that replace normal tissue. This process is called metastasis. It happens when the cancer cells get into the bloodstream or lymph vessels of our body. No matter where a cancer may spread, it is always named and treated based on the place where it started. For example, breast cancer that has spread to the liver is still breast cancer, not liver cancer. Likewise, prostate cancer that has spread to the bone is still prostate cancer, not bone cancer. Different types of cancer can behave very differently. For example, lung cancer and breast cancer are very different diseases. They grow at different rates and respond to different treatments. That is why people with cancer need treatment that is aimed at their particular kind of cancer. Not all tumors are cancerous. Tumors that aren't cancer are called benign. Benign tumors can cause problems — they can grow very large and press on healthy organs and tissues. But they cannot grow into (invade) other tissues. Because they can't invade, they also can't spread to other parts of the body (metastasize). These tumors are almost never life threatening. What is stomach cancer? Stomach cancer, also called gastric cancer, is a cancer that starts in the stomach. To understand stomach cancer, it helps to know about the normal structure and function of the stomach. The stomach After food is chewed and swallowed, it enters the esophagus, a tube that carries food through the neck and chest to the stomach. The esophagus joins the stomach at the gastroesophageal (GE) junction, which is just beneath the diaphragm (the thin sheet of breathing muscle under the lungs). The stomach is a sac-like organ that holds food and starts to digest it by secreting gastric juice. The food and gastric juice are mixed and then emptied into the first part of the small intestine called the duodenum. Some people use the word stomach to refer to the area of the body between the chest and the pelvic area. The medical term for this area is the abdomen. For instance, some people with pain in this area would say they have a "stomachache," when in fact the pain could be coming from the appendix, small intestine, colon (large intestine), or other organs in the area. Doctors would call this symptom abdominal pain, because the stomach is only one of many organs in the abdomen. Stomach cancer should not be confused with other cancers that can occur in the abdomen, like cancer of the colon (large intestine), liver, pancreas, or small intestine because these cancers may have different symptoms, different outlooks, and different treatments. Parts of the stomach The stomach has 5 parts: * Cardia: The first portion (closest to the esophagus) * Fundus: The upper part of the stomach next to the cardia. * Body (corpus): The main part of the stomach, between the upper and lower parts * Antrum: The lower portion (near the intestine), where the food is mixed with gastric juice * Pylorus: The last part of the stomach, which acts as a valve to control emptying of the stomach contents into the small intestine. The first 3 parts of the stomach (cardia, fundus, and body) are sometimes called the proximal stomach. Some cells in these parts of the stomach make acid and pepsin (a digestive enzyme), the parts of the gastric juice that help digest food. They also make a protein called intrinsic factor, which the body needs to absorb vitamin B12. The lower 2 parts (antrum and pylorus) are called the distal stomach. The stomach has 2 curves, which form its inner and outer borders. They are called the lesser curvature and greater curvature, respectively. Other organs next to the stomach include the colon, liver, spleen, small intestine, and pancreas. The stomach wall has 5 layers: * The innermost layer is the mucosa. This is where stomach acid and digestive enzymes are made. Most stomach cancers start in this layer. * Next is a supporting layer called the submucosa. * Outside of this is the muscularis propria, a thick layer of muscle that moves and mixes the stomach contents. * The outer 2 layers, the subserosa and the outermost serosa, wrap the stomach. The layers are important in determining the stage (extent) of the cancer and in helping to determine a person's prognosis (outlook). As a cancer grows from the mucosa into deeper layers, the stage becomes more advanced and the prognosis is not as good. Development of stomach cancer Stomach cancers tend to develop slowly over many years. Before a true cancer develops, pre-cancerous changes often occur in the inner lining (mucosa) of the stomach. These early changes rarely cause symptoms and therefore often go undetected. Cancers starting in different sections of the stomach may cause different symptoms and tend to have different outcomes. The cancer's location can also affect the treatment options. For example, cancers that start at the GE junction are staged and treated the same as cancers of the esophagus. A cancer that starts in the cardia of the stomach but then grows into the GE junction is also staged and treated like a cancer of the esophagus. (For more information, see our document Esophagus Cancer.) Stomach cancers can spread (metastasize) in different ways. They can grow through the wall of the stomach and invade nearby organs. They can also spread to the lymph vessels and nearby lymph nodes. Lymph nodes are bean-sized structures that help fight infections. The stomach has a very rich network of lymph vessels and nodes. As the stomach cancer becomes more advanced, it can travel through the bloodstream and spread to organs such as the liver, lungs, and bones. If cancer has spread to the lymph nodes or to other organs, the patient's outlook is not as good. Types of stomach cancers Different types of stomach cancer include: Adenocarcinoma About 90% to 95% of cancers of the stomach are adenocarcinomas. When the term stomach cancer or gastric cancer is used, it almost always refers to an adenocarcinoma. These cancers develop from the cells that form the innermost lining of the stomach (known as the mucosa). Lymphoma These are cancers of the immune system tissue that are sometimes found in the wall of the stomach. About 4% of stomach cancers are lymphomas. The treatment and outlook depend on the type of lymphoma. For more detailed information, see our document NonHodgkin Lymphoma. Gastrointestinal stromal tumor (GIST) These are rare tumors that start in very early forms of cells in the wall of the stomach called interstitial cells of Cajal. Some of these tumors are non-cancerous (benign); others are cancerous. Although GISTs can be found anywhere in the digestive tract, most are found in the stomach. For more information, see our document Gastrointestinal Stromal Tumor (GIST). Carcinoid tumor These are tumors that start in hormone-making cells of the stomach. Most of these tumors do not spread to other organs. About 3% of stomach cancers are carcinoid tumors. These tumors are discussed in more detail in our document Gastrointestinal Carcinoid Tumors. Other cancers Other types of cancer, such as squamous cell carcinoma, small cell carcinoma, and leiomyosarcoma, can also start in the stomach, but these cancers are very rare. The information in the remainder of this document refers only to adenocarcinoma of the stomach. What are the key statistics about stomach cancer? The American Cancer Society's estimates for stomach cancer in the United States for 2015 are: * About 24,590 cases of stomach cancer will be diagnosed (15,540 in men and 9,050 in women) * About 10,720 people will die from this type of cancer (6,500 men and 4,220 women) Stomach cancer mostly affects older people. The average age of people when they are diagnosed is 69. About 6 of every 10 people diagnosed with stomach cancer each year are 65 or older. The average risk that a person will develop stomach cancer in their lifetime is about 1 in 111. This risk is higher in men than in women, and can also be affected by a number of other factors. Stomach cancer is much more common in other parts of the world, particularly in less developed countries. It is a leading cause of cancer-related deaths in the world. Until the late 1930s, stomach cancer was the leading cause of cancer death in the United States. Now, stomach cancer is well down on this list. The reasons for this decline are not completely known, but may be linked to increased use of refrigeration for food storage. This made fresh fruits and vegetables more available and decreased the use of salted and smoked foods. Some doctors think the decline may also be linked to the frequent use of antibiotics to treat infections. Antibiotics can kill the bacteria called Helicobacter pylori (H pylori), which is thought to be a major cause of stomach cancer. For statistics on survival for stomach cancer, see the section "Survival rates for stomach cancer by stage." What are the risk factors for stomach cancer? A risk factor is anything that affects your chance of getting a disease such as cancer. Different cancers have different risk factors. Some risk factors, like smoking, can be changed. Others, like a person's age or family history, can't be changed. But risk factors don't tell us everything. Having a risk factor, or even several risk factors, does not mean that you will get the disease. And many people who get the disease may have few or no known risk factors. Scientists have found several risk factors that make a person more likely to get stomach cancer. Some of these can be controlled, but others cannot. Gender Stomach cancer is more common in men than in women. Age There is a sharp increase in stomach cancer rates in people over the age of 50. Most people diagnosed with stomach cancer are between their late 60s and 80s. Ethnicity In the United States, stomach cancer is more common in Hispanic Americans, African Americans, and Asian/Pacific Islanders than it is in non-Hispanic whites. Geography Worldwide, stomach cancer is more common in Japan, China, Southern and Eastern Europe, and South and Central America. This disease is less common in Northern and Western Africa, South Central Asia, and North America. Helicobacter pylori infection Infection with Helicobacter pylori (H pylori) bacteria seems to be a major cause of stomach cancer, especially cancers in the lower (distal) part of the stomach. Long-term infection of the stomach with this germ may lead to inflammation (called chronic atrophic gastritis) and pre-cancerous changes of the inner lining of the stomach. (See "Do we know what causes stomach cancer?") People with stomach cancer have a higher rate of H pylori infection than people without this cancer. H pylori infection is also linked to some types of lymphoma of the stomach. Even so, most people who carry this germ in their stomach never develop cancer. Stomach lymphoma People who have had a certain type of lymphoma of the stomach known as mucosaassociated lymphoid tissue (MALT) lymphoma have an increased risk of getting adenocarcinoma of the stomach. This is probably because MALT lymphoma of the stomach is caused by infection with H pylori bacteria. Diet An increased risk of stomach cancer is seen in people with diets that have large amounts of smoked foods, salted fish and meat, and pickled vegetables. Nitrates and nitrites are substances commonly found in cured meats. They can be converted by certain bacteria, such as H pylori, into compounds that have been shown to cause stomach cancer in lab animals. On the other hand, eating lots of fresh fruits and vegetables appears to lower the risk of stomach cancer. (See "Can stomach cancer be prevented?") Tobacco use Smoking increases stomach cancer risk, particularly for cancers of the upper portion of the stomach near the esophagus. The rate of stomach cancer is about doubled in smokers. Being overweight or obese Being overweight or obese is a possible cause of cancers of the cardia (the upper part of the stomach nearest the esophagus), but the strength of this link is not yet clear. Previous stomach surgery Stomach cancers are more likely to develop in people who have had part of their stomach removed to treat non-cancerous diseases such as ulcers. This might be because the stomach makes less acid, which allows more nitrite-producing bacteria to be present. Reflux (backup) of bile from the small intestine into the stomach after surgery might also add to the increased risk. These cancers typically develop many years after the surgery. Pernicious anemia Certain cells in the stomach lining normally make a substance called intrinsic factor (IF) that we need to absorb vitamin B12 from foods. People without enough IF may end up with a vitamin B12 deficiency, which affects the body's ability to make new red blood cells and can cause other problems as well. This condition is called pernicious anemia. Along with anemia (too few red blood cells), people with this disease have an increased risk of stomach cancer. Menetrier disease (hypertrophic gastropathy) In this condition, excess growth of the stomach lining causes large folds in the lining and leads to low levels of stomach acid. Because this disease is very rare, it is not known exactly how much this increases the risk of stomach cancer. Type A blood Blood type groups refer to certain substances that are normally present on the surface of red blood cells and some other types of cells. These groups are important in matching blood for transfusions. For unknown reasons, people with type A blood have a higher risk of getting stomach cancer. Inherited cancer syndromes Some inherited conditions may raise a person's risk of stomach cancer. Hereditary diffuse gastric cancer This inherited syndrome greatly increases the risk of developing stomach cancer. This condition is rare, but the lifetime stomach cancer risk among affected people is about 70% to 80%. Women with this syndrome also have an increased risk of getting a certain type of breast cancer. This condition is caused by mutations (defects) in the CDH1 gene. Hereditary non-polyposis colorectal cancer (HNPCC) HNPCC, also known as Lynch syndrome, is an inherited genetic disorder that increases the risk of colorectal cancer. People with this syndrome also have an increased risk of getting stomach cancer (as well as some other cancers). In most cases, this disorder is caused by a defect in either the MLH1 or MSH2 gene, but other genes can cause HNPCC, including MLH3, MSH6, TGFBR2, PMS1, and PMS2. Familial adenomatous polyposis (FAP) In FAP syndrome, people get many polyps in the colon, and sometimes in the stomach and intestines as well. People with this syndrome are at greatly increased risk of getting colorectal cancer and have a slightly increased risk of getting stomach cancer. It is caused by mutations in the APC gene. BRCA1 and BRCA2 People who carry mutations of the inherited breast cancer genes BRCA1 or BRCA2 may also have a higher rate of stomach cancer. Li-Fraumeni syndrome People with this syndrome have an increased risk of several types of cancer, including developing stomach cancer at a relatively young age. Li-Fraumeni syndrome is caused by a mutation in the TP53 gene. Peutz-Jeghers syndrome (PJS) People with this condition develop polyps in the stomach and intestines, as well as in other areas including the nose, the airways of the lungs, and the bladder. The polyps in the stomach and intestines are a special type called hamartomas. They can cause problems like bleeding or blockage of the intestines. PJS can also cause dark freckle-like spots on the lips, inner cheeks and other areas. People with PJS have an increased risk of cancers of the breast, colon, pancreas, stomach, and several other organs. This syndrome is caused by mutations in the gene STK1. A family history of stomach cancer People with first-degree relatives (parents, siblings, or children) who have had stomach cancer are more likely to develop this disease. Some types of stomach polyps Polyps are non-cancerous growths on the lining of the stomach. Most types of polyps (such as hyperplastic polyps or inflammatory polyps) do not seem to increase a person's risk of stomach cancer, but adenomatous polyps – also called adenomas – can sometimes develop into cancer. Epstein-Barr virus (EBV) infection Epstein-Barr virus causes infectious mononucleosis (also called mono). Almost all adults have been infected with this virus at some time in their lives, usually as children or teens. EBV has been linked to some forms of lymphoma. It is also found in the cancer cells of about 5% to 10% of people with stomach cancer. These people tend to have a slower growing, less aggressive cancer with a lower tendency to spread. EBV has been found in some stomach cancer cells, but it isn't yet clear if this virus actually causes stomach cancer. Certain occupations Workers in the coal, metal, and rubber industries seem to have a higher risk of getting stomach cancer. Common variable immune deficiency (CVID) People with CVID have an increased risk of stomach cancer. The immune system of someone with CVID can't make enough antibodies in response to germs. People with CVID have frequent infections as well as other problems, including atrophic gastritis and pernicious anemia. They are also more likely to get gastric lymphoma and stomach cancer. Do we know what causes stomach cancer? There are many known risk factors for stomach cancer, but it is not known exactly how these factors cause cells of the stomach lining to become cancerous. This is the subject of ongoing research. Several changes thought to be pre-cancerous can occur in the stomach lining. In chronic atrophic gastritis, the normal glands of the stomach are either decreased or absent. There is also some degree of inflammation (the stomach cells are damaged by cells of the immune system). Atrophic gastritis is often caused by H pylori infection. It can also be caused by an autoimmune reaction, in which a person's immune system attacks the cells lining the stomach. Some people with this condition go on to develop pernicious anemia or other stomach problems, including cancer. It is not known exactly how this condition might progress to cancer. Another possible pre-cancerous change is intestinal metaplasia. In this condition, the normal lining of the stomach is replaced with cells that closely resemble the cells that usually line the intestine. People with this condition usually have chronic atrophic gastritis as well. How and why this change occurs and progresses to stomach cancer is not well understood. This might also be related to H pylori infection. Recent research has provided clues on how some stomach cancers form. For instance, H pylori bacteria, particularly certain subtypes, can convert substances in some foods into chemicals that cause mutations (changes) in the DNA of the cells in the stomach lining. This may also explain why certain foods such as preserved meats increase a person's risk for stomach cancer. On the other hand, some of the foods that might lower stomach cancer risk, such as fruits and vegetables, contain antioxidants that can block substances that damage a cell's DNA. During the past few years, scientists have made a lot of progress in understanding how certain changes in DNA can cause normal stomach cells to grow abnormally and form cancers. DNA is the chemical in each cell that carries our genes — the instructions for how our cells function. We look like our parents because they are the source of our DNA. But DNA affects more than how we look. Some genes help cells grow and divide into new cells. They are called oncogenes. Others that slow down cell division, cause cells to die at the right time, or help fix DNA damage are called tumor suppressor genes. Cancers can be caused by DNA changes that turn on oncogenes or turn off tumor suppressor genes. Inherited mutations (abnormal changes) in some genes (as explained in the section "What are the risk factors for stomach cancer?") can increase a person's stomach cancer risk. These are thought to cause only a small percentage of stomach cancers. Still, genetic testing can be done to look for the gene mutations that can cause some inherited cancer syndromes. You can read more in our document Genetic Testing: What You Need to Know. Most of the gene changes that lead to stomach cancer occur after birth. Some of these changes might be caused by risk factors such as H pylori infection or tobacco use. But other gene changes may just be random events that sometimes happen inside cells, without having an external cause. Can stomach cancer be prevented? There is no sure way to prevent stomach cancer, but there are things you can do that could lower your risk. Diet, nutrition, body weight, and physical activity The dramatic decline of stomach cancer in the past several decades is thought to be a result of people reducing many of the known dietary risk factors. This includes greater use of refrigeration for food storage rather than preserving foods by salting, pickling, and smoking. To help reduce your risk, avoid a diet that is high in smoked and pickled foods and salted meats and fish. A diet high in fresh fruits and vegetables can also lower stomach cancer risk. Citrus fruits (such as oranges, lemons, and grapefruit) may be especially helpful, but grapefruit and grapefruit juice can change the blood levels of certain drugs you take, so it's important to discuss this with your health care team before adding grapefruit to your diet. The American Cancer Society recommends that people eat a healthy diet, with an emphasis on plant foods. This includes eating at least 2½ cups of vegetables and fruits every day. Choosing whole-grain breads, pastas, and cereals instead of refined grains, and eating fish, poultry, or beans instead of processed meat and red meat may also help lower your risk of cancer. Studies that have looked at using dietary supplements to lower stomach cancer risk have had mixed results so far. Some studies have suggested that combinations of antioxidant supplements (vitamins A, C, and E and the mineral selenium) might reduce the risk of stomach cancer in people with poor nutrition to begin with. But most studies looking at people who have good nutrition have not found any benefit to adding vitamin pills to their diet. Further research in this area is needed. Although some small studies suggested that drinking tea, particularly green tea, may help protect against stomach cancer, most large studies have not found such a link. Being overweight or obese may add to the risk of stomach cancer. On the other hand, being physically active may help lower your risk. The American Cancer Society recommends maintaining a healthy weight throughout life by balancing calorie intake with physical activity. Aside from possible effects on the risk of stomach cancer, losing weight and being active may also have an effect on the risk of several other cancers and health problems. The full recommendations can be found in the American Cancer Society Guidelines on Nutrition and Physical Activity for Cancer Prevention. Avoiding tobacco use Tobacco use can increase the risk of cancers of the proximal stomach (the portion of the stomach closest to the esophagus). Tobacco use increases the risk for many other types of cancer and is responsible for about one-third of all cancer deaths in the United States. If you don't use tobacco, please don't start. If you already do and want help quitting, call the American Cancer Society at 1-800-227-2345. Treating H pylori infection It is not yet clear whether people whose stomach linings are chronically infected with the H pylori bacteria but who do not have any symptoms should be treated with antibiotics. This is a topic of current research. Some early studies have suggested that giving antibiotics to people with H pylori infection may lower the number of pre-cancerous lesions in the stomach and may reduce the risk of developing stomach cancer. But not all studies have found this. More research is needed to be sure that this is a way to prevent stomach cancer in people with H pylori infection. If your doctor thinks you might have H pylori infection, there are several ways to test for this: * The simplest way is a blood test that looks for antibodies to H pylori. Antibodies are proteins the body's immune system makes in response to an infection. A positive H pylori antibody test result can mean either that you are infected with H pylori or that you had an infection in the past that is now cleared. * Another approach is to have an endoscopy procedure (see the section "How is stomach cancer diagnosed?") to take a biopsy sample of the stomach lining. This sample can be used for chemical tests for this kind of bacteria. Doctors can also identify H pylori in biopsy samples viewed under a microscope. The biopsy sample can also be cultured (placed in a substance that promotes bacterial growth) to see if H pylori grows out of the sample. * There is also a special breath test for the bacteria. For this test, you drink a liquid containing urea. If H pylori is present, it will chemically change the urea. A sample of your breath is then tested for these chemical changes. Aspirin use Using aspirin or other non-steroidal anti-inflammatory drugs (NSAIDs) such as ibuprofen or naproxen, seems to lower the risk of stomach cancer. These medicines can also lower the risk of developing colon polyps and colon cancer. But they can also cause serious (and even life-threatening) internal bleeding and other potential health risks in some people. Most doctors consider any reduced cancer risk an added benefit for patients who take these drugs for other reasons, such as to treat arthritis. But doctors do not routinely recommend taking NSAIDs specifically to prevent stomach cancer. Studies have not yet determined for which patients the benefits of lowering cancer risk would outweigh the risks of bleeding complications. For people at greatly increased risk Only a small percentage of stomach cancers are caused by hereditary diffuse gastric cancer syndrome. But it is very important to recognize it, because most people who inherit this condition eventually get stomach cancer. A personal history of invasive lobular breast cancer before age 50 as well as having close family members who have had stomach cancer suggests that they might be at risk for having this syndrome. These people can talk to a genetics professional about getting genetic testing. If the testing shows the person has a mutation (abnormal change) in the CDH1 gene, many doctors will recommend they have their stomach removed before the cancer develops. Can stomach cancer be found early? Screening is testing for a disease, such as cancer, in people without symptoms. In countries such as Japan, where stomach cancer is very common, mass screening of the population has helped find many cases at an early, curable stage. This may have reduced the number of people who die of this disease, but this has not been proven. Studies in the United States have not found that routine screening in people at average risk for stomach cancer is useful, because this disease is not that common. On the other hand, people with certain stomach cancer risk factors may benefit from screening. If you have any questions about your stomach cancer risk or about the benefits of screening, please ask your doctor. Some of the tests that could be used for screening, such as upper endoscopy, are described in the section "How is stomach cancer diagnosed?" Because routine screening for stomach cancer is not done in the United States, most people with this disease are not diagnosed until they have certain signs and symptoms that point to the need for medical tests. Signs and symptoms of stomach cancer Unfortunately, early-stage stomach cancer rarely causes symptoms. This is one of the reasons stomach cancer is so hard to detect early. The signs and symptoms of stomach cancer can include: * Poor appetite * Weight loss (without trying) * Abdominal (belly) pain * Vague discomfort in the abdomen, usually above the navel * A sense of fullness in the upper abdomen after eating a small meal * Heartburn or indigestion * Nausea * Vomiting, with or without blood * Swelling or fluid build-up in the abdomen * Low red blood cell count (anemia) Most of these symptoms are more likely to be caused by things other than cancer, such as a stomach virus or an ulcer. They may also occur with other types of cancer. But people who have any of these problems, especially if they don't go away or get worse, should check with their doctor so the cause can be found and treated. Since symptoms of stomach cancer often do not appear until the disease is advanced, only about 1 in 5 stomach cancers in the United States is found at an early stage, before it has spread to other areas of the body. How is stomach cancer diagnosed? Stomach cancers are usually found when a person goes to the doctor because of signs or symptoms they are having. The doctor will take a history and examine the patient. If stomach cancer is suspected, tests will be needed to confirm the diagnosis. Medical history and physical exam When taking your medical history, the doctor will ask you questions about your symptoms (eating problems, pain, bloating, etc.) and possible risk factors to see if they might suggest stomach cancer or another cause. The physical exam gives your doctor information about your general health, possible signs of stomach cancer, and other health problems. In particular, the doctor will feel your abdomen for any abnormal changes. If your doctor thinks you might have stomach cancer or another type of stomach problem, he or she will refer you to a gastroenterologist, a doctor who specializes in diseases of the digestive tract, who will examine you and do further testing. Upper endoscopy Upper endoscopy (also called esophagogastroduodenoscopy or EGD) is the main test used to find stomach cancer. It may be used when someone has certain risk factors or when signs and symptoms suggest this disease may be present. During this test, the doctor passes an endoscope, which is a thin, flexible, lighted tube with a small video camera on the end, down your throat. This lets the doctor see the lining of your esophagus, stomach, and first part of the small intestine. If abnormal areas are seen, biopsies (tissue samples) can be taken using instruments passed through the endoscope. The tissue samples are sent to a lab, where they are looked at under a microscope to see if cancer is present. When seen through an endoscope, stomach cancer can look like an ulcer, a mushroomshaped or protruding mass, or diffuse, flat, thickened areas of mucosa known as linitis plastica. Unfortunately, the stomach cancers in hereditary diffuse gastric cancer syndrome often cannot be seen during endoscopy. Endoscopy can also be used as part of a special imaging test known as endoscopic ultrasound, which is described below. This test is usually done after you are given medication to make you sleepy (sedation). If sedation is used, you will need someone to take you home (not just a cab). Endoscopic ultrasound Ultrasound uses sound waves to produce images of organs such as the stomach. During a standard ultrasound, a wand-shaped probe called a transducer is placed on the skin. It gives off sound waves and detects the echoes as they bounce off internal organs. The pattern of echoes is processed by a computer to produce a black and white image on a screen. In endoscopic ultrasound (EUS), a small transducer is placed on the tip of an endoscope. While you are sedated, the endoscope is passed down the throat and into the stomach. This lets the transducer rest directly on the wall of the stomach where the cancer is. It lets the doctor look at the layers of the stomach wall, as well as the nearby lymph nodes and other structures just outside the stomach. The picture quality is better than a standard ultrasound because of the shorter distance the sound waves have to travel. EUS is most useful in seeing how far a cancer may have spread into the wall of the stomach, to nearby tissues, and to nearby lymph nodes. It can also be used to help guide a needle into a suspicious area to get a tissue sample (EUS-guided needle biopsy). Biopsy Your doctor may suspect cancer if an abnormal-looking area is seen on endoscopy or an imaging test, but the only way to tell for sure if it is really cancer is by doing a biopsy. During a biopsy, the doctor removes a sample of the abnormal area. Biopsies to check for stomach cancer are most often obtained during upper endoscopy. If the doctor sees any abnormal areas in the stomach lining during the endoscopy, instruments can be passed down the endoscope to biopsy them. Some stomach cancers are deep within the stomach wall, which can make them hard to biopsy with standard endoscopy. If the doctor suspects cancer might be deeper in the stomach wall, endoscopic ultrasound can be used to guide a thin, hollow needle into the wall of the stomach to get a biopsy sample. Biopsies may also be taken from areas of possible cancer spread, such as nearby lymph nodes or suspicious areas in other parts of the body. Testing biopsy samples Biopsy samples are sent to a lab to be looked at under a microscope. The samples are checked to see if they contain cancer, and if they do, what kind it is (for example, adenocarcinoma, carcinoid, gastrointestinal stromal tumor, or lymphoma). If a sample contains adenocarcinoma cells, it may be tested to see if it has too much of a growth-promoting protein called HER2/neu (often just shortened to HER2). The HER2/neu gene instructs the cells to make this protein. Tumors with increased levels of HER2/neu are called HER2-positive. Stomach cancers that are HER2-positive can be treated with drugs that target the HER2/neu protein, such as trastuzumab (Herceptin ® ). See the section "Targeted therapies for stomach cancer" for more information. The biopsy sample may be tested in 2 different ways: * Immunohistochemistry (IHC): In this test, special antibodies that stick to the HER2/neu protein are applied to the sample, which cause cells to change color if many copies are present. This color change can be seen under a microscope. The test results are reported as 0, 1+, 2+, or 3+. * Fluorescent in situ hybridization (FISH): This test uses fluorescent pieces of DNA that specifically stick to copies of the HER2/neu gene in cells, which can then be counted under a special microscope. Often the IHC test is used first. * If the results are 0 or 1+, the cancer is HER2-negative. People with HER2-negative tumors are not treated with drugs (like trastuzumab) that target HER2. * If the test comes back 3+, the cancer is HER2-positive. Patients with HER2-positive tumors may be treated with drugs like trastuzumab. * When the result is 2+, the HER2 status of the tumor is not clear. This often leads to testing the tumor with FISH. See Testing Biopsy and Cytology Specimens for Cancer to learn more about different types of biopsies and tests, how the tissue is used in the lab to diagnose cancer, and what the results will tell you. Imaging tests Imaging tests use x-rays, magnetic fields, sound waves, or radioactive substances to create pictures of the inside of your body. Imaging tests may be done for a number of reasons, including: * To help find out whether a suspicious area might be cancerous * To learn how far cancer may have spread * To help determine if treatment has been effective Upper gastrointestinal (GI) series This is an x-ray test to look at the inner lining of the esophagus, stomach, and first part of the small intestine. This test is used less often than endoscopy to look for stomach cancer or other stomach problems, as it may miss some abnormal areas and does not allow the doctor to take biopsy samples. But it is less invasive than endoscopy, and it might be useful in some situations. For this test, the patient drinks a white chalky solution containing a substance called barium. The barium coats the lining of the esophagus, stomach, and small intestine. Several x-ray pictures are then taken. Because x-rays can't pass through the coating of barium, this will outline any abnormalities of the lining of these organs. A double-contrast technique may be used to look for early stomach cancer. With this technique, after the barium solution is swallowed, a thin tube is passed into the stomach and air is pumped in. This makes the barium coating very thin, so even small abnormalities will show up. Computed tomography (CT or CAT) scan The CT scan is an x-ray test that produces detailed cross-sectional images of your body. Instead of taking one picture, like a standard x-ray, a CT scanner takes many pictures as it rotates around you. A computer then combines these pictures into images of slices of the part of your body being studied. Before the test, you may be asked to drink 1 or 2 pints of a contrast solution and/or receive an intravenous (IV) line through which a contrast dye is injected. This helps better outline structures in your body. The IV contrast can cause some flushing (redness and warm feeling). Some people are allergic and get hives, or rarely have more serious reactions like trouble breathing and low blood pressure. Be sure to tell the doctor if you have any allergies or have ever had a reaction to any contrast material used for x-rays. A CT scanner has been described as a large donut, with a narrow table that slides in and out of the middle opening. You will need to lie still on the table while the scan is being done. CT scans take longer than regular x-rays, and you might feel a bit confined by the ring while the pictures are being taken. CT scans show the stomach fairly clearly and often can confirm the location of the cancer. CT scans can also show the organs near the stomach, such as the liver, as well as lymph nodes and distant organs where cancer might have spread. The CT scan can help determine the extent (stage) of the cancer and whether surgery may be a good treatment option. CT-guided needle biopsy: CT scans can also be used to guide a biopsy needle into a suspected area of cancer spread. The patient remains on the CT scanning table while a doctor moves a biopsy needle through the skin toward the mass. CT scans are repeated until the needle is within the mass. A fine-needle biopsy sample (tiny fragment of tissue) or a core-needle biopsy sample (a thin cylinder of tissue) is then removed and looked at under a microscope. Magnetic resonance imaging (MRI) scan MRI scans use radio waves and strong magnets instead of x-rays. The energy from the radio waves is absorbed by the body and then released in a pattern formed by the type of body tissue and by certain diseases. A computer translates the pattern into a very detailed image of parts of the body. A contrast material might be injected just as with CT scans, but this is used less often. Most doctors prefer to use CT scans to look at the stomach. But an MRI may sometimes provide more information. MRIs are often used to look at the brain and spinal cord. MRI scans take longer than CT scans, often up to an hour. You may have to lie inside a narrow tube, which is confining and can upset people with a fear of enclosed spaces. Special, open MRI machines can help with this if needed, although the images may not be as sharp in some cases. The MRI machine makes loud buzzing noises that you may find disturbing. Some places provide headphones to block this noise out. Positron emission tomography (PET) scan In this test, radioactive substance (usually a type of sugar related to glucose, known as FDG) is injected into a vein. (The amount of radioactivity used is very low and will pass out of the body over the next day or so.) Because cancer cells are growing faster than normal cells, they use sugar much faster, so they take up the radioactive material. After about an hour, you are moved onto a table in the PET scanner. You lie on the table for about 30 minutes while a special camera creates a picture of areas of radioactivity in the body. PET is sometimes useful if your doctor thinks the cancer might have spread but doesn't know where. The picture is not finely detailed like a CT or MRI scan, but it provides helpful information about the whole body. Although PET scans can be useful for finding areas of cancer spread, they aren't always helpful in certain kinds of stomach cancer because these types don't take up glucose very much. Some machines can do both a PET and CT scan at the same time (PET/CT scan). This lets the doctor compare areas of higher radioactivity on the PET with the more detailed appearance of that area on the CT. PET/CT may be more helpful than PET alone for stomach cancer. This can help show if the cancer has spread beyond the stomach to other parts of the body, in which case surgery might not be a good treatment. Chest x-ray This test can help find out if the cancer has spread to the lungs. It might also determine if there are any serious lung or heart diseases present. This test is not needed if a CT scan of the chest has been done. You can read more about imaging tests in our document Imaging (Radiology) Tests. Other tests Laparoscopy If this procedure is done, it is usually only after stomach cancer has already been found. Although CT or MRI scans can create detailed pictures of the inside of the body, they can miss some tumors, especially if they are very small. Doctors might do a laparoscopy before any other surgery to help confirm a stomach cancer is still only in the stomach and can be removed completely with surgery. It may also be done before chemotherapy and/or radiation if these are planned before surgery. This procedure is done in an operating room with the patient under general anesthesia (in a deep sleep). A laparoscope (a thin, flexible tube) is inserted through a small surgical opening in the patient's side. The laparoscope has a small video camera on its end, which sends pictures of the inside of the abdomen to a TV screen. Doctors can look closely at the surfaces of the organs and nearby lymph nodes, or even take small samples of tissue. If it doesn't look like the cancer has spread, sometimes the doctor will "wash" the abdomen with saline (salt water). The fluid (called peritoneal washings) is then removed and checked to see if it contains cancer cells. If it does, the cancer has spread, even if the spread couldn't be seen. Sometimes laparoscopy is combined with ultrasound to give a better picture of the cancer. Lab tests When looking for signs of stomach cancer, a doctor may order a blood test called a complete blood count (CBC) to look for anemia (which could be caused by the cancer bleeding into the stomach). A fecal occult blood test may be done to look for blood in stool (feces) that isn't visible to the naked eye. The doctor might recommend other tests if cancer is found, especially if you are going to have surgery. For instance, blood tests will be done to make sure your liver and kidney functions are normal and that your blood clots normally. If surgery is planned or you are going to get medicines that can affect the heart, you may also have an electrocardiogram (EKG) and echocardiogram (an ultrasound of the heart) to make sure your heart is functioning well. How is stomach cancer staged? The stage of a cancer is a description of how far the cancer has spread. The stomach cancer's stage is an important factor in choosing treatment options and predicting a patient's outlook (prognosis). There are actually 2 types of stages for stomach cancer. The clinical stage of the cancer is the doctor's best estimate of the extent of the cancer, based on the results of physical exams, endoscopy, biopsies, and any imaging tests (such as CT scans) that have been done. These exams and tests are described in the section "How is stomach cancer diagnosed?" If surgery is done, the pathologic stage can be determined using the same test results used for the clinical stage, plus what is found from tissues removed during surgery. The clinical stage is used to help plan treatment. Sometimes, though, the cancer has spread further than the clinical stage estimates. Because the pathologic stage is based on what was found at surgery, it can more accurately predict the patient's outlook. The staging described here is the pathologic stage. A staging system is a way for members of the cancer care team to describe the extent of a cancer's spread. The system most often used to stage stomach cancer in the United States is the American Joint Commission on Cancer (AJCC) TNM system. The TNM system for staging contains 3 key pieces of information: * T describes the extent of the primary tumor (how far it has grown into the wall of the stomach and into nearby organs). * N describes the spread to nearby (regional) lymph nodes. * M indicates whether the cancer has metastasized (spread) to distant parts of the body. The most common sites of distant spread of stomach cancer are the liver, the peritoneum (the lining of the space around the digestive organs), and distant lymph nodes. Less common sites of spread include the lungs and brain. Numbers or letters appear after T, N, and M to provide more details about each of these factors: * The numbers 0 through 4 indicate increasing severity. * The letter X means "cannot be assessed" because the information is not available. * The letters "is" refer to carcinoma in situ, which means the tumor is only in the top layer of mucosa cells and has not yet invaded deeper layers of tissue. This system is for staging all stomach cancers except those starting in either the gastroesophageal junction (where the stomach and the esophagus meet) or in the cardia (the first part of the stomach) and growing into the gastroesophageal junction. Those cancers are staged (and often treated) like cancers of the esophagus. (See our document Esophagus Cancer) T categories of stomach cancer Nearly all stomach cancers start in the innermost layer of the stomach wall (the mucosa). The T category describes how far through the stomach's 5 layers the cancer has invaded. * The innermost layer is the mucosa. The mucosa has 3 parts: epithelial cells, which lie on top of a layer of connective tissue (the lamina propria), which is on top of a thin layer of muscle (the muscularis mucosa). * Under the mucosa is a supporting layer called the submucosa. * Below this is the muscularis propria, a thick layer of muscle that moves and mixes the stomach contents. * The next 2 layers, the subserosa and the outermost serosa, act as wrapping layers for the stomach. TX: The main (primary) tumor cannot be assessed. T0: No signs of a main tumor can be found. Tis: Cancer cells are only in the top layer of cells of the mucosa (innermost layer of the stomach) and have not grown into deeper layers of tissue such as the lamina propria or muscularis mucosa. This stage is also known as carcinoma in situ. T1: The tumor has grown from the top layer of cells of the mucosa into the next layers below such as the lamina propria, the muscularis mucosa, or submucosa. * T1a: The tumor is growing into the lamina propria or muscularis mucosa. * T1b: The tumor has grown through the lamina propria and muscularis mucosa and into the submucosa. T2: The tumor is growing into the muscularis propria layer. T3: The tumor is growing into the subserosa layer. T4: The tumor has grown into the serosa and may be growing into a nearby organ (spleen, intestines, pancreas, kidney, etc.) or other structures such as major blood vessels. * T4a: The tumor has grown through the stomach wall into the serosa, but the cancer hasn't grown into any of the nearby organs or structures. * T4b: The tumor has grown through the stomach wall and into nearby organs or structures. N categories of stomach cancer NX: Nearby (regional) lymph nodes cannot be assessed. N0: No spread to nearby lymph nodes. N1: The cancer has spread to 1 to 2 nearby lymph nodes. N2: The cancer has spread to 3 to 6 nearby lymph nodes. N3: The cancer has spread 7 or more nearby lymph nodes. * N3a: The cancer has spread to 7 to 15 nearby lymph nodes. * N3b: The cancer has spread to 16 or more nearby lymph nodes. M categories of stomach cancer M0: No distant metastasis (the cancer has not spread to distant organs or sites, such as the liver, lungs, or brain). M1: Distant metastasis (the cancer has spread to organs or lymph nodes far away from the stomach). TNM stage grouping Once the T, N, and M categories have been determined, this information is combined and expressed as a stage, using the number 0 (zero) and the Roman numerals I through IV. This is known as stage grouping. Some stages are split into substages, indicated by letters. Stage 0: Tis, N0, M0 This is stomach cancer in its earliest stage. It has not grown beyond the inner layer of cells that line the stomach (Tis). The cancer has not spread to any lymph nodes (N0) or anywhere else (M0). This stage is also known as carcinoma in situ. Stage IA: T1, N0, M0 The cancer has grown beneath the top layer of cells in the mucosa into tissue below, such as the connective tissue (lamina propria), the thin muscle layer (muscularis mucosa), or the submucosa (T1). The cancer has not spread to any lymph nodes (N0) or anywhere else (M0). Stage IB: Any of the following: T1, N1, M0: The cancer has grown into the layer of connective tissue (lamina propria), and may have grown into the thin layer of muscle beneath it (muscularis mucosa) or deeper into the submucosa (T1). Cancer has also spread to 1 or 2 lymph nodes near the stomach (N1), but not to any distant tissues or organs (M0). OR T2, N0, M0: The cancer has grown into the main muscle layer of the stomach wall, called the muscularis propria (T2). It has not spread to nearby lymph nodes (N0) or to any distant tissues or organs (M0). Stage IIA: Any of the following: T1, N2, M0: The cancer has grown beneath the top layer of cells of the mucosa into the layer of connective tissue (lamina propria), thin muscle layer (muscularis mucosa), or the submucosa (T1). It has spread to 3 to 6 nearby lymph nodes (N2). It has not spread to distant sites (M0). OR T2, N1, M0: The cancer has grown into the main muscle layer of the stomach called the muscularis propria (T2). It has spread to 1 or 2 nearby lymph nodes (N1), but has not spread to distant sites (M0). OR T3, N0, M0: The cancer has grown through the main muscle layer into the subserosa, but has not grown through all the layers to the outside the stomach (T3). It has not spread to any nearby lymph nodes (N0) or to distant tissues or organs (M0). Stage IIB: Any of the following: T1, N3, M0: The cancer has grown beneath the top layer of cells of the mucosa into the layer of connective tissue (lamina propria), the thin muscle layer, or the submucosa (T1). It has spread to 7 or more nearby lymph nodes (N3). It has not spread to distant tissues or organs (M0). OR T2, N2, M0: The cancer has grown into the main muscle layer, called the muscularis propria (T2). It has spread to 3 to 6 nearby lymph nodes (N2), but it has not spread to distant tissues or organs (M0). OR T3, N1, M0: The cancer has grown into the subserosa layer, but not through all the layers to the outside of the stomach (T3). It has spread to 1 or 2 nearby lymph nodes (N1), but has not spread to distant tissues or organs (M0). OR T4a, N0, M0: The cancer has grown completely through all the layers of stomach wall into the outer covering of the stomach (the serosa), but it has not grown into nearby organs or tissues, such as the spleen, intestines, kidneys, or pancreas (T4a). It has not spread to any nearby lymph nodes (N0) or distant sites (M0). Stage IIIA: Any of the following: T2, N3, M0: The cancer has grown into the main muscle layer, called the muscularis propria (T2). It has spread to 7 or more nearby lymph nodes (N3), but has not spread to distant tissues or organs (M0). OR T3, N2, M0: The cancer has grown into the subserosa layer, but not through all the layers to the outside of the stomach (T3). It has spread to 3 to 6 nearby lymph nodes (N2), but it has not spread to distant tissues or organs (M0). OR T4a, N1, M0: The cancer has grown completely through all the layers of the stomach wall into the outer covering of the stomach (the serosa), but it has not grown into nearby organs or tissues (T4a). It has spread to 1 or 2 nearby lymph nodes (N1), but it has not spread to distant sites (M0). Stage IIIB: Any of the following: T3, N3, M0: The cancer has grown into the subserosa layer, but not through all the layers to the outside of the stomach (T3). It has spread to 7 or more nearby lymph nodes (N2), but it has not spread to distant sites (M0). OR T4a, N2, M0: The cancer has grown completely through all the layers of the stomach wall into the serosa (the outer covering of the stomach), but it has not grown into nearby organs or tissues (T4a). It has spread to 3 to 6 nearby lymph nodes (N2), but it has not spread to distant sites (M0). OR T4b, N0 or N1, M0: The cancer has grown through the stomach wall and into nearby organs or structures such as the spleen, intestines, liver, pancreas, or major blood vessels (T4b). It may also have spread to up to 2 nearby lymph nodes (N0 or N1). It has not spread to distant sites (M0). Stage IIIC: Any of the following: T4a, N3, M0: The cancer has grown completely through all the layers of the stomach wall into the serosa, but it has not grown into nearby organs or tissues (T4a). It has spread to 7 or more nearby lymph nodes (N3), but it has not spread to distant sites (M0). OR T4b, N2 or N3, M0: The cancer has grown through the stomach wall and into nearby organs or structures such as the spleen, intestines, liver, pancreas, or major blood vessels (T4b). It has spread to 3 or more nearby lymph nodes (N2 or N3). It has not spread to distant sites (M0). Stage IV: Any T, any N, M1 The cancer has spread to distant organs such as the liver, lungs, brain, or bones (M1). If you have any questions about the stage of your disease, ask your doctor to explain this to you. The stage of a stomach cancer is an important factor, but it is not the only factor in considering treatment options and in predicting outlook for survival. Resectable vs. unresectable cancer The AJCC staging system provides a detailed summary of how far a stomach cancer has spread. But for treatment purposes, doctors are often more concerned about whether the tumor can be removed (resected) with surgery. * Resectable cancers are those the doctor believes can be completely removed during surgery. * Unresectable cancers can't be removed completely. This might be because the tumor has grown too far into nearby organs or lymph nodes, it has grown too close to major blood vessels, it has spread to distant parts of the body, or the person is not healthy enough for surgery. There is no distinct dividing line between resectable and unresectable in terms of the TNM stage of the cancer, but earlier stage cancers are more likely to be resectable. Survival rates for stomach cancer, by stage Survival rates are often used by doctors as a standard way of discussing a person's prognosis (outlook). Some people with cancer may want to know the survival statistics for people in similar situations, while others may not find the numbers helpful, or may even not want to know them. If you do not want to read about the survival statistics for stomach cancer, stop reading here and skip to the next section. The 5-year survival rate refers to the percentage of patients who live at least 5 years after their cancer is diagnosed. Of course, many of these people live much longer than 5 years (and many are cured). To get 5-year survival rates, doctors have to look at people who were treated at least 5 years ago. Improvements in treatment since then may result in a better outlook for people now being diagnosed with stomach cancer. Survival rates are often based on previous outcomes of large numbers of people who had the disease, but they cannot predict what will happen in any particular person's case. Many other factors may affect a person's outlook, such as their general health, the location of the cancer in the stomach, the treatment received, and how well the cancer responds to treatment. Your doctor can tell you how these survival rates may apply to you. The survival rates that follow come from the National Cancer Institute's SEER database and were published in 2010 in the 7 th edition of the AJCC Staging Manual. They are based on people diagnosed with stomach cancer and treated with surgery between 1991 and 2000. Survival rates for patients not treated with surgery are likely to be lower. It is also important to note that these are observed survival rates. People with cancer can die of other things, and these rates do not take that into account. The rates below are based on the stage of the cancer at the time of diagnosis. When looking at survival rates, it's important to understand that the stage of a cancer does not change over time, even if the cancer progresses. A cancer that comes back or spreads is still referred to by the stage it was given when it was first found and diagnosed, but more information is added to explain the current extent of the cancer. The 5-year survival rates by stage for stomach cancer treated with surgery are as follows: Stage 5 year The overall 5-year relative survival rate of all people with stomach cancer in the United States is about 29%. The 5-year relative survival rate compares the observed survival of people with stomach cancer to that expected for people without stomach cancer. Since some people may die from other causes, this is a better way to see the impact of cancer on survival. This survival rate has improved gradually over the last 30 years. One reason the overall survival rate is poor in the United States is that most stomach cancers are diagnosed at an advanced rather than an early stage. The stage of the cancer has a major effect on a patient's prognosis (outlook for survival). How is stomach cancer treated? This information represents the views of the doctors and nurses serving on the American Cancer Society's Cancer Information Database Editorial Board. These views are based on their interpretation of studies published in medical journals, as well as their own professional experience. The treatment information in this document is not official policy of the Society and is not intended as medical advice to replace the expertise and judgment of your cancer care team. It is intended to help you and your family make informed decisions, together with your doctor. Your doctor may have reasons for suggesting a treatment plan different from these general treatment options. Don't hesitate to ask him or her questions about your treatment options. General treatment information Once your cancer has been diagnosed and staged, there is a lot to think about before you and your doctors choose a treatment plan. You may feel that you must make a decision quickly, but it is important to give yourself time to absorb the information you have just learned. Ask your cancer care team questions. You can find some good questions to ask in the section "What should you ask your doctor about stomach cancer?" The main treatments for stomach cancer are: * Surgery * Chemotherapy * Targeted therapy * Radiation therapy Often the best approach uses 2 or more of these treatment methods. You will want to weigh the benefits of each treatment against the possible risks and side effects. Your treatment options depend on many factors. The location and the stage (extent of spread) of the tumor are very important. In choosing your treatment plan, you and your cancer care team will also take your age, general state of health, and personal preferences into account. It is important to have a team of doctors with different specialties involved in your care before plans for treating your stomach cancer are made. Most likely, your team will include: * A gastroenterologist: a doctor who specializes in treatment of diseases of the digestive system. * A surgical oncologist: a doctor who treats cancer with surgery. * A medical oncologist: a doctor who treats cancer with medicines such as chemotherapy. * A radiation oncologist: a doctor who treats cancer with radiation therapy. Many other specialists may be involved in your care as well, including nurse practitioners, nurses, nutrition specialists, social workers, and other health professionals. It is important that you understand the goal of your treatment — whether it is to try to cure your cancer or to keep the cancer under control or relieve symptoms — before starting treatment. If the goal of your treatment is a cure, you will also receive treatment to relieve symptoms and side effects. If a cure is not possible, treatment is aimed at keeping the cancer under control for as long as possible and relieving symptoms, such as trouble eating, pain, or bleeding. If time permits, you may want to get a second opinion about your treatment options. A second opinion can provide you with more information and help you feel more confident about the treatment plan that you choose. The next few sections describe the different types of treatment for stomach cancer. This is followed by a discussion of the most common treatment options based on the extent of the cancer. Surgery for stomach cancer Surgery is part of the treatment for many different stages of stomach cancer if it can be done. If a patient has a stage 0, I, II, or III cancer and is healthy enough, surgery (often along with other treatments) offers the only realistic chance for cure at this time. Surgery may be done to remove the cancer and part or all of the stomach and some nearby lymph nodes, depending on the type and stage of stomach cancer. The surgeon will try to leave behind as much normal stomach as possible. Sometimes other organs will need to be removed as well. Even when the cancer is too widespread to be removed completely, patients may be helped by surgery because it may help prevent bleeding from the tumor or prevent the stomach from being blocked by tumor growth. This type of surgery is called palliative surgery, meaning that it relieves or prevents symptoms but it is not expected to cure the cancer. The type of operation usually depends on what part of the stomach the cancer is in and how much cancer is in the surrounding tissue. Different kinds of surgery can be used to treat stomach cancer: Endoscopic resection Endoscopic mucosal resection and endoscopic submucosal resection can be used only to treat some very early-stage cancers, where the chance of spread to the lymph nodes is very low. These procedures do not require a cut (incision) in the skin. Instead, the surgeon passes an endoscope (a long, flexible tube with a small video camera on the end) down the throat and into the stomach. Surgical tools can be passed through the endoscope to remove the tumor and part of the normal stomach wall around it. These are not done as much in the United States as they are in countries (like Japan) where stomach cancer is more common and more often found at an early stage due to screening. If you are going to have this kind of surgery, it should be at a center that has experience with this technique. Subtotal (partial) gastrectomy This operation is often recommended if the cancer is only in the lower part of the stomach. It is also sometimes used for cancers that are only in the upper part of the stomach. Only part of the stomach is removed, sometimes along with part of the esophagus or the first part of the small intestine (the duodenum). The remaining section of stomach is then reattached. Some of the omentum (an apron-like layer of fatty tissue that covers the stomach and intestines) is removed as well, along with nearby lymph nodes, and possibly the spleen and parts of other nearby organs. Eating is much easier after surgery if only part of the stomach is removed instead of the entire stomach. Total gastrectomy This operation is done if the cancer has spread throughout the stomach. It is also often advised if the cancer is in the upper part of the stomach, near the esophagus. The surgeon removes the entire stomach, nearby lymph nodes, and omentum, and may remove the spleen and parts of the esophagus, intestines, pancreas, or other nearby organs. The end of the esophagus is then attached to part of the small intestine. This allows food to move down the intestinal tract. But people who have had their stomach removed can only eat a small amount of food at a time. Because of this, they must eat more often. Most subtotal and total gastrectomies are done through a large incision (cut) in the skin of the abdomen. In some centers, they can be done using laparoscopy, which allows the stomach to be removed through several smaller cuts in the abdomen. Although this approach shows promise, many doctors feel that this needs to be studied further before it can be considered a standard treatment for stomach cancer. Placement of a feeding tube Some patients have trouble taking in enough nutrition after surgery for stomach cancer. Further treatment like chemotherapy with radiation can make this problem worse. To help with this, a tube can be placed into the intestine at the time of gastrectomy. The end of this tube, called a jejunostomy tube or J tube, remains outside of the skin on the abdomen. Through this, liquid nutrition can be put directly into the intestine to help prevent and treat malnutrition. Lymph node removal In either a subtotal or total gastrectomy, the nearby lymph nodes are removed. This is a very important part of the operation. Many doctors feel that the success of the surgery is directly related to how many lymph nodes the surgeon removes. In the United States, it is recommended that at least 15 lymph nodes are removed (called a D1 lymphadenectomy) when a gastrectomy is done. Surgeons in Japan have had very high success rates by removing even more lymph nodes near the cancer (called a D2 lymphadenectomy). Surgeons in Europe and the United States have not been able to equal the results of the Japanese surgeons. It is not clear if this is because Japanese surgeons are more experienced (stomach cancer is much more common in their country), because Japanese patients tend to have earlier stage disease (because they screen for stomach cancer) and are healthier, or if other factors play a role. In any event, it takes a skilled surgeon who is experienced in stomach cancer surgery to remove all the lymph nodes successfully. Ask your surgeon about his or her experience in operating on stomach cancer. Studies have shown that the results are better when both the surgeon and the hospital have had extensive experience in treating patients with stomach cancer. Palliative surgery for unresectable cancer For people with unresectable stomach cancer, surgery can often still be used to help control the cancer or to help prevent or relieve symptoms or complications. Subtotal gastrectomy: For some people who are healthy enough for surgery, removing the part of the stomach with the tumor can help treat problems such as bleeding, pain, or blockage in the stomach, even if it does not cure the cancer. Because the goal of this surgery is not to cure the cancer, nearby lymph nodes and parts of other organs usually do not need to be removed. Gastric bypass (gastrojejunostomy): Tumors in the lower part of the stomach may eventually grow large enough to block food from leaving the stomach. For people healthy enough for surgery, one option to help prevent or treat this is to bypass the lower part of the stomach. This is done by attaching part of the small intestine (called the jejunum) to the upper part of the stomach, which allows food to leave the stomach through the new connection. Endoscopic tumor ablation: In some cases, such as in people who are not healthy enough for surgery, an endoscope (a long, flexible tube passed down the throat) can be used to guide a laser beam to vaporize parts of the tumor. This can be done to stop bleeding or help relieve a blockage without surgery. Stent placement: Another option to keep a tumor from blocking the opening at the beginning or end of the stomach is to use an endoscope to place a stent (a hollow metal tube) in the opening. This helps keep it open and allows food to pass through it. For tumors in the upper (proximal) stomach, the stent is placed where the esophagus and stomach meet. For tumors in the lower (distal) part of the stomach, the stent is placed at the junction of the stomach and the small intestine. Feeding tube placement: Some people with stomach cancer are not able to eat or drink enough to get adequate nutrition. A minor operation can be done to place a feeding tube through the skin of the abdomen and into the distal part of the stomach (known as a gastrostomy tube or G tube) or into the small intestine (known as a jejunostomy tube or J tube). Liquid nutrition can then be put directly into the tube. Possible complications and side effects of surgery Surgery for stomach cancer is difficult and can have complications. These can include bleeding from the surgery, blood clots, and damage to nearby organs during the operation. Rarely, the new connections made between the ends of the stomach or esophagus and small intestine may leak. Surgical techniques have improved in recent years, so only about 1% to 2% of people die from surgery for stomach cancer. This number is higher when the operation is more extensive, such as when all the lymph nodes are removed, but it is lower in the hands of highly skilled surgeons. You will not be allowed to eat or drink anything for at least a few days after a total or subtotal gastrectomy. This is to give the digestive tract time to heal and to make sure there are no leaks in parts that have been sewn together during the operation. You may develop side effects after you recover from surgery. These can include nausea, heartburn, abdominal pain, and diarrhea, particularly after eating. These side effects result from the fact that once part or all of the stomach is removed, food enters the intestines too quickly after eating. The side effects often get better over time, but in some people they can last for a long time. Your doctor might prescribe medicines to help with this. Changes in your diet will be needed after a partial or total gastrectomy. The biggest change is that you will need to eat smaller, more frequent meals. The amount of stomach removed will affect how much you need to change the way you eat. The stomach helps the body absorb some vitamins, so people who have had a subtotal or total gastrectomy may develop vitamin deficiencies. If certain parts of the stomach are removed, doctors routinely prescribe vitamin supplements, some of which can only be injected. Before your surgery, ask your surgeon how much of the stomach he or she intends to remove. Some surgeons try to leave behind as much of the stomach as they can to allow patients to eat more normally afterward. The tradeoff is that the cancer might be more likely to come back. The extent of the surgery should be discussed with your doctor before it is done. It cannot be stressed enough that you should make sure your surgeon is experienced in treating stomach cancer and able to perform the most up-to-date operations to reduce your risk of complications. To learn more about surgery for cancer, see our document A Guide to Cancer Surgery . Chemotherapy for stomach cancer Chemotherapy (chemo) uses anti-cancer drugs that are injected into a vein or given by mouth as pills. These drugs enter the bloodstream and reach all areas of the body, making this treatment useful for cancer that has spread to organs beyond where it started. Chemo can be used in different ways to help treat stomach cancer: * Chemo can be given before surgery for stomach cancer. This, known as neoadjuvant treatment, can shrink the tumor and possibly make surgery easier. It may also help keep the cancer from coming back and help patients live longer. For some stages of stomach cancer, neoadjuvant chemo is one of the standard treatment options. Often, chemo is then given again after surgery. * Chemo may be given after surgery to remove the cancer. This is called adjuvant treatment. The goal of adjuvant chemo is to kill any cancer cells that may have been left behind but are too small to see. This can help keep the cancer from coming back. Often, for stomach cancer, chemo is given with radiation therapy after surgery. This combination is called chemoradiation. This may be especially helpful for cancers that could not be removed completely by surgery. * Chemo may be given as the primary (main) treatment for stomach cancer that has spread (metastasized) to distant organs. It may help shrink the cancer or slow its growth, which can relieve symptoms for some patients and help them live longer. Doctors give chemo in cycles, with each period of treatment followed by a rest period to allow the body time to recover. Each cycle typically lasts for a few weeks. A number of chemo drugs can be used to treat stomach cancer, including: * 5-FU (fluorouracil), often given along with leucovorin (folinic acid) * Capecitabine (Xeloda ® ) * Carboplatin * Cisplatin * Docetaxel (Taxotere ® ) * Epirubicin (Ellence ® ) * Irinotecan (Camptosar ® ) * Oxaliplatin (Eloxatin ® ) * Paclitaxel (Taxol ® ) Depending on the situation (including the stage of the cancer, the person's overall health, and whether chemo is combined with radiation therapy), these drugs may be used alone or combined with other chemotherapy or targeted drugs. Some common drug combinations used when surgery is planned include: * ECF (epirubicin, cisplatin, and 5-FU),which may be given before and after surgery * Docetaxel or paclitaxel plus either 5-FU or capecitabine, combined with radiation as treatment before surgery * Cisplatin plus either 5-FU or capecitabine, combined with radiation as treatment before surgery * Paclitaxel and carboplatin, combined with radiation as treatment before surgery When chemo is given with radiation after surgery, a single drug such as 5-FU or capecitabine may be used. To treat advanced stomach cancer, ECF may also be used, but other combinations may also be helpful. Some of these include: * DCF (docetaxel, cisplatin and 5-FU) * Irinotecan plus cisplatin * Irinotecan plus 5-FU or capecitabine * Oxaliplatin plus 5-FU or capecitabine Many doctors prefer to use combinations of 2 chemo drugs to treat advanced stomach cancer. Three-drug combinations can have more side effects, so they are usually reserved for people who are in very good health and who can be followed closely by their doctor. Side effects of chemotherapy Chemo drugs attack cells that are dividing quickly, which is why they work against cancer cells. But other cells in the body, such as those in the bone marrow (where new blood cells are made), the lining of the mouth and intestines, and the hair follicles, also divide quickly. These cells can also be affected by chemo, which can lead to side effects. The type of side effect depends on the type of drugs, the amount taken, and the length of treatment. Short-term side effects common to most chemotherapy drugs can include: * Nausea and vomiting * Loss of appetite * Hair loss * Diarrhea * Mouth sores * Increased chance of infection (from a shortage of white blood cells) * Bleeding or bruising after minor cuts or injuries (from a shortage of platelets) * Fatigue and shortness of breath (from a shortage of red blood cells) These side effects are usually short-term and go away once treatment is finished. For example, hair will usually grow back after treatment ends. Be sure to tell your cancer care team about any side effects you have because there are often ways to lessen them. For example, you can be given drugs to prevent or reduce nausea and vomiting. Some chemotherapy drugs have specific side effects. You should be given specific information about each drug you are receiving and you should review it before you start treatment. Neuropathy: Cisplatin, oxaliplatin, docetaxel, and paclitaxel can damage nerves outside the brain and spinal cord. This can sometimes lead to symptoms (mainly in the hands and feet) such as pain, burning or tingling sensations, sensitivity to cold or heat, or weakness. In most cases this goes away once treatment is stopped, but it may be long-lasting in some patients. Oxaliplatin can also affect nerves in the throat, causing throat pain that is worse when trying to eat or drink cold liquids or foods. This pain can lead to trouble swallowing or even breathing, and can last a few days after treatment. Heart damage: Doxorubicin, epirubicin, and some other drugs may cause permanent heart damage if used for a long time or in high doses. For this reason, doctors carefully control the doses and use heart tests such as echocardiograms or MUGA scans to monitor heart function. Treatment with these drugs is stopped at the first sign of heart damage. Hand-foot syndrome can occur during treatment with capecitabine or 5-FU (when given as an infusion). This starts out as redness in the hands and feet, which can then progress to pain and sensitivity in the palms and soles. If it worsens, blistering or skin peeling can occur, sometimes leading to open, painful sores. There is no specific treatment, although some creams may help. These symptoms gradually get better when the drug is stopped or the dose is decreased. The best way to prevent severe hand-foot syndrome is to tell your doctor when early symptoms come up, so that the drug dose can be changed. To learn more about chemotherapy, see the "Chemotherapy" section of our website, or our document A Guide to Chemotherapy. Targeted therapies for stomach cancer Chemotherapy (chemo) drugs target cells that divide rapidly, which is why they often work against cancer cells. But there are other aspects of cancer cells that make them different from normal cells. In recent years, researchers have developed new drugs to try to target these differences. Targeted drugs may work in some cases when standard chemo drugs don't. They also tend to have fewer severe side effects than standard chemo drugs. Trastuzumab About 1 out of 5 of stomach cancers has too much of a growth-promoting protein called HER2/neu (or just HER2) on the surface of the cancer cells. Tumors with increased levels of HER2 are called HER2-positive. Trastuzumab (Herceptin) is a monoclonal antibody, a man-made version of a very specific immune system protein, which targets the HER2 protein. Giving trastuzumab with chemo can help some patients with advanced, HER2-positive stomach cancer live longer than giving chemo alone. This drug only works if the cancer cells have too much HER2, so samples of your tumor must be tested to look for HER2 before starting treatment (see "How is stomach cancer diagnosed?"). It is not used in people whose cancer is HER2-negative. Trastuzumab is injected into a vein (IV). For stomach cancer it is given once every 2 or 3 weeks along with chemo. The best length of time to give it is not yet known. The side effects of trastuzumab tend to be relatively mild. They can include fever and chills, weakness, nausea, vomiting, cough, diarrhea, and headache. These side effects occur less often after the first dose. This drug can also rarely lead to heart damage. The risk of heart damage is increased if trastuzumab is given with certain chemo drugs called anthracyclines, such as epirubicin (Ellence) or doxorubicin (Adriamycin). Ramucirumab In order for cancers to grow and spread, they need to create new blood vessels so that the tumors get blood and nutrients. One of the proteins that tells the body to make new blood vessels is called VEGF. VEGF binds to cell surface proteins called receptors to act. Ramucirumab (Cyramza ® ) is a monoclonal antibody that binds to a receptor for VEGF. This keeps VEGF from binding to the receptor and signaling the body to make more blood vessels. This can help slow or stop the growth and spread of cancer. Ramucirumab is used to treat advanced stomach cancer, most often after another drug stops working. This drug is given as infusion into a vein (IV) every 2 weeks. The most common side effects of this drug are high blood pressure, headache, and diarrhea. Rare but possibly serious side effects include blood clots, severe bleeding, holes forming in the stomach or intestines (called perforations), and problems with wound healing. If a hole forms in the stomach or intestine it can lead to severe infection and may require surgery to correct. Other targeted drugs Other targeted therapy drugs are being tested against stomach cancer. Some of these also focus on the HER2 protein, while others have different targets. Some of these drugs are discussed in more detail in the section "What's new in stomach cancer research and treatment?" You can read more about targeted therapy in our document Targeted Therapy. Radiation therapy for stomach cancer Radiation therapy uses high-energy rays or particles to kill cancer cells in a specific area of the body. Radiation can be used in different ways to help treat stomach cancer: * Before surgery for some cancers, radiation can be used along with chemotherapy (chemo) to try to shrink the tumor to make surgery easier. * After surgery, radiation therapy can be used to kill very small remnants of the cancer that cannot be seen and removed during surgery. Radiation therapy — especially when combined with chemo drugs such as 5-FU — may delay or prevent cancer recurrence after surgery and may help patients live longer. * Radiation therapy can be used to slow the growth and ease the symptoms of advanced stomach cancer, such as pain, bleeding, and eating problems. External beam radiation therapy is the type of radiation therapy often used to treat stomach cancer. This treatment focuses radiation on the cancer from a machine outside the body. Often, special types of external beam radiation, such three-dimensional conformal radiation therapy (3D-CRT) and intensity modulated radiation therapy (IMRT) are used. These use computers and special techniques to focus the radiation on the cancer and limit the damage to nearby normal tissues. Before your treatments start, the radiation team will take careful measurements to determine the correct angles for aiming the radiation beams and the proper dose of radiation. Radiation therapy is much like getting an x-ray, but the radiation is much stronger. The procedure itself is painless. Each treatment lasts only a few minutes, although the setup time — getting you into place for treatment — usually takes longer. Treatments are usually given 5 days a week over several weeks or months. Side effects from radiation therapy for stomach cancer can include: * Skin problems, ranging from redness to blistering and peeling, in the area where the radiation passed through * Nausea and vomiting * Diarrhea * Fatigue * Low blood cell counts These usually go away within several weeks after the treatment is finished. When radiation is given with chemotherapy, side effects are often worse. Patients may have problems eating and getting enough fluids. Some need to have fluids given into a vein (IV) or have a feeding tube placed to get nutrition during treatment. Please be sure to tell your doctor about any side effects you have, because there are often ways to relieve them. Radiation might also damage nearby organs that are exposed to the beams. This could lead to problems such as heart or lung damage, or even an increased risk of another cancer later on. Doctors do everything they can to prevent this by using only the needed dose of radiation, carefully controlling where the beams are aimed, and shielding certain parts of the body from the radiation during treatment. It is very important that you get treated at a center that has extensive experience in treating stomach cancer. More information on radiation therapy can be found in the "Radiation" section of our website, or in our document Understanding Radiation Therapy: A Guide for Patients and Families. Clinical trials for stomach cancer You may have had to make a lot of decisions since you've been told you have cancer. One of the most important decisions you will make is choosing which treatment is best for you. You may have heard about clinical trials being done for your type of cancer. Or maybe someone on your health care team has mentioned a clinical trial to you. Clinical trials are carefully controlled research studies that are done with patients who volunteer for them. They are done to get a closer look at promising new treatments or procedures. If you would like to take part in a clinical trial, you should start by asking your doctor if your clinic or hospital conducts clinical trials. You can also call our clinical trials matching service for a list of clinical trials that meet your medical needs. You can reach this service at 1-800-303-5691 or on our website at www.cancer.org/clinicaltrials. You can also get a list of current clinical trials by calling the National Cancer Institute's Cancer Information Service toll-free at 1-800-4-CANCER (1-800-422-6237) or by visiting the NCI clinical trials website at www.cancer.gov/clinicaltrials. There are requirements you must meet to take part in any clinical trial. If you qualify for a clinical trial, you get to decide whether or not to enter (enroll in) it. Clinical trials are one way to get state-of-the art cancer treatment. In some cases they may be the only way to get access to newer treatments. They are also the only way for doctors to learn better methods to treat cancer. Still, they are not right for everyone. You can get a lot more information on clinical trials in our document called Clinical Trials: What You Need to Know. Complementary and alternative therapies for stomach cancer When you have cancer you are likely to hear about ways to treat your cancer or relieve symptoms that your doctor hasn't mentioned. Everyone from friends and family to Internet groups and websites might offer ideas for what might help you. These methods can include vitamins, herbs, and special diets, or other methods such as acupuncture or massage, to name a few. What exactly are complementary and alternative therapies? Not everyone uses these terms the same way, and they are used to refer to many different methods, so it can be confusing. We use complementary to refer to treatments that are used along with your regular medical care. Alternative treatments are used instead of a doctor's medical treatment. Complementary methods: Most complementary treatment methods are not offered as cures for cancer. Mainly, they are used to help you feel better. Some methods that are used along with regular treatment are meditation to reduce stress, acupuncture to help relieve pain, or peppermint tea to relieve nausea. Some complementary methods are known to help, while others have not been tested. Some have been proven not be helpful, and a few have even been found harmful. Alternative treatments: Alternative treatments may be offered as cancer cures. These treatments have not been proven safe and effective in clinical trials. Some of these methods may pose danger, or have life-threatening side effects. But the biggest danger in most cases is that you may lose the chance to be helped by standard medical treatment. Delays or interruptions in your medical treatments may give the cancer more time to grow and make it less likely that treatment will help. Finding out more It is easy to see why people with cancer think about alternative methods. You want to do all you can to fight the cancer, and the idea of a treatment with few or no side effects sounds great. Sometimes medical treatments like chemotherapy can be hard to take, or they may no longer be working. But the truth is that most of these alternative methods have not been tested and proven to work in treating cancer. As you consider your options, here are 3 important steps you can take: * Look for "red flags" that suggest fraud. Does the method promise to cure all or most cancers? Are you told not to have regular medical treatments? Is the treatment a "secret" that requires you to visit certain providers or travel to another country? * Talk to your doctor or nurse about any method you are thinking about using. * Contact us at 1-800-227-2345 or see the "Complementary and Alternative Medicine" section of our website to learn more about complementary and alternative methods in general and to find out about the specific methods you are looking at. The choice is yours Decisions about how to treat or manage your cancer are always yours to make. If you want to use a non-standard treatment, learn all you can about the method and talk to your doctor about it. With good information and the support of your health care team, you may be able to safely use the methods that can help you while avoiding those that could be harmful. Treatment choices by type and stage of stomach cancer Treatment of stomach cancer depends to a large degree on where the cancer started in the stomach and how far it has spread. Stage 0 Because stage 0 cancers are limited to the inner lining layer of the stomach and have not grown into deeper layers, they can be treated by surgery alone. No chemotherapy or radiation therapy is needed. Surgery with either subtotal gastrectomy (removal of part of the stomach) or total gastrectomy (removal of the entire stomach) is often the main treatment for these cancers. Nearby lymph nodes are removed as well. Some small stage 0 cancers can be treated by endoscopic resection. In this procedure the cancer is removed through an endoscope passed down the throat. This is done more often in Japan, where stomach cancer is often detected early during screening. It is rare to find stomach cancer so early in the United States, so this treatment has not been used as much here. If it is done, it should be at a cancer center that has a great deal of experience with this technique. Stage I Stage IA: People with stage IA stomach cancer typically have their cancer removed by total or subtotal gastrectomy. The nearby lymph nodes are also removed. Endoscopic resection may rarely be an option for some small T1a cancers. No further treatment is usually needed after surgery. Stage IB: The main treatment for this stage of stomach cancer is surgery (total or subtotal gastrectomy). Chemotherapy (chemo) or chemoradiation (chemo plus radiation therapy) may be given before surgery to try to shrink the cancer and make it easier to remove. After surgery, patients whose lymph nodes (removed at surgery) show no signs of cancer spread are sometimes observed without further treatment, but often doctors will recommend treatment with either chemoradiation or chemo alone after surgery (especially if the patient didn't get one of these before surgery). Patients who were treated with chemo before surgery may get the same chemo (without radiation) after surgery. If cancer is found in the lymph nodes, treatment with either chemoradiation, chemo alone, or a combination of the two is often recommended. If a person is too sick (from other illnesses) to have surgery, they may be treated with chemoradiation if they can tolerate it. Other options include radiation therapy or chemo alone. Stage II The main treatment for stage II stomach cancer is surgery to remove all or part of the stomach, the omentum, and nearby lymph nodes. Many patients are treated with chemo or chemoradiation before surgery to try to shrink the cancer and make it easier to remove. Treatment after surgery may include chemo alone or chemoradiation. If a person is too sick (from other illnesses) to have surgery, they may be treated with chemoradiation if they can tolerate it. Other options include radiation therapy or chemo alone. Stage III Surgery is the main treatment for patients with this stage disease (unless they have other medical conditions that make them too ill for it). Some patients may be cured by surgery (along with other treatments), while for others the surgery may be able to help control the cancer or help relieve symptoms. Some people may get chemo or chemoradiation before surgery to try to shrink the cancer and make it easier to remove. Patients who get chemo before surgery will probably get chemo after, as well. For patients who don't get chemo before surgery and for those who have surgery but have some cancer left behind, treatment after surgery is usually chemoradiation. If a person is too sick (from other illnesses) to have surgery, they may be treated with chemoradiation if they can tolerate it. Other options include radiation therapy or chemo alone. Stage IV Because stage IV stomach cancer has spread to distant organs, a cure is usually not possible. But treatment can often help keep the cancer under control and help relieve symptoms. This might include surgery, such as a gastric bypass or even a subtotal gastrectomy in some cases, to keep the stomach and/or intestines from becoming blocked (obstructed) or to control bleeding. In some cases, a laser beam directed through an endoscope (a long, flexible tube passed down the throat) can destroy most of the tumor and relieve obstruction without surgery. If needed, a stent (a hollow metal tube) may be placed where the esophagus and stomach meet to help keep it open and allow food to pass through it. This can also be done at the junction of the stomach and the small intestine. Chemo and/or radiation therapy can often help shrink the cancer and relieve some symptoms as well as help patients live longer, but is usually not expected to cure the cancer. Combinations of chemo drugs are most commonly used, but which combination is best is not clear. Targeted therapy can also be helpful in treating advanced cancers. Trastuzumab (Herceptin) can be added to chemotherapy for patients whose tumors are HER2-positive. Ramucirumab (Cyramza) may also be an option at some point. It can be given by itself or added to chemo. Because these cancers can be hard to treat, new treatments being tested in clinical trials may benefit some patients. Even if treatments do not destroy or shrink the cancer, there are ways to relieve pain and symptoms from the disease. Patients should tell their cancer care team about any symptoms or pain they have right way, so they can be managed effectively. Nutrition is another concern for many patients with stomach cancer. Help is available ranging from nutritional counseling to placement of a tube into the small intestine to help provide nutrition for those who have trouble eating, if needed. Recurrent cancer Cancer that comes back after initial treatment is known as recurrent cancer. Treatment options for recurrent disease are generally the same as they are for stage IV cancers. But they also depend on where the cancer recurs, what treatments a person has already had, and the person's general health. Clinical trials or newer treatments may be an option and should always be considered. More treatment information for stomach cancer For more details on treatment options — including some that may not be addressed in this document — the National Comprehensive Cancer Network (NCCN) and the National Cancer Institute (NCI) are good sources of information. The NCCN, made up of experts from many of the nation's leading cancer centers, develops cancer treatment guidelines for doctors to use when treating patients. Those are available on the NCCN website (www.nccn.org). The NCI provides treatment guidelines via its telephone information center (1-800-4CANCER) and its website (www.cancer.gov). Detailed guidelines intended for use by cancer care professionals are also available on that website. What should you ask your doctor about stomach cancer? As you cope with cancer and cancer treatment, we encourage you to talk openly with your doctor, nurse, and cancer care team. You should feel free to ask any question that's on your mind, no matter how small it might seem. Here are some questions you might want to ask. Be sure to add your own questions as you think of them. Nurses, social workers, and other members of the treatment team should also be able to answer many of your questions. * What kind of stomach cancer do I have? * Where is the cancer in my stomach? * What is the stage of my cancer, and what does that mean in my case? * Are there other tests that need to be done before we can decide on treatment? * Will I need to see other doctors? * How much experience do you have treating this type of cancer? * What treatment choices do I have? * What do you recommend and why? * What is the goal of treatment (to cure the cancer, slow its growth, ease symptoms, etc.)? * Are there any clinical trials I should think about now? * How quickly do we need to decide on treatment? * What should I do to be ready for treatment? * How long will treatment last? What will it involve? Where will it be done? * What risks or side effects are there to the treatments you suggest? How long are they likely to last? * How will treatment affect my daily life? Will it affect the way I eat? * Based on what you've learned about my cancer, what is my prognosis (outlook)? * What type of follow-up will I need after treatment? * What would my options be if the treatment doesn't work or if the cancer recurs? * Where can I find more information and support? Along with these sample questions, be sure to write down some of your own. For instance, you might want more information about recovery times, or you might want to ask about getting a second opinion. What happens after treatment for stomach cancer? For some people with stomach cancer, treatment may remove or destroy the cancer. Completing treatment can be both stressful and exciting. You may be relieved to finish treatment, but find it hard not to worry about cancer coming back. (When cancer returns, it is called recurrence.) This is a very common concern among those who have had cancer. It may take a while before your fears lessen. But it may help to know that many cancer survivors have learned to live with this uncertainty and are leading full lives. Our document Living with Uncertainty: The Fear of Cancer Recurrence gives more detailed information on this. In other people, the cancer may never go away completely. These people may get regular treatments with chemotherapy, radiation therapy, or other therapies to try to help keep the cancer in check. Learning to live with cancer that does not go away can be difficult and very stressful. It has its own type of uncertainty. Our document When Cancer Doesn't Go Away talks more about this. Follow-up care If you have completed treatment, your doctors will still want to watch you closely. It is very important to go to all of your follow-up appointments. During these visits, your doctors will ask questions about any problems you are having and may do exams and lab or imaging tests to look for signs of cancer or treatment side effects. Almost any cancer treatment can have side effects. Some last for a few weeks to months, but others can last the rest of your life. This is the time for you to talk to your cancer care team about any changes or problems you notice and any questions or concerns you have. Most doctors recommend careful follow-up, with a physical exam and review of symptoms every 3 to 6 months for the first few years, then at least yearly after that. Lab tests might also be done. Scans are not usually needed at each visit, but should be done if there are any suspicious symptoms or physical findings. If you have had surgery, your health care team may suggest that you meet with a nutritionist, who can help you adjust to changes in your eating habits. People who have had surgery — especially if they had the upper part of their stomach removed (in either a subtotal or total gastrectomy) — will probably need to have their vitamin blood levels tested regularly and may need to get vitamin supplements, which may include B12 injections. (The pill form of vitamin B12 isn't absorbed if the upper part of the stomach has been removed.) It is important to keep your health insurance during this time. Tests and doctor visits can cost a lot, and even though no one wants to think of their cancer coming back, this could happen. Should your cancer come back, our document When Your Cancer Comes Back: Cancer Recurrence can give you information on how to manage and cope with this phase of your treatment. Seeing a new doctor At some point after your cancer diagnosis and treatment, you may find yourself seeing a new doctor who does not know anything about your medical history. It is important that you be able to give your new doctor the details of your diagnosis and treatment. Gathering these details soon after treatment may be easier than trying to get them at some point in the future. Make sure you have the following information handy: * A copy of your pathology report(s) from any biopsies or surgeries * If you had surgery, a copy of your operative report(s) * If you stayed in the hospital, a copy of the discharge summary that doctors prepare when patients are sent home * If you had radiation therapy, a copy of the treatment summary * If you had chemotherapy or targeted therapies, a list of the drugs, drug doses, and when you took them * Copies of your x-rays and imaging tests (these can often be placed on a DVD) Can I get another cancer after having stomach cancer? Cancer survivors can be affected by a number of health problems, but often their greatest concern is facing cancer again. If a cancer comes back after treatment it is called a "recurrence." But some cancer survivors may develop a new, unrelated cancer later. This is called a "second cancer." No matter what type of cancer you have had, it is still possible to get another (new) cancer, even after surviving the first. Unfortunately, being treated for cancer doesn't mean you can't get another cancer. People who have had cancer can still get the same types of cancers that other people get. In fact, certain types of cancer and cancer treatments can be linked to a higher risk of certain second cancers. Survivors of stomach cancer can get any type of second cancer. They do not get second cancers at an increased rate overall, but they do have an increased risk of cancers of the thyroid and small intestine. Follow-up after treatment After completing treatment for stomach cancer, you should still see your doctor regularly and may have tests to look for signs the cancer has come back or spread. Experts do not recommend any additional testing to look for second cancers in patients without symptoms. Let your doctor know about any new symptoms or problems, because they could be caused by the cancer coming back or by a new disease or second cancer. Survivors of stomach cancer should follow the American Cancer Society guidelines for the early detection of cancer and stay away from tobacco products. Smoking increases the risk of many cancers. To help maintain good health, survivors should also: * Achieve and maintain a healthy weight * Adopt a physically active lifestyle * Consume a healthy diet, with an emphasis on plant foods * Limit consumption of alcohol to no more than 1 drink per day for women or 2 per day for men These steps may also lower the risk of some cancers. See Second Cancers in Adults for more information about causes of second cancers. Lifestyle changes after stomach cancer You can't change the fact that you have had cancer. What you can change is how you live the rest of your life — making choices to help you stay healthy and feel as well as you can. This can be a time to look at your life in new ways. Maybe you are thinking about how to improve your health over the long term. Some people even start during cancer treatment. Making healthier choices For many people, a diagnosis of cancer helps them focus on their health in ways they may not have thought much about in the past. Are there things you could do that might make you healthier? Maybe you could try to eat better or get more exercise. Maybe you could cut down on alcohol, or give up tobacco. Even things like keeping your stress level under control may help. Now is a good time to think about making changes that can have positive effects for the rest of your life. You will feel better and you will also be healthier. Start by working on those things that worry you most. Get help with those that are harder for you. For instance, if you are thinking about quitting smoking and need help, call the American Cancer Society for information and support. This tobacco cessation and coaching service can help increase your chances of quitting for good. Eating better Eating right can be hard for anyone, but it can get even tougher during and after cancer treatment. This is especially true for cancers that affect the digestive tract, such as stomach cancer. The cancer or its treatment can affect how you eat and absorb nutrition. Nausea can be a problem from some treatments. You may lose your appetite for a while and lose weight when you don't want to. During treatment: If you are losing weight or have trouble eating during treatment, do the best you can. Eat what appeals to you. Eat what you can, when you can. You might find it helps to eat small portions every 2 to 3 hours until you feel better. Now is not the time to restrict your diet. Try to keep in mind that these problems usually improve over time. Your cancer team may refer you to a dietitian, an expert in nutrition who can give you ideas on how to fight some of the side effects of your treatment. After treatment: If part or all of your stomach has been removed, you might need to eat smaller amounts of food more often. Your doctor or nutritionist may also recommend that you stay upright for some time after eating. Your health care team can help you adjust your diet if you are having problems eating. Some patients have problems with nausea, diarrhea, sweating, and flushing after eating. This is called dumping syndrome. When part or all of the stomach is removed, the food that is swallowed quickly passes into the intestine, leading to these symptoms after eating. These symptoms often get better over time. Some people may need nutritional supplements to help make sure they get the nutrition they need. Some people may even need a feeding tube, usually called a jejunostomy tube (or J-tube), put into the small intestine. This is done through a small hole in the skin over the abdomen during a minor operation. A J-tube allows liquid nutrition to be put directly into the small intestine to help prevent weight loss and improve nutrition. Less often, the tube may be placed into the lower part of the stomach instead. This is known as a gastrostomy tube or G-tube. One of the best things you can do after cancer treatment is put healthy eating habits into place. You may be surprised at the long-term benefits of some simple changes, like increasing the variety of healthy foods you eat. Getting to and staying at a healthy weight, eating a healthy diet, and limiting your alcohol intake may lower your risk for a number of types of cancer, as well as having many other health benefits. Rest, fatigue, and exercise Extreme tiredness, called fatigue, is very common in people treated for cancer. This is not a normal tiredness, but a bone-weary exhaustion that doesn't get better with rest. For some people, fatigue lasts a long time after treatment, and can make it hard for them to exercise and do other things they want to do. But exercise can help reduce fatigue. Studies have shown that patients who follow an exercise program tailored to their personal needs feel better physically and emotionally and can cope better, too. If you were sick and not very active during treatment, it is normal for your fitness, endurance, and muscle strength to decline. Any plan for physical activity should fit your situation. An older person who has never exercised will not be able to take on the same amount of exercise as a 20-year-old who plays tennis twice a week. If you haven't exercised in a few years, you will have to start slowly — maybe just by taking short walks. Talk with your health care team before starting anything. Get their opinion about your exercise plans. Then, try to find an exercise buddy so you're not doing it alone. Having family or friends involved when starting a new exercise program can give you that extra boost of support to keep you going when the push just isn't there. If you are very tired, you will need to balance activity with rest. It is OK to rest when you need to. Sometimes it's really hard for people to allow themselves to rest when they are used to working all day or taking care of a household, but this is not the time to push yourself too hard. Listen to your body and rest when you need to. (For more information on dealing with fatigue, please see Fatigue in People With Cancer and Anemia in People With Cancer.) Keep in mind exercise can improve your physical and emotional health. * It improves your cardiovascular (heart and circulation) fitness. * Along with a good diet, it will help you get to and stay at a healthy weight. * It makes your muscles stronger. * It reduces fatigue and helps you have more energy. * It can help lower anxiety and depression. * It can make you feel happier. * It helps you feel better about yourself. And long term, we know that getting regular physical activity plays a role in helping to lower the risk of some cancers, as well as having other health benefits. Can I lower my risk of the cancer progressing or coming back? Most people want to know if there are specific lifestyle changes they can make to reduce their risk of their cancer progressing or coming back. Unfortunately, for most cancers there is little solid evidence to guide people. This doesn't mean that nothing will help – it's just that for the most part this is an area that hasn't been well studied. Most studies have looked at lifestyle changes as ways of preventing cancer in the first place, not slowing it down or preventing it from coming back. At this time, not enough is known about stomach cancer to say for sure if there are things you can do that will be helpful. Tobacco use has clearly been linked to stomach cancer, so not smoking might help reduce your risk. We don't know for certain if this will help, but we do know that it can help improve your appetite and overall health. It can also reduce the chance of developing other types of cancer. If you want to quit smoking and need help, call the American Cancer Society at 1-800-227-2345. You can also learn more in our Guide to Quitting Smoking. Eating a diet rich in fruits and vegetables and staying at a healthy weight are also linked with a lower risk of stomach cancer, but again we don't know if these types of changes affect the risk of cancer progressing or coming back. However, we do know that they can have positive effects on your health that can extend beyond your risk of cancer. How might having stomach cancer affect your emotional health? During and after treatment, you may find yourself overcome with many different emotions. This happens to a lot of people. You may find yourself thinking about death and dying. Or maybe you're more aware of the effect the cancer has on your family, friends, and career. You may take a new look at your relationship with those around you. Unexpected issues may also cause concern. For instance, you might see your health care team less often after treatment and have more time on your hands. These changes can make some people anxious. Almost everyone who is going through or has been through cancer can benefit from getting some type of support. You need people you can turn to for strength and comfort. Support can come in many forms: family, friends, cancer support groups, church or spiritual groups, online support communities, or one-on-one counselors. What's best for you depends on your situation and personality. Some people feel safe in peer-support groups or education groups. Others would rather talk in an informal setting, such as church. Others may feel more at ease talking one-on-one with a trusted friend or counselor. Whatever your source of strength or comfort, make sure you have a place to go with your concerns. The cancer journey can feel very lonely. It is not necessary or good for you to try to deal with everything on your own. And your friends and family may feel shut out if you do not include them. Let them in, and let in anyone else you feel may help. If you aren't sure who can help, call your American Cancer Society at 1-800-227-2345 and we can put you in touch with a group or resource that may work for you. You may also want to read our booklet Distress in People with Cancer. If treatment for stomach cancer stops working If cancer keeps growing or comes back after one kind of treatment, it is possible that another treatment plan might still cure the cancer, or at least shrink it enough to help you live longer and feel better. But when a person has tried many different treatments and the cancer has not gotten any better, the cancer tends to become resistant to all treatment. If this happens, it's important to weigh the possible limited benefits of a new treatment against the possible downsides. Everyone has their own way of looking at this. This is likely to be the hardest part of your battle with cancer — when you have been through many medical treatments and nothing's working anymore. Your doctor may offer you new options, but at some point you may need to consider that treatment is not likely to improve your health or change your outcome or survival. If you want to continue to get treatment for as long as you can, you need to think about the odds of treatment having any benefit and how this compares to the possible risks and side effects. In many cases, your doctor can estimate how likely it is the cancer will respond to treatment you are considering. For instance, the doctor may say that more treatment might have about a 1 in 100 chance of working. Some people are still tempted to try this. But it is important to think about and understand your reasons for choosing this plan. No matter what you decide to do, you need to feel as good as you can. Make sure you are asking for and getting treatment for any symptoms you might have, such as nausea or pain. This type of treatment is called palliative care. Palliative care helps relieve symptoms, but is not expected to cure the disease. It can be given along with cancer treatment, or can even be cancer treatment. The difference is its purpose — the main goal of palliative care is to improve the quality of your life, or help you feel as good as you can for as long as you can. Sometimes this means using medicines to help with symptoms like pain or nausea. Sometimes, though, the treatments used to control your symptoms are the same as those used to treat cancer. For instance, radiation might be used to help relieve pain caused by cancer that has spread. Or chemo might be used to help shrink a tumor and keep it from blocking the bowels. But this is not the same as treatment to try to cure the cancer. You can learn more about the physical and emotional changes, as well as plans and preparations for yourself and your family, in our document Nearing the End of Life. At some point, you may benefit from hospice care. This is special care that treats the person rather than the disease; it focuses on quality rather than length of life. Most of the time, it is given at home. Your cancer may be causing problems that need to be managed, and hospice focuses on your comfort. You should know that while getting hospice care often means the end of treatments such as chemo and radiation, it doesn't mean you can't have treatment for the problems caused by your cancer or other health conditions. In hospice, the focus of your care is on living life as fully as possible and feeling as well as you can at this difficult time. You can learn more about hospice in our document Hospice Care. Staying hopeful is important, too. Your hope for a cure may not be as bright, but there is still hope for good times with family and friends — times that are filled with happiness and meaning. Pausing at this time in your cancer treatment gives you a chance to refocus on the most important things in your life. Now is the time to do some things you've always wanted to do and to stop doing the things you no longer want to do. Though the cancer may be beyond your control, there are still choices you can make. What's new in stomach cancer research and treatment? Research is always being done in the area of stomach cancer. In addition to looking for the causes and ways to prevent stomach cancer, scientists continue to look for better treatments. Risk factors Diet Research has clearly shown that differences in diet are an important factor in explaining variations in stomach cancer risk around the world. Recent research in countries with relatively low stomach cancer risk has provided some insight into risk factors. Diets high in preserved meats and low in fresh fruits and vegetables have been linked with higher risk. Helicobacter pylori infection Recent studies have shown that certain types of H pylori (especially the cagA strains) are more strongly linked to stomach cancer. Some inherited traits related to blood groups may also affect whether someone infected with H pylori will develop cancer. Further research is needed to help doctors determine how to use this information to test which people might be at higher risk for developing stomach cancer. Recent research has also studied the interaction of H pylori infection with other risk factors. For example, they have found that a healthy diet is especially important for reducing stomach cancer risk for people infected with H pylori. Chemoprevention Chemoprevention is the use of natural or man-made chemicals to lower the risk of developing cancer. Some types of chemicals might be useful in helping prevent stomach cancer. Antioxidants Many carcinogenic (cancer-causing) factors cause cells to form a type of chemical called a free radical. Free radicals can damage important parts of cells such as genes. Depending on how severe the damage is, the cells may die or they may become cancerous. Antioxidants are a group of nutrients and other chemicals that can destroy free radicals or prevent them from forming. These nutrients include vitamin C, beta-carotene, vitamin E, and the mineral selenium. Studies that have looked at using dietary supplements to lower stomach cancer risk have had mixed results so far. There is some evidence that combinations of antioxidant supplements may reduce the risk of stomach cancer in people with poor nutrition to begin with. Further research in this area is needed. Antibiotics Studies are being done to see whether antibiotic treatment of people who are chronically infected by H pylori will help prevent stomach cancer. Some studies have found that treating this infection may prevent pre-cancerous stomach abnormalities, but more research is needed. Although not truly chemoprevention, antibiotics may help prevent stomach cancer from recurring in some cases. Researchers have shown that antibiotics may lower the risk that the cancer will come back in another part of the stomach in people who have been treated with endoscopic mucosal resection for early stage stomach cancer. Unfortunately, in the United States stomach cancers are more often found at a later stage, so it's not clear how useful these results might be here. Non-steroidal anti-inflammatory drugs (including aspirin) Some (but not all) studies have found that people who take non-steroidal antiinflammatory drugs (NSAIDs) such as aspirin or ibuprofen might have a lower risk of stomach cancer. More research is needed to better define this possible link. In the meantime, doctors generally don't recommend taking these medicines just to try to lower your risk of cancer, as they can cause serious side effects in some people. Staging Sentinel lymph node mapping Doctors are trying to identify the spread of stomach cancer to lymph nodes using this technique, which has proved very successful in melanoma and breast cancer. In sentinel lymph node mapping, the surgeon injects a blue dye and/or a radioactive tracer substance into the cancer. These concentrate in the lymph nodes that would be the first site of cancer spread. Doctors can remove these lymph nodes and look for cancer. If no cancer is found in these lymph nodes, then the cancer is unlikely to have reached others, and a full lymph node removal might not be needed. If cancer is found in the sentinel lymph node(s), then all the lymph nodes would still need to be removed. This technique has been shown to help find more lymph nodes to remove, and to find lymph nodes that are more likely to contain cancer cells. But this technique is still being studied in stomach cancer and is not yet ready for widespread use. Treatment Chemotherapy drugs and combinations Some studies are testing new ways to combine drugs already known to be active against stomach cancer or other cancers. Newer chemotherapy (chemo) drugs are also being studied. For example, S-1 is an oral chemo drug related to 5-FU. This drug is commonly used for stomach cancer in some other parts of the world, but it is not yet available in the United States. Other studies are testing the best ways to combine chemo with radiation therapy, targeted therapies, or immunotherapy. A good deal of effort is being directed at improving the results of surgery by adding chemo and/or radiation therapy either before or after surgery. Several clinical trials of this approach are in progress. New ways of giving chemo are also being studied. For example, some doctors are looking at infusing chemo directly into the abdomen (intraperitoneal chemotherapy) to see if it might work better with fewer side effects. Targeted therapies Chemo drugs target cells that divide rapidly, which is why they work against cancer cells. But there are other aspects of cancer cells that make them different from normal cells. In recent years, researchers have developed new targeted drugs to try to exploit these differences. Targeted drugs sometimes work when standard chemo drugs don't. They also tend to have less severe side effects than chemo drugs. Drugs that block HER2: Some stomach cancers have too much of the HER2 protein on the surface of their cells, which helps them grow. Drugs that target this protein might help treat these cancers. Trastuzumab (Herceptin) is already approved for use against advanced stomach cancer. Other drugs that target HER2, such as lapatinib (Tykerb ® ), pertuzumab (Perjeta ® ), and trastuzumab emtansine (Kadcyla ® ) are now being studied in clinical trials. Drugs that block EGFR: EGFR is another protein found on some stomach cancer cells that helps them grow. Panitumumab (Vectibix ® ) is a drug that targets EGFR that is being tested against stomach cancer. This drug is already FDA-approved to treat some other cancers. Other targeted drugs: Other drugs target different parts of cancer cells. Other targeted drugs that are being studied against stomach cancer include sorafenib (Nexavar ® ) and apatinib, among others. Most of the research in this area is looking at combining targeted agents with chemotherapy or with each other. Immunotherapy Immunotherapy is an approach that uses drugs to try and help the body's immune system fight the cancer. A Korean study showed that combining chemotherapy with an immunotherapy called polyadenylic-polyuridylic acid (poly A:U) slowed stomach cancer from returning when given as adjuvant therapy after surgery. It also helped some patients live longer. You can learn more about immunotherapy in our document Immunotherapy. To find a clinical trial in your area, contact the American Cancer Society at 1-800-2272345 or go to www.cancer.org/clinicaltrials. Additional resources for stomach cancer More information from your American Cancer Society Here is more information you might find helpful. You also can order free copies of our documents from our toll-free number, 1-800-227-2345, or read them on our website, www.cancer.org. Living with cancer Coping With Cancer in Everyday Life (also in Spanish) Guide to Controlling Cancer Pain (also in Spanish) Talking With Your Doctor (also in Spanish) Distress in People With Cancer Living With Uncertainty: The Fear of Cancer Recurrence Understanding cancer treatments A Guide to Cancer Surgery (also in Spanish) A Guide to Chemotherapy (also in Spanish) Understanding Radiation Therapy: A Guide for Patients and Families (also in Spanish) Targeted Therapy Immunotherapy Cancer treatment side effects Caring for the Patient With Cancer at Home: A Guide for Patients and Families (also in Spanish) Nausea and Vomiting Anemia in People With Cancer Fatigue in People With Cancer Peripheral Neuropathy Caused By Chemotherapy Other health information Nutrition for the Person With Cancer During Treatment: A Guide for Patients and Families (also in Spanish) Clinical Trials: What You Need to Know Health Professionals Associated With Cancer Care Family communication and caregiver concerns After Diagnosis: A Guide for Patients and Families (also in Spanish) Talking With Friends and Relatives About Your Cancer (also in Spanish) Helping Children When a Family Member Has Cancer: Dealing With Diagnosis (also in Spanish) What It Takes to Be a Caregiver Insurance and financial issues In Treatment: Financial Guidance for Cancer Survivors and Their Families (also in Spanish) Health Insurance and Financial Assistance for the Cancer Patient (also in Spanish) Books Your American Cancer Society also has books that you might find helpful. Call us at 1800-227-2345 or visit our bookstore online to find out about costs or to place an order. National organizations and Web sites* In addition to the American Cancer Society, other sources of patient information and support include: National Cancer Institute Toll-free number: 1-800-422-6237 (1-800-4-CANCER) Website: www.cancer.gov Offers free, accurate, up-to-date information about cancer to patients, their families, and the general public; also helps people find clinical trials in their area National Coalition for Cancer Survivorship (NCCS) Toll-free number: 1-877-NCCS-YES (1-877-622-7937) (for Cancer Survivor Toolbox orders) Toll-free number: 1-888-650-9127 Website: www.canceradvocacy.org Offers information on work, health insurance, and more. The Cancer Survival Toolbox is a free, self-learning audio program to help cancer survivors and caregivers develop practical tools needed to deal with the diagnosis, treatment and challenges of cancer. Listen online or order CDs. Also in Spanish and Chinese. Job Accommodation Network Toll-free number: 1-800-526-7234 TTY: 1-877-781-9403 Website: www.askjan.org A free consulting service of the US Department of Labor that gives information on the Americans with Disabilities Act, your rights, how to talk to an employer, and how to help keep your job (and insurance) during treatment Cancer Legal Resource Center (CLRC) Toll-free number: 1-866-843-2572 (1-866-THE-CLRC) TTY: 213-736-8310 Website: www.cancerlegalresourcecenter.org A non-profit program that gives free and confidential information and resources on cancer-related legal issues to cancer survivors, their families, friends, employers, health care professionals, and others coping with cancer Patient Advocate Foundation Toll-free number: 1-800-532-5274 Website: www.patientadvocate.org Helps mediate between the patient and insurer, employer, or creditors to resolve insurance, job, or debt problems related to their cancer. Helps people get access to care and keep job and financial stability. *Inclusion on this list does not imply endorsement by the American Cancer Society. No matter who you are, we can help. Contact us anytime, day or night, for information and support. Call us at 1-800-227-2345 or visit www.cancer.org. References: Stomach cancer detailed guide American Cancer Society. Cancer Facts & Figures 2015. Atlanta, Ga: American Cancer Society; 2015. American Joint Committee on Cancer. Stomach Cancer. In: AJCC Cancer Staging Manual. 7th ed. New York, NY: Springer; 2010: 117–121. Avital I, Pisters PWT, Kelsen DP, Willett CG. Cancer of the stomach, In: DeVita VT, Lawrence TS, Rosenberg SA, eds. DeVita, Hellman, and Rosenberg's Cancer: Principles and Practice of Oncology. 9th ed. Philadelphia, Pa: Lippincott Williams & Wilkins; 2011. Bae J, Lee E, Guyatt G. Citrus fruit intake and stomach cancer risk: A quantitative systematic review. Gastric Cancer. 2008;11:23–32. Bang YJ, Van Cutsem E, Feyereislova A, et al. Trastuzumab in combination with chemotherapy versus chemotherapy alone for treatment of HER2-positive advanced gastric or gastro-oesophageal junction cancer (ToGA): A phase 3, open-label, randomized controlled trial. Lancet. 2010;376:687−697. Bendell J. Latest data on the treatment of upper gastrointestinal cancers. ASCO Education Book 2008:184−190. Benusiglio PR, Malka D, Rouleau E, et al. CDH1 germline mutations and the hereditary diffuse gastric and lobular breast cancer syndrome: a multicentre study. J Med Genet. 2013 Jul;50(7):486-9. Epub 2013 May 25. Brooks-Wilson AR, Kaurah P, Suriano G, et al. Germline E-cadherin mutations in hereditary diffuse gastric cancer: Assessment of 42 new families and review of genetic screening criteria. J Med Genet. 2004;41:508–517. Capelle LG, de Vries AC, Looman CW, et al. Gastric MALT lymphoma: Epidemiology and high adenocarcinoma risk in a nation-wide study. Eur J Cancer. 2008;44:2470–2476. Cunningham D, Allum W, Stenning S et al. Perioperative chemotherapy vs surgery alone for resectable gastroesophageal cancer. N Eng J Med. 2006;355:11–20. Dhalla F, da Silva SP, Lucas M, Travis S, Chapel H. Review of gastric cancer risk factors in patients with common variable immunodeficiency disorders, resulting in a proposal for a surveillance programme. Clin Exp Immunol. 2011;165:1−7. Fuchs CS, Tomasek J, Yong CJ, et al. Ramucirumab monotherapy for previously treated advanced gastric or gastro-oesophageal junction adenocarcinoma (REGARD): an international, randomised, multicentre, placebo-controlled, phase 3 trial. Lancet. 2014 Jan 4;383(9911):31-9. Epub 2013 Oct 3. Fukase K, Kato M, Kikuchi S, et al. Effect of eradication of Helicobacter pylori on incidence of metachronous gastric carcinoma after endoscopic resection of early gastric cancer: An open-label, randomised controlled trial. Lancet. 2008;372:392–397. Gunderson LL, Donohue JH, Alberts SR. Cancer of the Stomach. In: Abeloff MD, Armitage JO, Lichter AS, Niederhuber JE. Kastan MB, McKenna WG, eds. Abeloff's Clinical Oncology. 4th ed. Philadelphia, Pa: Elsevier; 2008:1431–1464. Hohenberger P, Gretschel S. Gastric cancer. Lancet. 2003;362:305–315. Howlader N, Noone AM, Krapcho M, Garshell J, Miller D, Altekruse SF, Kosary CL, Yu M, Ruhl J, Tatalovich Z, Mariotto A, Lewis DR, Chen HS, Feuer EJ, Cronin KA (eds). SEER Cancer Statistics Review, 1975-2011, National Cancer Institute. Bethesda, MD, http://seer.cancer.gov/csr/1975_2011/, based on November 2013 SEER data submission, posted to the SEER web site, April 2014. Hundahl SA, Phillips JL, Menck HR. The National Cancer Data Base report on poor survival of U.S. gastric cancer patients treated with gastrectomy. Cancer. 2000;88:921– 932. Huscher CG, Mingoli A, Sgarzini G, et al. Laparoscopic versus open subtotal gastrectomy for distal gastric cancer: Five-year results of a randomized prospective trial. Ann Surg. 2005;241:232–237. Hwang J. Resectable esophageal, gastroesophageal and gastric cancers: Therapy is distinct for gastric cancer. ASCO Education Book 2008:172–176. Jeung H, Moon Y, Rha S, et al. Phase III trial of adjuvant 5-flourouracil and adriamycin versus 5-flourouracil and adriamycin and polyadenylic-polyuridylic acid (poly a:u) for locally advanced gastric cancer after curative surgery: Final results of 15 year follow-up. Annals of Oncology. 2008;19:520–526. Kang YK, Yook JH, Chang HM, Ryu MH, Yoo C, Zang DY, Lee JL, Kim TW, Yang DH, Jang SJ, Park YS, Lee YJ, Jung HY, Kim JH, Kim BS. Enhanced efficacy of postoperative adjuvant chemotherapy in advanced gastric cancer: results from a phase 3 randomized trial (AMC0101). Cancer Chemother Pharmacol. 2014 Jan;73(1):139-49. Epub 2013 Oct 27. Kappas AM, Roukos DH. Quality of surgery determinant for the outcome of patient with gastric cancer. Ann Surg Oncol. 2002;9:828–830. Kleinerman RA, Kosary C, Hildesheim A. New Malignancies Following Cancer of the Cervix Uteri, Vagina, and Vulva. In: Curtis RE, Freedman DM, Ron E, Ries LAG, Hacker DG, Edwards BK, Tucker MA, Fraumeni JF Jr. (eds). New Malignancies Among Cancer Survivors: SEER Cancer Registries, 1973-2000. National Cancer Institute. NIH Publ. No. 05-5302. Bethesda, MD, 2006. Accessed on 4/18/2014 at http://seer.cancer.gov/archive/publications/mpmono/MPMonograph_complete.pdf. Koizumi W, Akiya T, HaraT et al. S-1 plus cisplatin versus S-1 alone for first line treatment of advanced gastric cancer (SPIRITS trial): A phase III trial. Lancet Oncol. 2008;9:215–221. Kushi LH, Doyle C, McCullough M, Rock CL, Demark-Wahnefried W, Bandera EV, Gapstur S, Patel AV, Andrews K, Gansler T; American Cancer Society 2010 Nutrition and Physical Activity Guidelines Advisory Committee. American Cancer Society Guidelines on nutrition and physical activity for cancer prevention: reducing the risk of cancer with healthy food choices and physical activity. CA Cancer J Clin. 2012 JanFeb;62(1):30-67. MacDonald JS, et al. Chemoradiotherapy after surgery compared with surgery alone for adenocarcinoma of the stomach or gastroesophageal junction. New Engl J Med. 2001;345:725–730. Märkl B, Moldovan AI, Jähnig H, et al. Combination of ex vivo sentinel lymph node mapping and methylene blue-assisted lymph node dissection in gastric cancer: a prospective and randomized study. Ann Surg Oncol. 2011;18:1860−1868. Masciari S, Dewanwala A, Stoffel EM, et al. Gastric cancer in individuals with LiFraumeni syndrome. Genet Med. 2011;13:651–657. Muro K, Boku N, Yamada Y et al. Multicenter phase II study of RAD001 for previously treated metastatic gastric cancer: Preliminary results. J Clin Oncol. 2008;26 (May 20 suppl; abstr 4541). National Cancer Institute. Physician Data Query (PDQ). Gastric Cancer Treatment. 2/27/2014. Accessed at: www.cancer.gov/cancertopics/pdq/treatment/gastric/HealthProfessional on April 24, 2014. National Comprehensive Cancer Network. NCCN Clinical Practice Guidelines in Oncology: Gastric Cancer. v.2.2013. Accessed at www.nccn.org/professionals/physician_gls/pdf/gastric.pdf on April 24, 2014. Pozzo C, Barone C. Is there an optimal chemotherapy regimen for the treatment of advanced gastric cancer that will provide a platform for the introduction of new biological agents? Oncologist. 2008;13:794–806. Sousa H, Pinto-Correia AL, Medeiros R, Dinis-Ribeiro M. Epstein-Barr virus is associated with gastric carcinoma: The question is what is the significance? World J Gastroenterol. 2008;14:4347–4351. Tian W, Zhao Y, Liu S, Li X. Meta-analysis on the relationship between nonsteroidal anti-inflammatory drug use and gastric cancer. Eur J Cancer Prev. 2010;19:288–298. Wong H, Yau T. Targeted therapy in the management of advanced gastric cancer: Are we making progress in the era of personalized medicine? Oncologist. 2012;17:346–358. Yang P, Zhou Y, Chen B, et al. Overweight, obesity and gastric cancer risk: Results from a meta-analysis of cohort studies. Eur J Cancer. 2009;45:2867–2873. 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Energy and Climate Change As an EPA Green Power Partner, the City of Lake Oswego encourages its citizens and businesses to invest in energy efficiency, renewable energy, and understand what resources are available to help us lead more efficient and affordable lives. Energy Efficiency and Conservation Energy efficiency and conservation provide the best opportunity to reduce our dependence on fossil fuels and reduce our GHG emissions. Learn more here. Water conservation is closely related to energy conservation. More than half the electricity used by the City for its operations is to pump, treat, and move drinking water. Learn more about the City's water conservation program, including free technical assistance, rebates, and incentives. Renewable Energy The City of Lake Oswego recently agreed to purchase 100% Clean Wind energy from PGE for all of its Schedule 83 buildings (largest consumers of electricity). Purchasing clean wind renewable energy credits for the City demonstrates a commitment to building the Northwest's renewable energy sector, creating jobs, and a clean economy. The City of Lake Oswego now joins the City of Beaverton and the City of Milwaukie in purchasing Clean Wind at the Platinum level. Hillsboro, Gresham, and Wilsonville are all Gold level purchasers. Based on current electricity usage, the City will reduce its CO2 emissions by 8,945,302 lbs annually. That is equivalent to planting 1,065 trees or not driving 9,982,036 miles. As the City continues to invest in energy efficient technologies, such as LED lights and solar arrays, the amount that the City will need to spend on purchasing Clean Wind will decrease over time. As a result of this purchase, the City is now an EPA Green Power Partner! We are working towards becoming an EPA Green Power Community, joining a network of cities across the country whose purchase of renewable energy is keeping tons of CO2 out of our atmosphere. Please join us in purchasing renewable energy from Portland General Electric and create a healthy Lake Oswego for future generations! Check out all the options on their Renewable Energy Options site. Climate Change and Greenhouse Gas Emissions A major concern to the Lake Oswego community and beyond is a changing climate due to increased greenhouse gas emissions (GHG) from human activity. Learn more about climate change, Lake Oswego's GHG emissions, and actions we can take. Find additional climate change resources here. Page 1 of 2 Energy and Climate Change Published on City of Lake Oswego Oregon Official Website (http://ci.oswego.or.us) Electric Vehicle Charging Stations The City has installed electric vehicle charging stations in downtown Lake Oswego as part of two state-wide electric vehicle (EV) charging station infrastructure projects. Learn more about the projects here. Source URL (retrieved on 07/30/2015 - 3:21am): http://ci.oswego.or.us/sustainability/energy-and-climate-change Page 2 of 2	<urn:uuid:aa1489f4-a938-456f-8284-1aa31974df39>	CC-MAIN-2015-32	http://ci.oswego.or.us/printpdf/12073	2015-07-30T10:21:09Z	crawl-data/CC-MAIN-2015-32/segments/1438042987171.38/warc/CC-MAIN-20150728002307-00219-ip-10-236-191-2.ec2.internal.warc.gz	50,753,920	598	eng_Latn	eng_Latn	0.982371	eng_Latn	0.995389	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2478, 2958 ]	[ 2.078125 ]	2	0
Characteristics of a City Street/State Highway Most, if not all, city streets and state routes were constructed with conventional road construction methods. These methods include the removal of the unstable native material under the road (good for nuts and alfalfa but not roads), which is replaced with a stable, 12-24 inch thick layer of compacted gravel material that can withstand heavy vehicle loads. Place asphalt concrete between concrete curb/gutter Typical City Street Storm Drain System takes water away from road base Completed road with storm drainage Next, a 4-12 inch layer of hot asphalt concrete pavement (the black top) or concrete pavement pavement (the black-top) or concrete pavement placed to provide a smooth ride surface. A combination of concrete curbs and gutters, along with an underlying closed storm sewer system generally collects and diverts seasonal storm water away from the road base. All of these design features result in roads with longer lifecycles and lower maintenance costs than other types of roads. Characteristics of a Typical County Road Step 1 Loosely leveled gravel over the existing unsuitable soil Most county roads are former wagon trails following the section lines (one mile apart), built on rich farm soil. In the early 1900's, the primary cost for road maintenance in Yolo County was watering roads to reduce dust. As transportation modes evolved, these wagon trails were modified to accommodate two-way motor vehicle traffic. In many instances, the native materials were leveled, the road widened and in some areas loose gravel from area creeks was placed on the native material to eliminate wheel ruts and seasonal muddy roads. As a more durable form of dust control, oil instead of water was sprayed on the un-compacted gravel. Typical County Road: 1. Water inundation from surrounding fields fills drainage ditches. 2. Water undermines the gravel road base. 3. Road surface develops cracks and potholes. Repairing the damage created by these factors present different challenges for the county. City repair crews have a compact geographical area, which allows them to reach and travel between repair sites in minutes. Yolo County crews have a wider geographical area to cover. It may take crews as long as one hour before they can reach a repair site within the vast 1,021 square mile network of county roads, and another 20-40 minutes of travel time to the next repair site. Later, these roads were coated with a very thin layer of asphalt oil (a thicker oil product) to improve dust control and smooth the travel surface. During routine maintenance some of the rural roads were later chip sealed. Chip seals are constructed by evenly distributing a thin base of hot asphalt oil and then embedding finely graded gravel into the asphalt oil. The gravel is evenly distributed over the oil, and then rolled into a smooth surface. Many "paved" road surfaces in Yolo County are in fact a 1/2 to 2 inch thick accumulation of chip seals applied over time. Chip seals are typically used on rural roads carrying lower traffic volumes, because chip seals do not have the binding and strength properties of the asphalt pavement or concrete. Instead of a closed storm sewer system (as in city settings), open ditches dj t t th t d t ff F l t i t l f ll adjacent to the county roads convey storm run-off. From late spring to early fall, many of the roadside storm drainage ditches in the rural areas are flowing full with irrigation water for adjacent fields. Unlike closed storm sewer systems, open ditches allow infiltration of the water into the road base. Water is the biggest enemy of road pavements; saturated road bases are the main reason for premature pavement failures. Water seeps into the lower layers from the edge of the road and weakens the support; the pavement flexes under heavy vehicle loads and then cracks or ruts. Once cracking starts, storm water infiltrates the cracks and the rate of damage rapidly increases. Rural roads tend to have a faster deterioration rate than city streets for several reasons: First, the construction is substandard for the current loads. Second, the continued saturation of the road sides and water infiltration into the road bed weaken the road. Finally, the heavier and more frequent truck loads damage the road by producing pot holes, ruts and cracks.	<urn:uuid:746999b7-2501-4956-870f-52e7bd0fc349>	CC-MAIN-2015-32	http://yolocounty.org/home/showdocument?id=18283	2015-07-30T10:06:31Z	crawl-data/CC-MAIN-2015-32/segments/1438042987171.38/warc/CC-MAIN-20150728002307-00227-ip-10-236-191-2.ec2.internal.warc.gz	868,688,958	873	eng_Latn	eng_Latn	0.998007	eng_Latn	0.998675	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1047, 4372 ]	[ 2.609375 ]	1	15
tm Footsteps for Freedom Footsteps for Freedom Footsteps for Freedom Footsteps for Freedom tm Student lessons along the Overmountain Victory National Historic Trail Footsteps for Freedom Footsteps for Freedom Student lessons along the Overmountain Victory National Historic Trail The Time Machine The Time Machine L et's go back in time. We can do this with our imaginations and a little arithmetic. We're going back over 200 years to the time when the United States of America was being created. _______ Write down your current age in years. _______ Write down the current age of one of your parents (or the age of a guardian who is about the age of a parent.) _______ Subtract the first number from the second. Write it here. This is how many years ago your parent (or guardian) was the same age you are today. That difference is a measure we'll call the "generational difference." _______ Write down the current year Definition: _______ Write down the generational difference you calculated above. _______ Subtract your generational difference from the current year. The answer is the year your parent or guardian was the same age you are now. Q: Q: Does that seem like a long time ago? Ask your parent or guardian about a newsworthy event that happened around that year. Find out more about that event by talking to a family member, reading an encyclopedia, or doing a web search to find a news article or a book. A generation is a family group. Children are in a different generation from their parents. Your parents and their brothers and sisters (that is, your aunts and uncles) are in the same generation. Your grandparents, that is your parent's parents are in an older generation. You are in a younger generation. Overmountain Victory National Historic Trail National Park Service Footsteps for Freedom Footsteps for Freedom tm Student lessons along the Overmountain Victory National Historic Trail Averaging Mark on the Number Line above where the six data points fall. Calculating: Add together the six numbers (your data points). Divide that sum by six (or by however many numbers you used to arrive at your sum.) The resulting answer, called a quotient in arithmetic, is the average generational difference for you and your five classmates. It represents for the group of classmates together the average generational difference . This number represents the best estimate of the generational difference for any member of your group. Mark this average on the Number Line. You can repeat this calculation of an average for any group of students, including your entire class. Estimating: Before you calculate the average, look at the numbers and make your "best guess" at a number that you think is equally close to all of them on a number line. This "best guess" is your estimate. Making a "good guess" is called estimating." If you are good at mental math, you may actually be able to calculate the average in your head without using pencil and paper. Overmountain Victory National Historic Trail National Park Service When was that? ________ Write down the current year ________ Write down the "average generational difference" (the quotient) for you and your five classmates. Subtract the "average generational difference" from the current year. ________ This answer is the best estimate of the year any of the parents or guardians of you and your five classmates would have been your current age. It is just an estimate. It may be exactly the year for some of you; for others, it may be earlier or later than the year each person calculated for himself or herself individually. Optional Exercise: I f you repeated this exercise to calculate the "generational difference" between your parents and their parents (that is, your grandparents), you would probably come up with a different number for a "generational difference." Likewise you would come up with a different number from your group of classmates for the "average generational difference" between these two older generations. If you have time and if you know your grandparents' ages, repeat this calculation of an average using each of your parents and their parents. Of course, you will be able to calculate two numbers: one for your mother's side of the family and one for your father's. Building a Timeline If your teacher chooses, you can calculate the "average generational difference" for your entire class. To do this you would add up the generational differences calculated by each member of your class and divide by the number of students in your class. It would not be unusual for your answer to be close to 33 years, though answers from 20 to 40 would be reasonable, too. For the sake of consistency, let's take 33 years as the "average generational difference" for your entire class. On the next page, use 33 years to calculate the years back through time at which each previous generation (your parents, your grandparents, your great-grandparents, etc.) would have been the age you are now. (See the example below and right.) Plot those years on the Timeline. Example: 2003 minus 33 years = 1970; 1970 minus 33 years = 1937; etc. Overmountain Victory National Historic Trail National Park Service 4 Footsteps for Freedom Footsteps for Freedom tm : _____ years old Your time machine has arrived! Welcome to the 18th Century. Bonus question: Why are the 1700s called the 18th Century? 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Home Garden, Lawn, and Landscape University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange UT Extension Publications 6-1-2000 SP307-M-Selecting Quality Peaches The University of Tennessee Agricultural Extension Service Follow this and additional works at: http://trace.tennessee.edu/utk_agexgard Part of the Plant Sciences Commons Recommended Citation "SP307-M-Selecting Quality Peaches," The University of Tennessee Agricultural Extension Service, SP307M-500-6/00(Rep) E12-2015-00-045-00, http://trace.tennessee.edu/utk_agexgard/21 The publications in this collection represent the historical publishing record of the UT Agricultural Experiment Station and do not necessarily reflect current scientific knowledge or recommendations. Current information about UT Ag Research can be found at the UT Ag Research website. This Gardening - Fruit: Selecting & Planting is brought to you for free and open access by the UT Extension Publications at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Home Garden, Lawn, and Landscape by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact email@example.com. Fruits and Nuts Selecting Quality Peaches Tammy A. Killgore, Assistant Area Specialist David Lockwood, Professor, Plant and Soil Science Fresh peaches provide a real summer taste treat. With proper preservation, they may be enjoyed all year long. sary for ripeness or high quality. Peaches are called the "Queen of Fruits. " They are grown commercially in most areas of Tennessee except for the Cumberland Plateau and the higher elevations of East Tennessee. Most years the peach harvest in Tennessee will extend from about June 1 through August. Peaches may be purchased at grocery stores, at fruit and vegetable markets and at the farms where they are grown. On-farm markets may offer harvested fruit for sale or give you the opportunity to pick your own. Since peaches attain their highest quality when allowed to tree ripen, the best fruit will be that which is grown locally. Ripe peaches are much too fragile to withstand shipment to distant markets. 2. Ground color is the base color of the entire fruit. It can be used as a ripeness indicator. An immature peach will have a green ground color. As it ripens, the ground color will change to pale green, yellowish green and, ﬁ nally, yellow for yellow-ﬂ eshed varieties. With whiteﬂ eshed varieties, the ground color will change from green to a whitish appearance. The area around the stem is a good place to observe ground color changes. How to Select Ripe Fruit Regardless of whether you are buying peaches that are already harvested or picking your own, the following tips should assist you in selecting the best fruit: 3. Do not squeeze peaches to see if they are soft and ripe! Squeezing will cause bruises on the fruit that are unattractive and will result in a loss of fruit quality. 4. Freckles or spots that appear on the peach skin do not necessarily detract from fruit quality. These spots may be weather-related and are extremely difﬁ cult to prevent. In most cases, peeling the peaches will remove these spots, as they do not extend down into the ﬂ esh. Types of Peaches Grown in Tennessee 1. Red striping or blushing is not always a reliable indicator of ripeness. Red color on a peach is a varietal trait and may develop well in advance of ripening. The amount of red may vary from year to year or among various locations through out the trees. It is not neces- 1. Clingstones are generally the ﬁ rst types of peaches to ripen in Tennessee. The ﬂ esh will adhere to the pit, making the peaches difﬁ cult to use for canning, freezing, etc. They are, however, good for fresh consumption. 2. Semi-cling (semi-free) varieties are those in which the ﬂ esh may cling to the pit somewhat in certain years. In other years, the ﬂ esh may not cling—especially when the peaches are fully ripe. Redhaven is generally classiﬁ ed as a semi-cling variety. In some areas of the country, clingstone peach varieties are grown for processing. These are different varieties than the clingstone varieties grown for fresh consumption. Processing peaches have a ﬁ rm (non-melting) ﬂ esh that stands up well during processing. They are not as good when eaten fresh. 3. Freestone varieties make up the bulk of the peaches grown in the eastern United States. With these varieties, the ﬂ esh separates readily from the pit when the peaches are ripe. Most of the peach varieties grown in Tennessee have yellow ﬂ esh. A few varieties will have white ﬂ esh. Perhaps the best known of these is Georgia Belle. How to Pick Peaches If you are going to pick your own peaches, consider the following suggestions: 1. Always call ahead to determine the hours of operation of the market and which varieties are being harvested. 3. Determine if you need to take containers or if they are available at the orchard. 2. Wear clothes that are comfortable to work in. 4. Peaches ripen ﬁ rst in the tops and the outsides of the trees where sunlight exposure is best. Peaches inside the tree canopy will be delayed in ripening and should be harvested at a later date. 6. Lift and turn the peach. Don't pull it off the tree. Lay the fruit gently in containers to reduce the risk of bruising. 5. Grasp the peach gently with the palm and ﬁ ngers of your hands. Grasping with the ﬁ ngertips will result in considerable fruit bruising. 7. Don't stack ripe fruit more than three deep in containers. The weight of the top peaches will bruise fruit in the bottom of containers. Table 1. Peach Nutritional Information 8. Carefully examine the ﬁ rst few peaches picked to acquaint yourself with how ripe peaches should appear. Once you have done this, it will be quicker and easier to select the best fruit. Storing Peaches Peach fruits are alive. They are fragile. Take care to maximize the time that peaches are at their best quality. 1. Don't transport ripe peaches at high temperatures for long periods of time. If you have far to drive once you have purchased your fruit, consider using a cooler to store the peaches during transit. 3. If the peaches are not fully ripe, allow them to ripen at room temperature and then refrigerate. Since all the peaches will not ripen at the same time, sort through them periodically and remove the ripe fruit. 2. Keep mature peaches cool. Mature peaches may be held seven to 10 days in a refrigerator. Check fruit at regular intervals to ﬁ nd the ripest peaches. Peaches are excellent when eaten fresh, frozen, canned or dried. Remember that preserving food will not improve the quality of the picked product. Always start with the best quality peaches and take care to maintain this quality at all times. Peach Arithmetic Table 2 lists some of the most common peach varieties produced and sold in Tennessee. Harvest dates are approximate and will vary among different parts of the state. One pound fresh Tennessee peaches = 3 medium or 2 large peaches OR 2 cups peeled and sliced OR 1 2/3 cups peeled and diced OR 1 1/2 cups peeled and pureed. 1/ C = clingstone; S = semi-clingstone; F = freestone 2/ Y = yellow flesh; W = white flesh 3/ A = fresh; B = canning; C = freezing For more information on peaches and other fruits, contact your county Extension ofﬁ ce. Extension PB 746, Tree Frult, Tree Nut and Small Fruit Cultivar Recommendations for Tennessee, lists additional peach varieties and gives some characteristics of each. SP307M-500-6/00(Rep) E12-2015-00-045-00 The Agricultural Extension Service offers its programs to all eligible persons regardless of race, color, national origin, sex, age, disability, religion or veteran status and is an Equal Opportunity Employer. COOPERATIVE EXTENSION WORK IN AGRICULTURE AND HOME ECONOMICS The University of Tennessee Institute of Agriculture, U.S. Department of Agriculture, and county governments cooperating in furtherance of Acts of May 8 and June 30, 1914. Agricultural Extension Service Charles L. 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Is Film an Effective Teaching Tool for High School Literature? A Master's Research Project Presented to The Faculty of the College of Education Ohio University In Partial Fulfillment of the Requirements for the Degree Master of Education by Geoffrey Thomas Smith, Adolescent to Young Adult Education: Integrated Language Arts June, 2009 This Master's Research Project has been approved for the Department of Teacher Education Guofang Wan, Professor, Adolescent-to-Young-Adult Education Ginger Weade, Profesdr and Interim Chair of the Deparhrent of Teacher Education Abstract This paper is an examination of film as an instructional tool that both examines the current literature on the use of film in the classroom as well as presents a study that examines the effectiveness of film as a tool and the student reaction to the use of film in classroom. The study used simple tests and surveys in order to test its theories, and the results of the study showed a positive relationship between using film in the classroom and student achievement as well as a positive student reaction to the use of film in the classroom. Table of Contents References……………………………………………………………………………..50 Chapter One: Summary Ever since small projectors and screens were inexpensive enough for anyone to own, schools have been using films in the classroom as an educational tool, even if it was not always a wide spread movement. With the advent of VCRs and DVD players, the access to playable media useful to a unit of study seemed to know no limits. The history teacher could show a seven part series on The Seven Wonders of the World to give a visual context that no textbook with illustrations ever could accomplish, the Drama teacher could show a live performance of a play to go along with a reading in order to show how the viewing of a play compares to a reading, and the English teacher can use film to show how a novel was adapted from page to screen and thus giving a visual flavor to the text. Of course along with these ideal usages for film as a tool, teachers often manage to find some very inappropriate and ineffective usages for film in the classroom. Many teachers use film as a bribe or a reward to the students if they perform well on a test or on a big assignment. Some teachers use film as a silencing and stupefying device intended to distract the students while they catch up on grading papers, lesson plans, or their own personal reading. Some teachers simply insert the video into the device and let the television do all the teaching, rather than preparing the students for the viewing with a scaffolding device and then following up with a discussion period. With this research project, the aim is to examine the effective and appropriate ways that film is used in the high school English classroom by examining previous studies and professional sources and then conducting a study which examines the students' perception of using film in the classroom. The study is meant to gauge the adolescent reaction to the usage of film in the classroom based on their previous experiences with the tool and to then find out what they feel is the most effective usage of film for them by exposing them to a literature unit which is enhanced by the usage of film. The hope is that the study will show that, due to students' built-in visual literacy from constant exposure to film and television, a curriculum that is reinforced by film is more effective than one without. Chapter Two: Literature Review The current literature on the use of film in the classroom is quite diverse in its range, though not extremely diverse in its opinion. Many teachers agree that film should be used as an educational tool in the classroom and that the improper use of film ( i.e. viewing as a reward, using as a break period for the teacher, or using as something to keep a substitute teacher busy) is irresponsible and puts a negative light on the teachers who actually are trying to use film as a proper tool. These teachers also agree that students respond better to the film as a visual text, especially when teachers use contemporary films from the popular culture. Film can also add visual context for students who are unfamiliar with the terms used in classical literature, which helps make understanding the story easier on students. Above all, literature is essential to the English curriculum and film is just another kind of tool which is meant to be used collaboratively and not exclusively. In Boyd and Wertz (2003), the effect that film has on the individual is examined, beginning with their examining of the opinion of Kracauer (1960), taken from his book Theory of Film. Kracauer (1960) argues that film weakens spectator consciousness and then provides four arguments to that effect. He compares the love of film to the love of a drug, or to a greater extreme addiction to a drug because the act of watching dulls the mind and gives the viewer incentive to keep returning for yet another fix. He claims that it is not even the attraction to entertainment that keeps them coming back, but rather the need to lose their identity in the darkness of the theater and to let the images wash over them. Following this detailed explanation of Kracauer's position; Boyd and Wertz (2003) then dissect his reasoning in controlled passages which praise the sound reasoning and logic of Kracauer (1960) and give no hint at all to their own opinion until they have finished examining the strength of his statements. Finally they reveal that, while Kracauer (1960) is well reasoned and logical by argument standards, his conclusions are faulty given that the arguments merely serve to represent what he himself believes about films and filmgoers. Boyd and Wertz (2003) show that, while some film can be strictly entertainment and a means of escape, other types of film can often be an activity that the audience can actively participate in and become emotionally invested in. They also take time to note that film addiction and drug addiction are on two separate fields, with one being more psychological and one being more physiological. Also, someone may find it difficult to give up a drug and go their own way from it, but rarely will someone choose not to leave a film when they have to use the restroom or want a bag of popcorn. The fact that someone acts of their own volition makes all the difference (Boyd and Wertz, 2003). Moving onward from how film makes people feel, Featheringill (2000) explores the guilt that some teachers are made to feel by using film in their classrooms because it is non-traditional. Featheringill (2000) explains seven reasons for using film in the classroom which mainly preach the value of recognizing that students are visually literate and it is important for teachers to exploit that. He also explains that the best films (and even the worst ones) use literary techniques that have been in literature for years and can be taught through film. Featheringill (2000) suggests that when using a lot of film in the classroom that the teacher fashion a themed unit to fit around the films. If a teacher wanted to do literature that had a political rebellion stance and perhaps was Russian based, he or she could have the students read George Orwell's Animal Farm (1945) and then examine several films about the Russian revolution such as Anna Karenina (1935), War and Peace (1956), and Doctor Zhivago (1965). However, when doing a film based curriculum, the teacher must be constantly ready to manage discussion and to offer insight in order to encourage the critical thinking of the students. Courses like these do not work when the teacher lets the television do all the talking. On the subject of actually using film as a classroom tool, it helps to look at more historical aspects first. In Johnson (1971), he calls for a need to become more sophisticated and aware of the usefulness and power of film as well as creating a vocabulary to enable us to discuss the medium with our students and, in effect, teach students to become more sophisticated in their understanding of film. He begins in stating that 40 years have passed since the first real integration of film into secondary schools curriculum and 25 years past beginning to use "distinctly, deliberately, and allegedly educational films" (Johnson, p. 1, 1971) in schools as actual aids to teaching in the classroom. He also states that at this time, six years have passed since Congress passed the Elementary and Secondary Education Act, which was intended to allow millions of dollars to be spent on "expanding and stimulating the use of instructional materials, including film" (Johnson, p. 1, 1971). After this summary he asks his central question, where are we with film today? He answers the question by starting with how we have not properly begun to understand the medium and that we spend more time arguing over the respectability of film and territorial disputes between librarians and audio-visual personnel. He also states that many teachers who have access to film don't use it as an actual instructional tool but rather "to cover additional coffee breaks, provide easy Mondays, or improve the chances of survival on days before holidays" (Johnson, p. 3, 1971). He proposes that we need to step back and look at film together to determine the unity and needs of the medium because he sees it as not only an innovative tool, but a necessary one for the students of today who see more films than they read books. Boyum and Pradl (1974) seek to find a context for teaching and discussing the art of film as well as guidelines and criteria in order to allow everyone to be able to take film study seriously in the year 1974. They begin by stating that even the youngest of students come into school with the vaguest understanding of how the patterns of light and sound in film relate to the patterns of light and sound they say see in life from what they see in popular culture, mainly mainstream film and television, and therefore already have an interest in the subject. Boyum and Pradl (1974) say that film is equally liberating in the fact that teachers do not need to rely on expert opinion, rigid methodology, and other aspects of critical analysis that plague teachers of literature, fine arts, and music because at this time there are no established 'great minds' to look to so we can be shown how to teach a film to a class. Bue (1984) covers similar ground, but also carefully explains film's instructional power and then gives detailed teaching tips to help the teacher who is just beginning to implement film into the classroom. She suggests starting with films that you, as the instructor, are excited about and then creating a non-threatening environment for the students to learn by asking slightly leading questions like "What did you see?" and then allowing them to fill in blanks and discover answers for themselves, rather than asking "What did you think?" (Bue, p. 1, 1984) and having the classroom of the living dead staring back. The students need to understand that there are no 'right' answers when it comes down to evaluating film, just like any other work of art. Coming forward to the present day, many teachers are still discussing the same aspects of film and the classroom as they were 20 and 30 years ago. In Sommer (2001) explains that teachers "should be developing students ability to respond confidently to a wide variety of texts" (p.1). That viewpoint best explains his position on using film in the classroom as he explains how film, television, and popular texts sit in well-balanced unity with the more traditional English fare such as classic novels, poetry, and drama. Sommer (2001) explains that films are not diversions but are yet another kind of text for students to explore and understand. Films, like novels, plays and drama, are made for a particular audience by particular people and knowing this helps students to explore the context of a work such as a film or a novel. Sommer (2001) understands that students bring with them "rich, even expert, experiences of popular texts" (p.1) and that makes them easier to reach with the material. Many students have seen the films being viewed, have favorite actors, and even favorite sections of the film and these attachments help them to better become invested in the material, such as when his students studied The Matrix (1999), a film starring Keanu Reeves. Sommer (2001) explains that, while some films do not stand up as well on repeat viewings, The Matrix (1999) is one that renders better discussion after repeated viewings since it is heavily influenced by religious influences, classical Greek mythology, and its own production design. Examining these elements covers four categories of context ; intratextuality (inside the text), intertextuality (relationship between texts), circumtextuality (the situation around the text), and extratextuality (elements outside the text). Sommer (2001) favors this kind of breaking down of the text, especially when using it with a popular film, because it teaches the students to recognize these elements in every text they encounter. This idea of using The Matrix (1999) as a classroom text is continued in Hurrell (2001), who says that he was surprised at how well the students responded to The Matrix (1999) as a text in the English classroom and at how well they were able to make mental links between it and other kinds of texts. This idea of intertextuality is built into them almost automatically through their exposure to modern popular culture and allows them to take notice of similarities between the texts they come in contact with. In the case of The Matrix (1999) they were not only able to compare it to other popular films they had encountered, but they also were able to compare it to computer games, computer viruses, Shakespeare's plays, and even the Bible. This brings Hurrell (2001) to his discussion of multiliteracies which he describes as "a new approach to literacy pedagogy based on a much broader conception of literacy than that of traditional, language-focused approaches" (p. 2). English students of today are operating on this level to their exposure to many different kinds of literacies that go beyond traditional text-based materials. In addition "these multiple literacies were intensely socially situated in a visible way. Much of their knowledge and competence in this field was acquired outside of school, voluntarily (and sometimes unconsciously) developed as a result of engagement with popular culture, with hobbies, with peers, and with leisure pursuits" (Hurrell, p. 2, 2001). Fain (2004) also defends the inclusion of popular culture in the classroom in his article where he states, like others, that including popular texts from fiction, films, and television will make the educational process more meaningful for students. Furthermore they may be less likely to resent the process because the teacher is using the culture that they are familiar with in order to teach the concepts that are important. He stresses the need for de-emphasizing elitism in our education system by integrating these more popular examples of texts into the classroom, thus enhancing the educational experience of those students who may only receive an adequate education and "relating the world in which they live to what they are learning" (Fain, p. 1, 2004). Fain (2004) explains how potentially inappropriate material, such as the television program South Park (1997-present), can be used as an opportunity for learning by teaching the elements of irreverent humor and how it is only funny in the right contexts. Fain (2004) also uses The Matrix (1999) as an example of using popular film in the classroom to teach concepts such as religious imagery and classical archetypes. He insists that, "It seems that it would be irresponsible of us as educators to ignore the popular culture and to instead keep our educational system as traditional as possible" (Fain, p.4-5, 2004). The integration of popular culture into the classroom is not the only debate in using film as a tool as the question of adaptation is also important. When a book or a play becomes a film, what is left out? What is changed? How does this change the experience? Bottoms (2001) tackles several of these issues. First, she praises the makers of the British animated series Animated Tales, which was a collection of the works of William Shakespeare in cartoon form, for attempting to use a child-friendly medium to deliver the plays of Shakespeare to otherwise uninterested child audiences. "There is nothing intrinsically objectionable in this. Shakespeare's plays were written to be watched, and they have been repeatedly reworked for children since the Lambs published their Tales from Shakespeare in 1807" (Bottoms, p. 1, 2001). However, Bottoms (2001) also feels that the decision to make the cartoons half-hour shorts rather than feature length has hurt the original works and renders the adaptations ineffective for use in the classroom. To her "something essential disappeared or was distorted" in the adaptation and she worries that students who watch these animated shorts instead of reading the plays as they were originally intended will undoubtedly miss the important nuances of the text (Bottoms, p. 1, 2001). She does not reject using the animated films as supplements along with reading the texts in the classroom, but she suggests that the films be used to spark the students into a discussion of what has been left out and how that is or is not important to the overall dramatic effect of the piece (Bottoms, 2001). Bottoms (2001) also questions the assumption that just because something is animated, that children will pay attention to it. "The reason younger children like television cartoons is that it is possible to make connections and comparisons between them, to deduce what will happen, to work with the conventions and so maintain some control over their impact" (Bottoms, p. 5, 2001). Conversely, Shakespeare can be very complex and difficult. In the end Bottoms (2001) feels that, while the effort to adapt Shakespeare into a child-friendly medium is well-conceived, the end result is something that is not effective as an educational tool. Taking that lead, Lorenz (1998) recalls a conversation she had with a colleague over the film adaptation William Shakespeare's Romeo + Juliet (1996) by Baz Luhrmann. Lorenz (1998) describes being continually frustrated with teachers' marriage to the Zefferelli film version of the play from 1968 and their dismissal of the more contemporary version as "that junk" (p. 1). She frankly states that "No wonder students don't like it" when teachers keep foisting upon them the old, classical view of Shakespeare while not offering them anything contemporary that they can relate to (Lorenz, p. 1,1998). Lorenz (1998) goes on to write that while the 1968 version was cutting edge in its time, the more modern version has a more contemporary setting and overtones that better attract the attention of younger viewers because it incorporates contemporary themes, such as gang violence, drugs, and politics; seamlessly into the narrative. The film also features a passion and violence that moves the pace along and keeps younger viewers engaged in it. Lorenz (1998) adores seeing her students begin to understand what all this Shakespearian text really means once they see it in a visual context that they can relate to. In this case, adaptation of a classic work is working for the source material rather than against it. Golden (2007) tackles the issue of literature and film adaptations as well. He describes himself not as a film teacher, but as a literature teacher who loves film, and it is this love that encouraged him to begin teaching a film and literature class where students would examine the films which have been adapted from popular texts (Golden, 2007). He explains that in this class he tries to get students to get around the usual criticisms of adaptation, such as 'films are never as good as the book', and to use the experience of intertextuality to gain a better understanding of both mediums (Golden, 2007). Golden (2007) is quite thorough in his instruction. He starts with having the students separate 'movie review' words, such as liked, hated, good, bad, from 'film analysis' which is more about the craft and less about opinions and biases. This helps him to get the students farther away from "It wasn't like the book" (Golden, p. 5, 2007). He also encourages them to discuss changes in the work as transformations and asks them "What effect does this change have?" rather than "Why did they change it?" so as to not get stock answers like "they cut it for time" or "it flows better this way" (Golden, p. 5, 2007). In this way he can help the students to better grasp the relationship between literature and film and to be more responsible viewers and critics of this medium. Returning to the subject of Shakespeare and film in the classroom, Bucolo (2007) explains a film project he conceived for his English students in his classroom. He begins with asking the question "What gets between us and Shakespeare?" which is a similar question asked by Al Pacino in his documentary Looking for Richard (1996), which was about Shakespeare's Richard III (1591) and the writer's language in general (Bucolo, p. 1, 2007). Bucolo (2007) then conceived of a way to have the students better analyze and understand Shakespeare by making their own portions of a documentary on the classic writer. Bucolo (2007) split the students into 'production teams' and gave them basic requirements for their scenes and then sent them to review the Shakespeare text that they were assigned. They needed to be experts in order to talk about the play properly and to film a scene properly, and this encouraged them to delve very deeply into the text in order to create their stylistic interpretations of the literature. The results were better than he could have expected, given that this was his first attempt at such a project, and several teachers were so impressed that they asked to use the filmed scenes in their own classrooms the following year. One of the students said "It forced us to consider Shakespeare from multiple angles and apply our own experiences and ideas to the material" (Bucolo, p. 6, 2007). In using creative lesson planning, a teacher has gone beyond merely using a video in the classroom and has allowed filmmaking to be the educational tool for the class. In Bousted and Ozturk (2004), two groups of Initial Teacher Education classes in college were given the written text of Silas Marner (1861) by George Eliot and a film version of that text to study. The aim of the study was to encourage the students to think about their own response to different types of text (written, visual, etc.) and to give consideration to how these types of texts are structured differently from one another. The study was also meant "to consider the needs of their prospective pupils, as expert readers of moving image, and as novice readers of classic fiction" (Bousted and Ozturk, p. 1, 2004). Silas Marner (1861) is a very complex and dense text, according to Bousted and Ozturk (2004), so many of the students expressed difficulty in the reading. Some found it to be very slow paced while others were put off by the enormous amount of detail Eliot placed in the pages. Later, following the film viewing, the students noted that many of the elements of the novel did not translate as well to the film and that some of the characters were not as they had envisioned. "These perceived differences highlighted the importance of the use of contrasting examples of narrative to illustrate the particularities of each. The deficiencies of the film prompted a much closer scrutiny of sections of text which had previously been skimmed over because the students felt that they did not drive the narrative forward. The interplay between the film and the text was crucial: the weaknesses of the film version drew us back into the text, and vice versa" (Bousted and Ozturk, p. 3, 2004). Delving deeper into the idea of the written versus the visual, Bousted and Ozturk (2004) add that several students noticed how the film version featured many strong visual cues to the action that is to come, such as when a character steals some money and then escapes into the swampy marshes, that were absent from the novel due to it being text and not moving pictures. Bousted and Ozturk (2004) then conclude with reinforcing the value of using both print and visual texts in the classroom due to their different intellectual demands and encourage teachers to be prepared to curb initial disappointment in a film version of a text. Students need to understand that, while a film may not cover everything that they feel is significant in a text; it is still a version of that text with an artistic value of its own. Another issue that teachers have to be aware of is the amount of violence that students are exposed to today in film. Vetrie (2004) begins his piece with a comparison of the story of Oedipus, which was most famously realized in the play Oedipus the King (429 BCE) by Sophocles', with the film A Simple Plan (1998). He describes how, at its time, the tale of Oedipus was just as popular and violent as this contemporary R-rated film, but somehow one is classic and the other is unfit for classroom use. In this way, Vetrie (2004) draws a comparison between the popular and so-called 'frivolous' films which are popular with students today, and the violent classical drama and literature that teachers have been teaching for decades. What makes them different from one another other than the fact that one is contemporary and popular and the other is canon? Vetrie (2004) doesn't sneer at the classics of course, rather he finds it regrettable that more students aren't interested in them voluntarily, but he also states that when you have a medium that is popular and can find ways to use it to teach the same ideas and processes, why not use it? Vetrie (2004) suggests that rather than using film as a 'visual aid,' or as something that does the teaching all on its own while the teacher has a coffee break, film should be taught as literature. "By that I mean a serious continuation of that form of expression that began when the primitive hunters gathered around the fire to act out and express their struggle and adventures in killing and bringing home the game. At that time, it was an oral tradition, passed down and preserved in the memory of master storytellers. At another time, it was recorded in ink, pressed on parchment, and then printed on a printing press. Today, it is moving from being recorded on celluloid to being processed digitally in the computer language of I's and O's" (Vetrie, p. 4, 2004). A film is like any other text and lends itself to rich discussion and analysis like a written text does. The response and communication evoked by teaching films this way comes in very detailed and lengthy writings by the students in response journals. The engagement of the film helps to get their minds working and keeps them actively involved in the learning process. Barlow (2005) takes a different approach to teaching film in his English classroom. He chooses to use Mario Puzo's The Godfather (1969) as one of his large texts because of its literary strength and because it is well-known to most students due to the Francis Ford Coppola trilogy of films based on it. Barlow (2005) required his students to read the novel and then view the films The Godfather (1972) and The Godfather: Part II (1974) so that they could discuss the difference between text and film and the challenges the filmmaker faces when adapting a work. Along the way the students get to read several short stories, see more films, and are also shown screenplay pages and given short stories to adapt into screenplays so that they can experience first-hand the art of adaptation. Barlow (2005) states "They may not be particularly enthralled with books, some of us reasoned, but they do like film. Maybe we need a course that bridges the gap, exploring popular novels and films made from them" (p. 1). Giving the students the chance to adapt their own films from text allows them to be creative, but it also allows them to zero-in on the passages and images in the text that they feel are most important for representing the story on the screen. The students are engaged in the kind of close-reading analysis that teachers always strive for, mostly due to the creative process of writing. Gillis (2006) is also in favor of using well-known classic films in the classroom. He discusses very specifically how he uses the popular film The Wizard of Oz to teach several important techniques that children must learn between middle school and high school in the article . Gillis (2006) defends his decision based on the fact that the film, and the story it is based on, is so popular and well-known that very few people would need to have a first viewing of it at this point. He does this because, "When students view films, they see and hear characters interacting with the English language, which allows them to contextualize words and meanings more easily" (Gillis, p. 1, 2002). Gillis uses Oz to teach a great number of subjects, such as alliteration, similes, and puns. He also uses it to teach symbolism, foreshadowing and irony; all of which he describes in great detail and supplies numerous examples from the film in which to illustrate them. Miller (1999) uses film to teach plays in his classroom. He begins with an explanation of how his students found analyzing Henrik Ibsen's A Doll's House (1879) very challenging and dull. He stated that the female students liked the feminist message of the play, while the men found the male characters to be broadly drawn and not fairly represented. As a whole, the students found the play dated and uninteresting. So Miller (1999) played a video of the play which the BBC had produced in 1992. The students were amazed in the acting choices of Juliet Stevenson as Nora and felt much more drawn to the piece than they had been with just a reading. Miller (1999) chose to actually view the play, rather than just read it and infer meaning, and ended up bringing his students closer to the play. Miller (1999) began to follow up all the dramatic readings with film viewings, and in some cases two or three different versions were shown to illustrate different choices made by different actors or how setting and design can influence the meaning of a play as well. At first Miller (1999) was worried that the students would stop reading the plays and just wait for the video to be shown, but he soon found that his students were actually reading the plays much quicker and with more passion so as to be fully prepared when the video was viewed. They loved being able to read and then see the dramas and this helped them to greater appreciate the levels involved in making drama work (Miller, 1999). Shafer (2000) explored actual filmmaking with his students in his classroom. He assigned a video project for his students in which they would take an author, character, or literary period and find a way to film a video presentation based on it. He found his inspiration upon watching what he called "a rather uninspired television production of the Puritan experience" (Shafer, p. 1, 2000). Shafer (2000) wondered if he and his students could produce better videos on the subjects they were studying. Afterall, "For decades our profession has extolled the literary magazine because it reflects the concerns and values of its readers and writers -- the students. Why, I wondered, couldn't my class do the same with a video camera and the community around them" (Shafer, p. 1, 2000)? The students were told to bring a book, short story, literary character or historical epoch to life by capturing its essence on film. Some ideas Shafer (2000) gave them were to have Thoreau and Emerson in a jail cell having a heated conversation, or to reenact the adventures of one Huckleberry Finn. Some students ended up with 'talk show' videos where they interviewed Hemmingway while others allowed Hester Prymn of The Scarlet Letter (1850) to speak her mind about Puritan America. As a whole, the projects were very successful in that they had students think creatively and analytically about periods of literature. Most importantly, it helped them all to learn because they were able to use their own voices in the endeavor. Marcus and Stoddard (2007) designed a study to examine the how teachers today are using film to teach historical issues in the classroom, as well as what they see as the positive and negative ramifications of using film as a historical tool. They begin their discussion with an examination of a powerful scene from the film Glory (1989). Marcus and Stoddard (2007) applaud the film for showing the hardships of the underrepresented black soldiers of the Civil War, but they question the artistic license taken with the portrayal of the Massachusetts 54 th squadron, which in reality was actually quite well supplied. Is it proper to use a film of a historical account to help with learning about a period in time even when it bends the truth a little to make a point? Are teachers even using the films properly? (Marcus and Stoddard, 2007) The results found that, while a small percentage of teachers misused film: such as having a substitute play the movie rather than teach, using the film as a reward, or using the film as busy work; most of the teachers used the film as another kind of text from which to give a real picture of what this portion of history actually looked like. They also found that many teachers used films like Glory (1989), which tells the story of the black soldiers who fought in the Civil War, and All Quiet on the Western Front (1930), which tells the story of World War I from the German soldiers' point of view, to help students achieve a clearer picture of events which are marginalized or left out of our traditional textbooks. Overall, Marcus and Stoddard (2007) were pleased with their findings, though they were concerned with the frequency in which teachers used film, such as the ones who use it every day. They also worried that not every teacher told the truth, which is a problem in survey based research. They did agree, however, that film has a place in the high school curriculum as a tool to be used and appreciated. Forney (2004) discusses the use of many types of media, including film, as part of student development theory. While trying to create a workshop on student development theory for the student affairs training at her college, she happened to come across the film Revenge of the Nerds (1984) on television. "The students watched the film the night before our session, and we had fun using it to examine adjustment and identity issues, especially how these issues demonstrated connections to the theories of Maslow (1954), Chickering (1969), and Schlossberg (1984)" (Forney, p. 1, 2004). Forney (2004) suggests that film is a great tool for students because it allows them to learn outside of the average college parameters such as books, lectures, papers, and the like. She sees the value in these methods of learning, but she also states that a student can get a real active picture of material from a film, such as watching a counseling subject's progress over time in a film like Good Will Hunting (1997). She also explains how there are different student learning styles that different types of media can encourage, film being part of the 'concrete experience' group. Overall, Forney (2004) finds entertainment media to be invaluable for the student learning experience based on its easy accessibility and the students' built in knowledge of it. Shaw (1998) tackles larger issues and applications of film in the classroom, chiefly to explore greater social issues while also trying to teach visual literacy and cinematic awareness. Shaw (1998) begins by writing down some of the negative reactions that parents have had to her showing material on White Supremacy Movements and the Klu-Klux-Klan in the classroom and then stating her philosophy on continuing to show the material. "I'm not sure "turning it off" makes it go away. Turning it off doesn't help us understand or evaluate this kind of material, and it doesn't help us formulate a response to it. I'm just not certain ignoring hatred is the appropriate response. What we're attempting, in our classroom, is a kind of critical awareness" (Shaw, p. 1, 1998). Shaw (1998) defends her position because she feels that part of our culture is based on ignoring the things that make us uncomfortable, and she feels that it is her job as an educator to inform and try to facilitate some kind of change with her teaching. Shaw (1998) uses many types of film in her classroom, such as documentary and historical fiction, in order to paint a more realistic picture of these issues of hate. She also uses the more contemporary work of Spike Lee in order to show how, even though we are told that the Civil Rights Movement was a success, these issues of hate and class struggles still exist even when we don't talk about them. Shaw (1998) also takes it upon herself to examine the historical accuracy of films such as JFK (1991) and Mississippi Burning (1988) with her students, since they attempt to paint a historical and 'true' picture of an event but still change facts in order to tell a 'story' rather than an actual historic account (Shaw, 1998). Through various projects and discussions, Shaw (1998) fosters awareness with her class using these kinds of films. Bo (2008) focuses mainly on using film to help teach English as a second language, but the discussion on the differences between film and novel and how to use them as different tools in the classroom is helpful for teachers to read. Bo (2008) compares the visual image versus the verbal sign, a huge difference between film and text that is often the basis for the 'one versus the other' argument. Film, since it is photography, has the ability to show the audience an image and therefore can present it to the viewer in a much clearer way than a word can. However in that same way, film can only show what is on the surface while text can give more abstract subjects, like feelings and thoughts, a voice. The important issue that Bo (2008) addresses is that these are different mediums with different values. One should never take the place of the other, but both should be used in teaching literature and the English language. Film is especially valuable because it can show interactions, settings, people, and things in a much more realistic way than reading a text can (Bo, 2008). For those who are unfamiliar with the culture of Jane Austen, reading the book could be a chore (this is true for high school students as well as those learning the English language), but reading the book along with watching a film of her work suddenly contextualizes the words and meanings in the text (Bo, 2008). Crick and Mitchell (1995) discuss using film reviews to spark student learning along with addressing the issue of the end-of-the-year research paper. They explain how much of a chore the research paper is for students because of the long and arduous task of going to the library, making note cards, and researching a topic which they have little to no interest in. Crick and Mitchell (1995) propose that since students have a good time at the movies and enjoy reading movie reviews, even if they might not ever finish a whole review, a practice research paper could be done where students use film reviews to research some of their favorite films and therefore offer them a fun way to learn the process of writing a research paper. Crick and Mitchell (1995) spent an entire summer finding reviews for rather famous films, namely ones that were heavy with effects and big sequences like Star Wars (1977), Hook (1991), Jaws (1975), and Star Trek: The Motion Picture (1979) which would give the students more variables to examine in the reviews, and then placed them in folders by film title. The students would then choose a film and go to the folder to find the reviews in order to make their note cards and eventually write their papers. Crick and Mitchell (1995) found that not only did students enjoy and begin to grasp the research process more, but they began to explore the different layers to personal opinion. Some who loved a particular film, like Hook (1991), came to find that this film was rather negatively reviewed upon its release and were puzzled after all the years they had spent feeling a positive gut reaction to it. The students began to realize that they needed to explain more to themselves what brought on these gut reactions, and they began to acknowledge the flaws that the reviewers saw as well. Arreygue (2000) examines using films to teach literature in a more reverse order. Rather than starting with a text, like John Knowles' A Separate Peace (1959), and then watching the film afterward; Arreygue (2000) often will start her unit with two films that are similar in tone, like A Separate Peace (1977) and The Dead Poets Society (1989), in order to give students a visual and cognitive context of the world of the novel. She says, "I realized that many students living in the 1990s suburban California beachside community where I teach high school would not be able to identify with the setting of a 1950s East Coast preparatory high school and its rigid mentality" (Arreygue, p.1, 2000). Arreygue (2000) also used films based on an author's other works in order to help students to visualize that period in time and what the author was trying to convey, specifically using the film version of Sense and Sensibility (1995) after a reading of Jane Austen's Pride and Prejudice, a time-friendly substitute to the BBC television version of Pride and Prejudice (1995) which was 300 minutes long. She also suggests using different film versions of a text if they are available, such as with Lord of the Flies (1954), where the 1963 version is more faithful to the book yet slow moving by today's standards, and the 1990 version is a more modern and violent version with a lot of changes from the source, but more entertaining for the students. Using these different versions as a jumping off point, the teacher can then facilitate a discussion of the changes and their effectiveness to the telling of the story (Arreygue, 2000). Within the current literature, the effectiveness of film as a tool in the classroom has been established and documented time and time again as far as the teacher's voice is concerned, but where is the student voice in these citations on the usefulness of film? While it is true that the youth of today are experts in media literacy, does that literacy really help them to contextualize the ideas and themes in the literature they are learning or does it merely confound the two? Moreover, is anyone asking them how they would like to be taught regarding film? With the forthcoming study, I hope to answer these questions and to show the student voice in the question of film effectiveness. Chapter Three: Methods Subjects: The study was conducted in a middle school in rural Southeast Ohio. All 40 students who participated were in the eighth grade and were between the ages of 13-15. All of the students except one were Caucasian. There was one African-American student. No consent was asked as the study did not deviate from any kind of instruction that the students would have otherwise received and because the surveys were anonymous, giving the researcher no idea which answers belonged to which students. The individual identities of the students were not required in order to complete the study. All 40 students were either from the first or second period language arts class with no separation between achievement levels. Some students were high-performing and others were low-performing, but all took the same class together. One student was on psychological medication that made her drowsy. Research Design: This research study was designed to gauge adolescent reaction to the usage of film in a literature classroom and to further show the growing visual literacy of the students by exposing the classes to a text and a film based on that text. Great effort was made in conducting the research in a timely and efficient manner so as to not disrupt the curriculum of the classroom. As the data-collection occurred during the end of the school year prior to summer vacation, where a great many extra-curricular activities and school trips are planned, and right before the Ohio Achievement Test, which took organizational precedence to any other scheduled classroom units and activities, the data was designed to be collected over the course of one week so as to not be influenced or obstructed by other activities on the school calendar in the following weeks. The one-week unit would take place in the school's two eighth grade language arts periods. The week prior to the Ohio Achievement Test was selected for the study because few teachers would be working on large assignments or projects in an effort to lessen the pressure on the students. Therefore the students would be able to complete the unit with little outside stress from other classes. Also, the students would see the film viewing as a pre-test treat. A source familiar to them was chosen for the selection of the text, their Prentice Hall Literature (2001) books, so that they did not feel as though the lesson was deviating from their normal routine. The story chosen was Edgar Allan Poe's "The Tell-Tale Heart" (1843) due to its medium-difficulty for the grade level, high potential for class discussion due to its macabre topic, and due to the fact that it had several film versions to choose from. The film version chosen was an animated version of the tale filmed in 1953 by Columbia Pictures due to its stylized look and relatively short running time, ten minutes. The length of both story and film were also a consideration in regards to the variable of the study needing to last only one week as they would fit in within the time parameters and not risk the study going over schedule. Data Collection and Analysis: The methodology of this data collection is quantitative, as it uses survey results and test scores to show whether or not there is a relationship between one variable and another, in this case between what the students learn from only reading a text compared to what they learn when using a text and a film together. This type of research is best for this kind of study because quantitative research shows tangible statistic results that test the hypothesis of the researcher. Surveys and test scores prove to be effective research tools for the study because they indicate the effectiveness of film as a teaching tool and student reaction to that kind of teaching. The unit of study began with a survey to assess the amount of experience these students had with film in the classroom. It asked the following questions: 1. Do your teachers often use film in the classroom? Yes ____ No_____ 2. How is the film usually used? (Please check all that apply) _____ As an additional tool _____ As a reward _____ As something for a substitute to use while the teacher is away _____ As a time filler at the end of a unit or semester _____ Other 3. Please list all the classes you have that use film. 4. Would you like it if film was used more in your classes? ____ Yes ____ No Following the survey, the story was read and discussed as it would be on a normal class day. On the second day, the students were tested on the story, in order to gauge their current comprehension and to serve as a comparison point for the quiz to take place following the film viewing. The test given was taken from the Prentice Hall teacher supplement materials and is featured in Appendix B. The third day consisted of the viewing of the film based on the story and then a discussion on the differences between the text and film as well as an exploration of how the film transformed the text into a visual experience. On the fourth day the students were re-tested using the test from the second day, in order to show data for possible improved comprehension due to a film viewing between the two tests, and the fifth day featured a post-survey that collected the students' impressions and thoughts on the use of film in this lesson and whether or not they believed it helped them with the lesson. They were asked the following questions in order: 1. Did you enjoy using the film as part of the class? ____ Yes ____ No 2. Did the film help you to enjoy/understand the story? _____Yes _____No 3. Would you want to keep using film in class? ______Yes _______No 4. Is there anything that you would like to change about using film in the classroom? Due to the pre and post-surveys and the fact that scores from two different attempts at a quiz will be examined, it will give the researcher a good opportunity to examine the before and after effects of the lessons. The results of the surveys would show whether or not students like using film in the classroom and significant changes in test scores would imply a conclusion about the effectiveness of using film in this way. The findings of this study will be presented in Chapter Four. Chapter Four: Findings The findings of this study proved to come out largely as expected based on the research reviewed and presented in Chapter Two, mainly the effectiveness of film as an instructional tool and the student response to using it. In the first survey, student impressions on using film in the classroom and how it is normally used were examined. The students' answers to the Pre-survey gave the researcher the opportunity to get a glance at their thoughts on film in the classroom. The Female students' responses are shown in the following chart by age: The next chart shows the Male results by age: As the charts show, the students very much wanted to use film more in their classrooms and several classrooms were already using film in one way or another. Seventy-seven percent of students stated that their math classes used film, which goes slightly against the current research that says film is more often used in History, English, and Science. Also, as stated, 100 percent of the students gave a resounding 'yes' to the question of whether or not they would like to see film used more in their classes. There seemed to be no difference between the results of the male and female students on this. Next, the first lessons were conducted and the pre-test was given to gauge their level of understanding of the text prior to the film viewing. The results of the pre-test are shown in the following chart, separated by period: As the data shows, there were zero percent of the scores within the A or B range, 50 percent in the C range, 15 percent in the D range, and 33 percent in the F range. Each student was given the very same multiple choice test and each student received the same basic instruction beforehand. The chart shows that there is a lack of comprehension following the first reading and lesson on the test. The only difference between the two periods was that there were only five percent of the scores in the D range in second period compared to 10 percent in first period. This, along with the difference in B scores in both periods (20 percent in first period and 30 percent in second period) shows that second period seemed to understand the text slightly more than first period. However, second period also contained more students than first period and so the results are not easily compared. Next the students were shown the film based on the text and were engaged in a discussion on the topic. The following day, the students took the post-test which was essentially a re-taking of the same first test. The post-test results are shown in the following chart, separated by period: As the table shows, there was a significant increase in the A and B scores, particularly in the A range where 55 percent of the students ended up scoring in this round. 40 percent of the scores were in the B range, 20 percent were in the C range, five percent were in the D range, and 10 percent were in the F range. The encouraging data comes from the jump from zero percent to 55 percent in the A bracket. More than half of the students improved their comprehension following the film and discussion. This increase would suggest that the added use of film and subsequent discussion worked with this eighth grade class. However, there were about two percent of the students who scored worse on the pre-test than on the post-test, and about five percent of the students had scores that stayed exactly the same. The possible reasons for this will be discussed in Chapter Five. Finally, the students were given the post-survey to gauge their response to the unit. The data from the Female responses to the Post Survey is shown in the following chart, divided by age: The data from the Male responses is shown below: The charts show that 97 percent of the students enjoyed the usage of the film and only 15 percent stated that the film did not help them to better understand the text, which may account for the 15 percent of scores in the D and F range on the tests. Also, two percent of the students who enjoyed using film in the unit stated that they would not enjoy using it again, which seems contradictory despite the results showing exactly that. This could be that they feel they are not the best visual learners or that they simply did not like the film that had been chosen. More information would be needed. On the students' open response section, the main responses were in regards to the length of the film shown. Since the text was a short story, the film itself was only about ten minutes long and many students felt that it was too short and that they would prefer films that were longer. The only difference between the male and female responses was that two percent of the males surveyed said that they did not enjoy using film where as zero percent of the female students said this. As stated before, these survey results were taken with the intention of gaining the student perspective on the use of film in the class as well as to gauge their personal response to the effectiveness of it. The post-test results showed a positive relationship between comprehension and the use of film with literature and the survey data indicated a positive relationship between to the usage of film in the classroom and positive response from the student body. The results will be discussed in Chapter Five. Chapter Five: Discussion and Conclusions There are several conclusions that one could draw from the data collected here. A less discriminating researcher would conclude that the study was a great success and that there need be no more thought on the matter. However, one also needs to look at the variables of the research in order to really determine its effectiveness. One needs to examine the results in order to see if the research itself is telling us something that we don't already know based on what has come before. The unit of instruction was effective in helping most of the students achieve scores of an A or a B, and certain students did benefit in the area of comprehension, but one could argue that the students probably would have achieved the same level of scores even if they had not seen the film because they were simply repeating a test they had already taken. On one hand they knew the questions going into the second test and on the other hand they benefited from a review session scheduled by the instructor that went over the most missed questions. This helped add to their short-term memory, thus allowing them to perform much better on the second chance test. This seems to be a limitation of this study. The study should be repeated and should avoid reviewing answers after the pre-test so as to get a better representation of what the students really have learned between tests. Also, if film equals comprehension, there should have been no students who did worse or stayed the same on the post-test scores than they did on the pre-test scores. Then again, those students may also be the ones who simply don't take tests well. A controlled study might work better as a follow up, one that features an experiment group and a control group with which to compare results with. While the control group wouldn't watch the film, the experiment group would. Also, two different tests should be given and the groups should be tested apart from the normal school routine so that their final scores will not interfere with their actual in-class scores. In looking at the positives and the goals that this project hoped to achieve, this study certainly was able to capture the student voice as far as the usage of film in the classroom is concerned. Ninety-seven percent of the students involved really enjoyed and appreciated the film viewing of The Tell-Tale Heart (1953) and thought it helped them to better understand the text as it placed it into a visual context for them. There were only a small number of students who weren't helped by the addition of the film, though if they had been given more time than a week to work on the story, they might have improved. Also, the marked improvement between pre-test and post-test shows that the film helped to improve the scores somewhat, even if it wasn't the complete reason that the scores improved. Time was one of the biggest limitations in the implementation of this study. Thus, squeezing the text, film, and tests into one week was very difficult for the planning process and also difficult on the students. They had very little time to adjust to the text itself before moving on to the test, and then to the film and then back to the test. If the unit were lengthened into even one more week, it could be much more effective and could allow for a deeper saturation in what the text actually means. Naturally, if a teacher were doing this style of unit with a full novel rather than a short story, the unit would lengthen out naturally and would provide plenty of additional time for other forms of assessment such as writing assignments and projects as mentioned in the current research. Another limitation was the idea that the students took the same test twice rather than taking two different ones that test the same levels of comprehension. A future researcher certainly would want to try using two different tests in order to see if the improvement curve remains the same. Also, while the students made it clear that they enjoy the use of film in class, many of the students only enjoyed it because it meant that they would not have to do any tests, lectures, or worksheets. Students of today are 'digital natives', as shown in the research by Fetheringill (2000), Sommer (2001) and Hurell (2001), and they prefer to learn through digital and visual media rather than through traditional print tools. This might explain their disappointment in the film being only ten minutes long and indicate their preference for learning through digital media. Discussion was lively following the film, with the students immediately pointing out similarities and differences between the two media and stating how effective they believed the presentation to be. Perhaps if the film had been longer, they might have learned even more. The conclusion then is that the technique of using film as a teaching tool works and students enjoy it based on their attachment to the current digital and visual culture, but it definitely needs more examination, practice, and planning on the teacher's part to really make it work at its best. The study should be repeated giving the subjects and the teacher more time to really delve deeply into the text in discussions, watch the film to give the visual context, and even see more than one version to see how different people interpret the same text into images. Also, the assessments and scoring apparatus could be expanded to include their own screenplays based on the text, to give them an idea of how adaptation works, or to include film reviews where they critique the quality of film adaptations based on what they feel is most important in the text. Finally, the surveys work well and are designed to be simple while also getting honest reactions from the students, but the surveys could ask more detailed and specific questions about the text and film. In closing, I recommend this unit of instruction for teachers since it can be adapted in numerous ways, but with caution. Teachers need to examine what is most important about the unit and what they want students to learn and then fashion the unit around those ideals. I also recommend that the study be repeated to include those suggested adaptations so that the relationships to those new variables can be tested. Appendix A Pre-Survey 1. Please list your age _______________________ and sex _________ 2. Do your teachers often use film in the classroom? Yes ____ No_____ 3. How is the film usually used? (Please check all that apply) _____ As an additional tool _____ As a reward _____ As something for a substitute to use while the teacher is away _____ As a time filler at the end of a unit or semester _____ Other 4. Please list all the classes you have that use film. __________________________________________________________________ __________________________________________________________________ 5. Would you like it if film was used more in your classes? ____ Yes ____ No Post-Survey 1 Did you enjoy using the film as part of the class? ____ Yes ____ No 2. Did the film help you to enjoy/understand the story? _____Yes _____No 3. Would you want to keep using film in class? ______Yes _______No 4. Is there anything that you would like to change about using film in the classroom? _____________________________________________________________________ _____________________________________________________________________ Appendix B "The Tell-Tale Heart" by Edgar Allan Poe (text Page 542) Selection Test (the answers are in bold) Critical Reading Circle the letter of the one best answer: l. What sort of prediction is the reader most likely to make after reading these opening lines from "The Tell-Tale Heart"? "You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded…" a. whether there wiil be a happy ending c. the story will be short or long b. whether the narrator is really mad d. whether the narrator will find true love 2. Why does the narrator kill the old man? a. because he wanted his money c. because he was tired of the old man's complaints b. because he couldn't stand to look at old man's eye d. because he wanted the house to himself 3. By not telling the reader immediately why the narrator is sneaking the lantern into the old man's bedroom, the author creates an element of: b. suspense a. humor c. confusion d. conflict 4. What can be interpreted from the narrator's actions in this passage from the selection? "I moved…slowly-very, very slowly, so that I might not disturb the old man's sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed." a. he is very frightened c. he is very wise b. he is very intelligent d. he is very cautious 5. Why does the narrator greet the old man so heartily every morning? a. because he really cares for him b. out of guilt d. to reassure the old man c. he himself is a cheerful fellow 6. Upon entering the old man's room on the eighth night, the narrator feels… a. unexpectedly frightened c. no different than usual b. unexpectedly powerful d. a slight chill 7. What is different about the old man's reaction to the narrator's intrusion on the eighth night? a. he is armed c. he wakes up and asks who is there b. he seems unconcerned d. he invites the man to sit down and talk 8. Which of the following passages creates the most suspense? a. "I undid the lantern cautiously…" c. "I knew what the old man felt, and pitied him, although I chuckled at heart…" b. "For a whole hour I did not move a muscle…" d. "Yes, he has been trying to comfort himself with these suppositions…" 9. What characteristic of the narrator is evident in the following passage from the selection? "I knew what the old man felt, and pitied him, although I chuckled at heart." a. cruelty c. sense of humor b. sympathy d. excitability 10. Why does the narrator cast a small beam of light on the old man's face? a. so that he can look at his eye c. so he can make his way over to the bed b. to shock him d. to reassure the old man 11. What sound is being described in the following passage from the selection? "…now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton…" a. the distant roar of the ocean c. the old man's heart b. the narrator's heart d. the pounding of the police on front door 12. The gradual increase in the loudness of the noise helps to increase the story's… a. climax c. believability b. mystery d. suspense 13. The narrator disposes of the old man's body… a. in a shallow grave dug in the backyard c. under a pile of old blankets b. in a closet d. underneath the floorboards 14. The police were summoned to the crime by a neighbor who… a. heard a shriek c. saw the whole murder through a window b. heard the loud, repetitive thumping d. saw the whole murder in a prophetic nightmare 15. The suspense that leads to the confession is expressed most sharply in… a. the suspicions of the police officers c. the ever-loudening sound of the heartbeat b. the smooth behavior of the narrator d. the creaking noise coming from beneath the floorboards 16. The narrator's suddenly blurted confession is really due to… a. his own guilt over the murder c. the threat of a beating by the police b. his sense of being trapped by the probing questions of the police d. an accidental slip of the tongue Appendix C Literature and Film Used Poe, E. A. (2000). The Tell-Tale Heart. In Prentice Hall Literature: Timeless Voices, Timeless Themes - Silver Edition. (pp. 542-547). Upper Saddle River: Prentice Hall, Inc. Bosustow, S. (producer), Parmelee, T. (director). (1953). The Tell-Tale Heart [DVD]. UPA/Columbia Pictures. References Bo, B. (2008). The differences between novels and films--enhance literature teaching by using films. US-China Education Review, 5(7; 7), 58-61. Barlow, D. (2005). The teachers' lounge. Education Digest: Essential Readings Condensed for Quick Review, 70(6), 62-66. Bottoms, J. (2001). Speech, image, action: Animating tales from Shakespeare. Children's Literature in Education, 32(1), 3-15. Bousted, M., & Ozturk, A. (2004). "It came alive outside my head" developing literacies through comparison: The reading of classic text and moving image. Literacy, 38(1), 52-57. Boyd, R. D., & Wertz, S. K. (2003). Does film weaken spectator consciousness? Journal of Aesthetic Education, 37(2), 73-79. Boyum, J., and Pradl, G. (1974). The Necessary balance in the teaching of film. English Journal, 63(7) 52-57. Bucolo, J. (2007). The bard in the bathroom: Literary analysis, filmmaking, and Shakespeare. English Journal, 96(6), 50-55. Bue, M. (1984).. Turning Mirrors Into Windows: Teaching the Best Short Films. Media and Methods, 21(4), 8-13. Crick, R. A., & Mitchell, D. (1995). Using movie reviews to develop research and critical thinking skills. English Journal, 84(7), 86-88. Fain, T. A.,Jr. (2004). American popular culture: Should we integrate it into American education? Education, 124(4), 590-594. Featheringill, R. (2000). It's not noble to feel guilty or using films in your classroom productively with impunity. California Association of Teachers of English, Spring 2000, 20-23. Forney, D. S. (2004). Introduction to entertainment media use. New Directions for Student Services, Number 108, 1-11. Gillis, B. (2006). A journey down the yellow brick road: What Oz can teach students about literary techniques. Voices from the Middle, 14(2), 14-21. Golden, J. (2007). Literature into film (and back again): Another look at an old dog. English Journal, 97(1), 24-30 Hurrell, G. (2001). Intertextuality, media convergence, and multiliteracies: Using The Matrix to bridge popular and classroom cultures. Journal of Adolescent and Adult Literacy, 44(5), 481-483. Johnson, T. (1971) Using Film in the Classroom. National Council of Teachers of English. Las Vegas. Lorenz, S. L. (1998). "Romeo and juliet": The movie. English Journal, 87(3), 50-51. Marcus, A. S., & Stoddard, J. D. (2007). Tinsel town as teacher: Hollywood film in the high school classroom. History Teacher, 40(3), 303-330. Miller, B. (1999). Seeing the script: How to use videos to enhance your students' understanding of plays. Teaching Theatre, 10(3), 4-7. Sommer, P. (2001). Using film in the English classroom: why and how. Journal of Adolescent and Adult Literacy, 44 (5), 485-487. Shafer, G. (2000). Prime time literature in the high school. English Journal, (2), 93-96. Shaw, M. (1998). What's hate got to do with it? Using film to address hate crimes in the school community. English Journal, 87(2), 44. Arreygue, A. (2000). Teaching by film from literature -- A gen X perspective. California Association of Teachers of English, Spring 2000, 14-15. Vetrie, M. (2004). Using film to increase literacy skills. 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Many hallmarks of Halloween—lit jack-o-lanterns, candle decorations and billowing costumes—all pose fire safety hazards. As kids and families select costumes and decorate their homes for the season, the National Fire Protection Association (NFPA) encourages everyone to implement simple safety precautions to ensure that this year's Halloween remains fun and fire-free. "Halloween is such an exciting holiday for kids and adults alike," says Lorraine Carli, NFPA's vice president of communications. "But without the proper planning and precautions, a seemingly innocent candle decoration or a flowing costume can quickly turn the holiday into a true horror." According to Carli, candle fires represent a leading cause of U.S. home fires. From 2003-2007, an annual average of 15,260 home structure fires were started by candles, causing 166 fire deaths, 1,289 injuries and $450 million in direct property damage. Overall, candles caused four percent of reported home fires, six percent of the home fire deaths, 10 percent of the home fire injuries, and seven percent of the direct property damage in reported home fires during this period. Halloween is one of the top five days for candle fires. NFPA statistics also show that, from 2003-2007, decorations were the item first ignited in an estimated annual average of 1,240 reported home structure fires, resulting in seven civilian deaths, 53 civilian injuries and $20 million in direct property damage each year. "We urge everyone to take simple precautions to keep this year's Halloween celebrations festive and safe," says Carli. Fortunately, she notes, most fire hazards can be avoided with a few minor adjustments and a little extra planning. Below are NFPA's tips for keeping the family, home and all trick-or-treaters safe from fire this Halloween: —When choosing a costume, stay away from billowing or long trailing fabric. If making a costume, choose material that won't easily ignite if it comes into contact with heat or flame. If a child is wearing a mask, make sure the eye holes are large enough so they can see out. 1 / 3 Keep Halloween spooky, safe Written by Holyoke Enterprise —Provide children with flashlights to carry for lighting or glow sticks as part of their costume. —Dried flowers, cornstalks and crepe paper are highly flammable. Keep these and other decorations well away from all open flames and heat sources, including light bulbs and heaters. —It is safest to use a flashlight or battery-operated candles in a jack-o-lantern. If using a real candle, use extreme caution. Make sure children are watched at all times when candles are lit. When lighting candles inside jack-o-lanterns, use long fireplace-style matches or a utility lighter. Be sure to place lit pumpkins well away from anything that can burn and far enough out of way of trick-or-treaters, doorsteps, walkways and yards. —If one chooses to use candle decorations, make sure to keep them well-attended at all times. —Remember to keep exits clear of decorations, so nothing blocks escape routes. —Tell children to stay away from open flames. Be sure they know how to stop, drop and roll if their clothing catches fire. (Have them practice stopping immediately, dropping to the ground, covering their face with hands, and rolling over and over to put the flames out.) —Use flashlights as alternatives to candles or torch lights when decorating walkways and yards. They are much safer for trick-or-treaters, whose costumes may brush against the lighting. —If children are going to Halloween parties at others' homes, have them look for ways out of the home and plan how they would get out in an emergency. —Children should always go trick-or-treating with a responsible adult. 2 / 3 Keep Halloween spooky, safe Written by Holyoke Enterprise —Remind children to stay together as a group and walk from house to house. —Review how to cross a street with children. Look left, right and left again to be sure no cars are approaching before crossing the street. —Make a rule that children will not eat any treat until it has been brought home and examined by a grown-up. NFPA is a worldwide leader in providing fire, electrical, building and life safety to the public since 1896. The mission of the international nonprofit organization is to reduce the worldwide burden of fire and other hazards on the quality of life by providing and advocating consensus codes and standards, research, training, and education. Visit NFPA's website at http://www.nfpa.org. 3 / 3	<urn:uuid:cbd7a3e1-9386-4ce4-8a85-417d945b5ccb>	CC-MAIN-2014-49	http://holyokeenterprise.com/index.php?view=article&catid=34%3Alocal-news&id=2356%3Akeep-halloween-spooky-safe&format=pdf&option=com_content&Itemid=62	2014-11-26T04:01:19Z	crawl-data/CC-MAIN-2014-49/segments/1416931005387.19/warc/CC-MAIN-20141125155645-00027-ip-10-235-23-156.ec2.internal.warc.gz	133,681,994	946	eng_Latn	eng_Latn	0.998354	eng_Latn	0.998474	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2093, 3743, 4525 ]	[ 3 ]	2	10
kinder cleaner better go organic with your cotton In the organic cotton field 'Organic cotton farming is a sustainable way to make use of natural resources and preserve biodiversity. It means an end to 16,000 deaths every year from pesticide poisoning in the developing world. And perhaps most significantly, it provides an ethically sound route out of poverty for millions of farmers.' Eliza Anyangwe, Cotton Project Officer, PAN-UK* Photo: Cotton: PAN-UK Organic fibres are grown without the use of harmful pesticides or GM; promoting a healthier farm and environment 3 Almost 25% of all the world's insecticides and 10% of pesticides are sprayed on cotton, and some of these are responsible for poisoning wildlife and rivers, and killing thousands of people each year*. Also an estimated 30% of the world's cotton is now GM, representing its own potential risks and expense for farmers. Organic agriculture in contrast takes a holistic approach, that works with people and nature. Towels by Green Fibres Photographer Mark Ingham, Sponsored by Liv & Picalilly Organic cotton textiles: Better… As well as being a natural, renewable and biodegradable fibre, when cotton textiles are organic there are additional benefits . . . Organic textile products don't contain allergenic, carcinogenic or toxic chemical residues 1 We don't allow harmful manufacturing chemicals in organic textile production 2 Residues from toxic chemicals used to grow fibre and process textiles can sometimes be found in final products. These residues can be inhaled or absorbed through the skin and may cause allergies, skin rashes or respiratory problems. By prohibiting and restricting the use of harmful chemicals in organic textile production and processing, final products don't contain them. For a product to be truly organic, the way fibres are processed into products must also be considered. The textile industry as a whole is one of the most polluting in the word, and thousands of tonnes of (sometimes toxic) chemicals are used and disposed of by the textile industry. In organic textiles we don't allow harmful chemicals and require a sound environmental policy. See our website for more about the benefits of organic textiles www.sacert.org Social conditions are high in organic textile factories. 4 Manufacturers of Soil Association certified organic textiles must meet social criteria based on the International Labour Organisation (ILO) conventions. And, organic cotton production can help farmers find a way out of poverty, through offering a healthier and more sustainable livelihood. Organic cotton farmers do not have to buy expensive agrochemicals or pay for pesticide related health treatment for themselves and their families. Organic farming can mean a premium price for their crop, and often development and community support. The Soil Association was founded in 1946 as a charity concerned with researching and promoting agricultural, environmental and human health. Today the Soil Association is a membership charity and NGO, working alongside its subsidiary, Soil Association Certification Ltd, which since 1973 has been certifying organic farms and businesses. We've been working in organic textiles for over 10 years and played a leading role in the development of the Global Organic Textile Standards (GOTS) which Soil Association Certification now certifies to. The Soil Association is the heart and voice of the UK organic movement. How to go organic? Are you a consumer? Look out for the Soil Association symbol on textile products, or visit our website to find out more: www.soilassociation.org Are you a business? Contact our Trade Support team to find suppliers or convert your wool products to organic: T 0117 914 2406 F 0117 314 5046 E firstname.lastname@example.org W www.sacert.org South Plaza, Marlborough Street, Bristol BS1 3NX 'By meeting the Soil Association and GOTS standards we ensure that socially and environmentally responsible conditions and methods are in place' James Garside, Macdonald & Taylor: Cotton wool specialists. Green Nippers, Organics for Kids and Ogtogs Simply gentle cotton buds by Macdonald & Taylor What does organic certification mean? When the Soil Association symbol is on a textile product, it means the production of the fibre on farm and the processing of this into textiles and final products has met organic standards, and has been checked at every step of the processing supply chain for social and environmental responsibility. Soil Association Certification inspects its licensees at application and then on an annual basis against the Global Organic Textile Standards (GOTS) which cover: fibres and accessories permitted (some synthetics allowed), labelling requirements, social criteria (to International Labour Organization norms), traceability and separation, chemicals allowed in processing, waste water treatment, environmental policy and quality requirements. There's never been a better time to go organic The market for organic textiles is growing. People are better informed than ever about the social and environmental impacts of making textile products, and so businesses are responding by going organic. Organic textile businesses certified by Soil Association Certification saw their sales grow a whopping 35% in 2010! Textile Exchange report there are over 220,000 farmers in 22 countries growing organic cotton; and around 3,000 textile processors in 55 countries have taken the next step, gaining certification to GOTS: ginners, spinners, dyers, weavers, knitters, finishers, printers, manufacturers, brands; offering fashion, baby items, home textiles, mattresses, cotton wool products.…. All is possible in organic! Organic is proven to be good for farmers and their health, the environment and makes economic sense Juliette Williams, Director, EJF Beautiful and sustainable www.ejfoundation.org KT Tunstall wears EJF Climate Week T. 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Drinking Water Quality Report VALDEZ Water Department This brochure is compiled from data collected up to the end of the 2010 calendar year and is designed to inform you about the quality of water delivered to you every day. The City of Valdez Water Department has prepared this report to explain were your tap water comes from, what it contains, and how it measures up to state and federal standards. While there are over 80 constituents we are required to test for, only those that were found in our water from January 1 st to December 31 st 2010, are presented in the water quality table located inside this brochure. All of the contaminants are below the Maximum Contaminant Level (MCL) set by the USEPA. Unregulated Contaminant Monitoring Regulation (UCMR2) samples were collected in 2008 and were all found to be less than the Minimum Reporting Level (MRL). UCMR2 results are available at City Hall. During the past year there have been no violations of the Drinking Water Quality Standards. Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised individuals such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, those with HIV/AIDS or other immune disorders, some elderly, and infants can be particularly at risk form infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on the appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the SAFE DRINKING WATER HOTLINE 800-426-4791. As water travels over the surface of land or through the ground, it dissolves naturally occurring minerals. Water can also pick up substances resulting from the presence of animals or human activity. Drinking water, including bottled water, may be reasonably expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that the water poses a health risk. More information about contaminants and the potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline at 800-426-4791 or on the web at www.epa.gov/safewater. Questions or Comments If you have any questions or comments about this report or are interested in learning more about Valdez Water, our staff is pleased to assist you. Office hours are 8:00-4:30 Mon-Fri. 835-4888. Please contact the Police Department at 835-4560 for after hour emergencies. For questions regarding billing, please contact the finance department at 835-4313. For questions regarding the Source Water Protection Planning Team contact Community Development at 834-3404. WHERE DOES MY WATER COME FROM? The City of Valdez maintains three water systems within the city limits. In 2010 all systems collectively produced over 618 million gallons of water for Valdez consumers. A sanitary survey was conducted in 2008 on all three water systems. A sanitary survey is required every five years. The Main In-town system provides water to the residences and businesses in the immediate town area. Three wells on Hanagita Street draw water from a groundwater aquifer located approximately 60 feet below the surface, providing water to Reservoir #1 on 'water tower hill'. A second well located on Egan Drive also draws water from an aquifer 60 feet below the surface and stores the water in Reservoir #2, located on the hill behind this station. It is suspected that the water from these two reservoirs is not completely blended in the system, therefore water is monitored from each reservoir to ensure the water tested is representative of the entire system. The South Central system is now connected with the Loop Road and Airport water systems forming a looped system. Located next to the Senior League field, this station has two wells that draw water from an aquifer located approximately 60 feet below the surface, storing it in the onsite reservoir. Water is supplied to the residences and businesses along Salcha Way, Airport Road, Atigun Street, Sawmill Drive and around Loop Road to the Richardson Highway. SOURCE WATER ASSESSMENTS have been completed by the ADEC as a first step towards voluntary local source water protection efforts. Vulnerability ratings are assigned based on the susceptibility of the drinking water source, recent sampling results and the presence of potential contaminant sources – they do not necessarily indicate these contaminants will reach your source water. The Main In-town water system has received a vulnerability rating of 'Very High' for nitrates and nitrites, volatile organic chemicals, heavy metals, cyanide and other inorganic chemicals, and other organic chemicals and a vulnerability rating of 'High' for bacteria and viruses and synthetic organic chemicals. The Southcentral water system has received a vulnerability rating of 'High' for bacteria and viruses, nitrates and nitrites, volatile organic chemicals, heavy metals, cyanide and other inorganic chemicals, and other organic chemicals and a vulnerability rating of 'Medium' for synthetic organic chemicals. The Robe River water system has received a vulnerability rating of 'High for bacteria and viruses, nitrates and nitrites, and volatile organic chemicals and a vulnerability rating of 'Medium' for heavy metals, cyanide and other inorganic chemicals, synthetic organic chemicals and other organic chemicals. The Robe River water system also draws water from an aquifer located roughly 60 feet below the surface and stored in the onsite reservoir. This system provides water to all the service connections in the Robe River subdivision. The Planning and Zoning Commission has been designated as the Source Water Protection Planning Team. For more information on scheduled meetings contact Community Development at 834-3404. Because of the numerous potential source and varieties of contaminants, state and federal law mandates the routine testing of all contaminants known to pose a risk to public health. Some contaminants can affect water sources very quickly and others are not expected to vary significantly from year to year. Therefore testing frequency varies from weekly to once every nine years, depending on risk and contaminant. Your water is tested for all applicable hazardous contaminants, however only those detected are listed in the adjacent table. Maximum Contaminant Level (MCL): The highest level of a contaminant that is allowed in drinking water. MCL's are set as close to the MCLG's as feasible using the best available technology. Maximum Contaminant Level Goal (MCLG); The level of a contaminant in drinking water below which there is no known or expected health risk. MCLG's allow for a margin of safety. Action Level (AL): The concentration of a contaminant, which if exceeded triggers treatment or other requirements which a water system must follow. Milligrams per liter (mg/l): One part per million parts. Micrograms per liter (ug/l): One part per billion parts. 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* planting stream banks can dramatically improve native fish habitat and water quality h ooked #3 Fixing your stream edges OUR NATIVE FISH LIKE TO KEEP THEIR COOL. THEY'RE USED TO SHADED WATERWAYS LINED WITH DENSE VEGETATION BECAUSE OVER 80% OF NEW ZEALAND WAS ONCE FORESTED. READ ON TO FIND OUT THE THREE STEPS FOR RESTORING STREAM HEALTH AND FISH HABITAT. Photo: Waitete Stream, Rob Davies-Colley, NIWA Stream wise Priority fish habitat restoration areas: Three steps for restoring streams * open streams such as farmland with no riparian vegetation Our native fish love living in streams and rivers lined by native grasses, trees and shrubs. Fish need bushy overhangs to shade the water, provide cover, stabilise the banks, and drop leaves and insects for the fish to eat. Did you know that…. * fencing rural streams from stock dramatically improves water quality and can prevent possible stock losses in boggy ground * whitebait lay their eggs on long grass, sedges and rushes by coastal streams and estuaries * if you're on a farm, planting and fencing your drains will reduce weed growth and drain maintenance costs in the long term as well as provide habitat for other species such as insects and birds * seeps and springs densely planted with sedges, native toetoe and flax help trap sediment, nutrients, bacteria and other pollutants before entering streams and waterways * small streams in the head-waters of catchments * continuous strips of at least 200 m to cool the water * sunny (north and westfacing) sides of streams * estuaries where sedges and grasses can be planted for whitebait spawning habitat Check with your regional council before planting drains – there may be controls on access for maintenance. Inanga/whitebait eggs amongst the sedges. Photo: Sjaan Charteris, Crown Copyright, Department of Conservation Inanga/whitebait. Photo: Stephen Moore, Landcare Research 1. Prepare Good site preparation will improve the success of your planting. Preparation should commence over summer, in readiness for planting over autumn and winter. If your site is in rank grass, you can mow, lightly graze, or spot spray with the appropriate herbicide or plant straight into it depending on the species. Sites with short grass can usually be planted directly into, but take care if there is kikuyu or pasture weeds that could overgrow your plants. Some sites can be full of exotic weeds, particularly near urban areas. Many weeds will overgrow native plants if they are left unchecked. Make sure you do a thorough job of removing weeds before planting out any natives. For very weedy sites, stage weed control and planting over several years. This allows you to tackle a small area at a time, and also improves the transition between a weed dominated system to a native one. Remember that in the absence of native trees and shrubs birds, lizards and fish may be utilising the exotic weeds as habitat. Check out the Weedbusters website for advice on dealing with problem weeds or contact your local council for more information. flax toetoe mahoe manuka cabbage tree Waitete Stream, Waihi. Photo: Rob DaviesColley, NIWA 2. Plant Autumn is the optimum time to plant. This allows plants time to establish over the colder, wetter months in readiness for the summer. For areas which suffer from heavy frosts, it can be best to wait until later in the season so that your young plants are not killed. Very wet sites are best planted in spring to early summer, once water levels have receded. This ensures that plants do not become waterlogged or washed away during the winter rains. A helpful tip: Make sure to place a stake next to each plant. This will help you find them when you are weeding and is a useful way to tell if any plants have died and need replacing. It is amazing how difficult it can be to relocate plants once the surrounding weeds have started to grow in spring and summer. Which plants should I use? The best way is to find a natural stream or wetland near your site. Observe what is growing naturally and try to recreate this pattern. Often it is best to start with a few hardy species and to allow others to colonise the site Want to know more? Cabbage trees are both fast growing and great bank stabilisers naturally over time. Alternatively, 'diversity' species can be added at a later date once the original hardy 'pioneer plants' are established. The best species to plant depends on your location, so always source local information. You can get advice on what to plant and when to plant from your regional council, NZ Landcare Trust or the Department of Conservation. Here are some suggestions: Fast growing trees and shrubs: Manuka, kanuka, karamu and cabbage trees. Great bank stabilisers: Sedges, cabbage trees, lowland ribbonwood, karamu, tutu, lemonwood and kohuhu. (tutu is poisonous to stock and humans.) Homes for fish: Carex sedges, giant umbrella sedge and native toetoe near the stream edge. The edges of wetlands: Sedges, flax, cabbage trees and native toetoe. Flood prone areas: Sedges and native toetoe. Attracting birds: Kowhai, karamu and flax Blackberry establishes rapidly and is likely to require on going maintenance A simple web search for 'riparian management' and 'riparian planting guidelines' for NZ sites will bring up a host of links. Many native plant nurseries specialise in wetland and riparian plants, or you can propagate or transplant your own (see Environment Waikato's guide Planting Natives in the Waikato Region for tips). To learn about native plants check out the New Zealand Plant Conservation Network www.nzpcn.org.nz Check out 'A Guide to Managing Waterways on Canterbury Farms' Environment Canterbury www.ecan.govt.nz 'Clean Streams' Environment Waikato's www.ew.govt.nz 'Riparian Planting and Management Guidelines for Tangata Whenua' Ngai Tahu www.ngaitahu.iwi.nz and Landcare Research riparian planting studies in the Sherry River Catchment (Tasman) www.icm.landcareresearch.co.nz Planting kowhai, karamu and flax provides food for native birds such as the Tui. Photo: Dianne John As a general rule, plant sedges 1 m apart, shrubs 1.5 m apart and trees 2-5 m apart. Where weeds are a problem, plants should be closer together to help shade them out. 3. Maintain Maintenance is the key to a successful planting. Many planted areas have inadequate weed control, causing high losses as weeds overgrow and kill native plants. Committing to regular maintenance will ensure that the efforts of preparing and planting the site have not been wasted. New riparian plantings will need regular weed control for 3-4 years or until they are tall enough and dense enough to out compete weeds. New plantings should be checked once per month during spring and summer. Hand weeding around the base of each plant is all that is required. You will need to be particularly vigilant on sites that had lots of weeds originally, or where there are weeds nearby that will colonise the site. You will need to replace any plantings that die as leaving gaps may mean weeds move in. Don't forget about pest control – rabbits, hares and possums like to nibble new plantings. Pest control can be conducted using traps or baits, with detailed information available from your regional council. Fishy factsheets in this series: #1 Our freshwater fish #1 Ngā ika wai māori #2 Stream works for fish #3 Fixing your stream edges #4 Native fish in the city #5 Native fish on the farm #6 Caring for our catchments All factsheets can be downloaded from: www.landcare.org.nz Published by NZ Landcare Trust 2010 #3 on fish ooked h	<urn:uuid:a42a0672-f5cc-4837-a9f9-840e8a1393d2>	CC-MAIN-2017-51	http://www.naturespace.org.nz/sites/default/files/u4/2506-3-fixing-your-stream-edges.pdf	2017-12-18T14:47:13Z	crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00544.warc.gz	413,064,294	1,736	eng_Latn	eng_Latn	0.997199	eng_Latn	0.997309	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3060, 7635 ]	[ 2.8125 ]	4	2
NOVEMBER 2017 PREPARING FOR FLU SEASON Our flu season is upon us. Most flu activity, influenza-like illness, hospitalizations, and sadly even deaths, will occur between October and run into May. * fever or feeling feverish Symptoms - You may have some or all of the following symptoms: * cough * sore throat * runny or stuffy nose * muscle or body aches * headache * chills * fatigue * diarrhea & vomiting If you have these symptoms, you should: * stay at home for at least 24 hours after fever is gone. You may still have the flu and can spread to others if you have other flu symptoms. * get plenty of rest * drink fluids, including water * cover your mouth and nose with a tissue when you cough or sneeze * wash your hands often, especially if you are in contact with others to make sure they do not get worse * fever with a rash * treat the symptoms (talk to your phar- macist or health care provider) * take flu antiviral medicine if your health care provider prescribes them Call your health care provider if you or your child have any of the following: * trouble breathing or shortness of breath * lips that are purple or blue * seizures * sudden dizziness * pain or pressure in the chest or abdomen * confusion * severe or repeated vomiting * flu-like symptoms that improve but then return with fever and worse cough * severe dehydration (not urinating or no tears when crying) Additional symptoms specific to children: * fast breathing * bluish skin color * not drinking enough liquids * not waking up or not interacting * watch for changes in your symptoms How to help prevent the spread of influenza: * get the seasonal flu shot each year * Cover your mouth and nose with a tissue when coughing or sneezing. If you don't have a tissue available, cough into your sleeve instead of your hand. * stay home from work, school and errands if you get the flu * Avoid close contact with people who are sick. When you are sick, keep your distance from others to protect them from getting sick too. * wash your hands often with soap and water or use a waterless alcohol hand rub * avoid touching your eyes, nose or mouth * Practice other good health habits. Keep yourself strong—and more resistant to disease—by getting plenty of sleep, getting regular exercise, managing stress, drinking plenty of fluids (do not * being so irritable that the child does not want to be held We would like to welcome Cindy, our new Qualified Professional (QP). Cindy has been in this field for three plus years and is very knowledgeable of the home care rules and policies that the state provides for us to follow. She will be available to help with writing care plans and will be visiting with you in your home as required by the state. She also will be available to help teach your new PCAs on how to follow the care plan so they can provide the best care possible. Please remember to let us know if there is anything we can do for you. share drinking cups or straws) and eating nutri- tious food. Our office will be closed on Thursday, November 23rd for Thanksgiving. Have a safe and happy holiday! DID YOU KNOW... The Pilgrims ate popcorn at the first Thanksgiving dinner. Submitted by Sandy (client) Clocks turn back an hour at 2 AM on Sunday, November 5th. Timesheets for the December 1st paycheck will be due on MONDAY, November 20th by 5PM. Payroll must be done early due to the Thanksgiving Holiday. We appreciate it if you could make a habit of sending in your timesheets weekly as soon as your shift is complete. Well it is that time of year again...that would be the Holiday Season! Here are some free activities to participate in: * 19th-Annual Winter Lighting Ceremony at Nicollet Commons Park, Burnsville (Nicollet Ave & 126th Street). This will be held on Wednesday, Nov. 22nd from 6 to 6:45 pm. * Celebrate the start of the holiday season when they light up the Pioneer Plaza in Downtown Lakeville on Tuesday, Nov. 28th 6pm. * DecemBRRR Dazzle will be held on Friday, Dec. 1st from 6 - 8:30pm at Lakefront Park, 5000 Kop Parkway in Prior Lake. Also, Fare for All will have holiday packages that include almost everything you need for $30. This is held on Nov. 15th at Diamondhead Education Center in Burnsville. Until next month…Jim (client) 05 - Chantal Even when we have physical hardships, we can be very happy. - Dalai LamaSubmitted by Sandy (client) Tips for Portable Electric Heaters It is the time of year when many people will use space heaters. The important thing to remember is that electric-powered portables are the only unvented space heaters safe to use indoors. That's because they don't fill your living space with undesirable combustion products like carbon monoxide, which can be generated by liquid-fueled heaters. But their compact size and convenience come with a tradeoff: Extra diligence and careful operation are required to prevent fires, injuries and property damage. The most significant risk to safety is placing electric heaters too close to combustible materials like bedding, furniture, drapes, carpets or clothing. Keep these materials at least 3 feet away from the heater, and prevent anything from getting too close and blocking the release of heat. Never drape garments like a hat, gloves or pants over a space heater. These units are designed to heat a space, not dry clothes. Kids and pets are particularly vulnerable to injuries or damage caused by a portable heater. Never leave a working portable heater unattended. Always remain in the room when a space heater is operating. Turn off the heater before going to sleep or leaving the room or house. Electrical fires can also be avoided with the right precautions. Never plug heaters into extension cords or power strips, as this puts too much resistance on the power draw, raising the temperature at the plug. Old wiring or electrical work that's not up to modern standards can be a driver in heater malfunctions. Remember electric space heaters should never be used as a primary or permanent source of heat. They are great as a supplementary heating source as long as it's being used in a safe and responsible manner. NOVEMBER BIRTHDAYS 01 - Leon 02 - Barb 03 - Alexandra 04 - William 04 - Hailey 04 - Michele 04 - Julie 05 - James 06 - Becky 07 - Jessica 07 - Karen 08 - Emily 09 - James 10 - Daisha 10 - Judy 11 - Alexus 12 - Cody 12 - Madeline 13 - Fouad 14 - Mary 16 - Mary 16 - Katie 17 - Dottie 17 - Steven 17 - Sarah 17 - Judy 19 - James 19 - Helen 20 - Rachel 21 - Kasey 21 - Jennie 21 - Clarissa 22 - Marcus 23 - Khunitha 26 - Alexander 26 - Zhanna 27 - Anne 28 - Lloni 29 - Marcello Monica Doxtater has been selected for Superior Home Care's Employee of the Month for November 2017. Monica has been a PCA with Superior Home Care for 3-1/2 years. We are grateful for Monica's hard work and dedication. Thank You Monica! When choosing a heater, here are some tips to look for: tip-over safety switch, overheat protection, auto shutoff, adjustable thermostat, cool touch housing and element guard. 10597 165th Street West, Lakeville, MN 55044 Phone: 952-898-4911 Fax: 952-898-3088 Email: email@example.com Looking for something enjoyable to do…..take in the "Feast of Fools" at the Lab Theater in Minneapolis, Nov. 11th - Dec 9th. This is presented by Interact Center, a nonprofit organization that serves performing and visual artists with disabilities. 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Wilderness Terms and Definitions BASECAMP TRIP – Uses one camp location for the duration of the trip. BLACK FLY – This small biting fly hatches out around mid-May and declines around mid-June. They remain through the summer, but in reduced numbers. CALENDAR DAY RENTAL – Equipment or complete outfitting services are based on a per day cost. Example: a 5 day trip includes 4 nights in the woods for a total of 5 calendar days (July 1-5 = 5 calendar days). CAMPSITE – US campsites are a designated site with a latrine and cemented in fire grate. Canadian campsites are a clearing in the woods and you are required to carry along a fire grate and latrine shovel. CHALLENGING PORTAGE – Any portage that tests your abilities. DOUBLE PACKING – Carrying two packs at once to increase the chance of muscle strain or injury. DOUBLE PORTAGE – Making two trips on portage to reduce risk of muscle strain or injury. DULUTH STYLE PACK – A large roomy pack which can range from about 4500 to 7500 cubic inches in size with shoulder straps and one large carrying compartment. Duluth style packs were created to carry large loads for short distances. They come in a variety of designs and sizes. ELEVATION – The rise in a landform, campsite or portage. ENTRY POINT – A specific location appointed as a starting point for wilderness canoe trips. FLOAT TRIP – Available in the rivers of Missouri. If you choose to float while on a wilderness canoe trip… you won't go far! FLY-IN CANOE TRIP – The use of a floatplane to fly gear, canoe and party members to certain entry points on the edge of the wilderness areas. Floatplanes cannot fly into the interior of either wilderness area. INDIAN PICTOGRAPHS – Ancient rock paintings created over the centuries by Native American cultures. Typically, more prevalent in the Quetico Park area. LAKE OR FLAT WATER CANOEING – The type of canoeing available in either wilderness area. White water canoeing is not available. LATRINE – A wilderness toilet. Designed similar to an outhouse without walls. Found on designated US campsites. MOSQUITO – A well known north woods icon few forget. They hatch out in mid-June and decline around mid-July. They remain until our first frost in late August or early September. OFF PEAK USE TIME – Low use time for visitors from May through early July and then again in late August through September. PEAK USE TIME – Usually occurs between early July and the third weekend of August. This is a popular time for youth and Scouting organizations to visit the wilderness areas. Typically, this is the time of season that permits book-up the quickest. PERMIT SYSTEM – Put into effect to limit the number of visitors to any one particular entry point. Wilderness access controlled by daily limits into each entry point. PORTAGE – Trail designed to carry canoe, packs and personal gear across. Used as means around water hazards or as a passage between landlocked lakes RAPIDS – A swift current in a river or creek linking lakes. Rapids in the canoe country are shallow and/or too treacherous to paddle. Use all portages located adjacent to the rapids. REGULATIONS – Designated rules which must be followed while visiting either wilderness. Designed to create a wilderness environment and encourage low impact camping. (See first page of booklet for specific regulations.) REMOTE BORDER CROSSING PASS (RABC) – Required by anyone 18 or over who plans to camp or take day trips into the Canadian wilderness area. Advanced application is necessary. The RABC serves as a customs clearance through Prairie Portage and Saganaga entry points. ROD – A measurement which equals 16.5 feet. Used as a unit of measure for portage lengths. Typically shown on maps as a small r. SOFT PORTAGES – Expect mud or sloppy conditions. TOPOGRAPHY – The features of a place, position of waterways, or points of increased or decreased elevation. TOWBOAT – Specially designed boat that can carry canoes, equipment and canoeists to designated points on the edge of the wilderness areas. TRAVEL PERMIT – Locks up to nine people, per group, into the day and area they must enter. Travel permits are valid only for the day and entry point indicated. Early/late entry or starting at an incorrect entry point invalidates the permit. TRAVELING TRIP – A trip that typically moves every day or so and utilizes different campsites during the course of the trip.	<urn:uuid:317f9e64-e16d-478d-9e0a-fe5e43c4a38f>	CC-MAIN-2017-51	http://highadventurecanoetrips.com/pdf/CBO_terms.pdf	2017-12-18T14:43:35Z	crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00552.warc.gz	123,287,743	955	eng_Latn	eng_Latn	0.998648	eng_Latn	0.998825	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2622, 4406 ]	[ 2.9375 ]	1	1
Saint Ambrose, pray for us! The Children's Word is a weekly bulletin for Orthodox Christian young people. Copyright 2017 Alexandra Houck. Email is orthodoxchildrensword (at) gmail.com. Find it each week at myocn.net. "Let the little children come to me, and do not forbid them, for to such is the Kingdom of Heaven." Mark 10:14 Sunday, December 3, 2017 Volume 5, Issue 49 A Ministry of the Orthodox Christian Network Be quiet? Be quiet? Has anybody ever told you to be quiet? If you were a little too loud at home, your parents probably told you to keep it down. It's hard to keep quiet when you really want to say something! Today we read the Gospel passage about the blind man, whom Jesus healed. This poor man was sitting by the road begging. When somebody told him Jesus was passing by, he cried out, "Jesus, Son of David, have mercy on me!" The people around him told him to be quiet, but the blind man couldn't keep quiet! In fact, he cried out for Jesus even more loudly. When Jesus heard the man, He healed him so he could finally see! So, it was a good thing he didn't keep quiet! Sometimes you might feel embarrassed to say your prayers or to go to church—especially if you're the only one. When you get older, your friends might want to do fun things right when you want to go to church or say your prayers! Other people might even laugh or make fun of you when you say a prayer before a meal or when you go off to church. But let's remember the blind man in the Gospel today. He had something to say to the Lord, and nobody could keep him quiet about it! Let's try to keep our prayer time as a special time nobody can take away. WORD SEARCH WORD SEARCH Can you find these words in the word jumble? AMBROSE BISHOP BLIND MAN GO TO CHURCH HEALING MILAN PRAYER SILENT ISAAVNBWQGOHPACMSHQCEECHDYHXMDRPOHSIBDRKXALBRRYUHYDUWEXLLPRZQXHVNLLAYASQZOXZDVBTMBWAZLEHSLLLFTLNXIRZIEQEBGLXSJIEFPMARSWNOFZQUGNLZLJOJAPVQBWAAGDIQYXLBCHCVTTRJNMSRIKONAFWWQAGBSAMXRPOGOTOCHURCHNGMVGJTVEWQCYMMSTBZPYCBFWJNDOBHOKTX What's in an icon? Here is an icon of Saint Ambrose! Can you see the city of Milan in the background? SAINT AMBROSE OF MILAN A BABY'S VOTE FOR BISHOP! Would you listen if a baby told you something important? Probably so! There is a story about how a baby said something important about Saint Ambrose— and everybody listened! Saint Ambrose of Milan (Italy) wasn't always a Christian. His father was a pagan and believed in false gods, so Ambrose was not baptized when he was young (like you probably were). But one day, a baby said out loud, "Ambrose should be bishop!" Of course, everybody was so surprised—first that the baby could talk, and second that he thought Ambrose should be bishop. After all, Ambrose wasn't even a baptized Christian yet! But St. Ambrose was soon baptized, and then quickly became a deacon, then a priest, then a bishop. St. Ambrose was a wonderful saint. Many people became Christian because of his words and his actions. As bishop, he remembered to take care of the poor people, too. Sometimes, emperors and other leaders would do wrong things, and St. Ambrose would stand up to them and set them right. He wasn't shy to say what was right and what was wrong—just as we shouldn't be either! St. Ambrose wrote many things for us to learn about God. We still have many of his writings today—1700 years later. That shows he is still important to us even now! We celebrate the nameday of St. Ambrose on Thursday, Dec. 7th (Dec. 19th, OC).	<urn:uuid:bedaadd7-2093-4335-8b4f-55bb85d3db26>	CC-MAIN-2017-51	http://www.daytonannunciation.org/assets/files/Childrens-Word-251.pdf	2017-12-18T14:40:40Z	crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00551.warc.gz	351,237,457	1,018	eng_Latn	eng_Latn	0.997662	eng_Latn	0.998591	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1666, 3512 ]	[ 2.890625 ]	2	1
Guidelines - Science Project 1.1 Observation - Observation is a key to science fair projects. - Observations are based on curiosity and a desire to explore the world around us. - Observations could include all of the human senses. - Observations could also be through technological devices, for example microscope, pH meter, manometer etc. - Observations could be qualitative or quantitative, but scientists usually like quantitative measurements, as they are more precise. 1.2 Question / Problem - Usually an observation leads to a research question or problem that requires further investigation. Example: Question: Is the black soil better for the growth of sunflower seeds? Or Problem Statement: Do sunflower seeds grow better in black soil? 1.3 Hypothesis - You should write the hypothesis before performing experiment or study. - Based on observation, you may formulate a hypothesis, or possible answer to the question or problem. - Hypothesis is an educated guess or logical explanation that could be tested. - Hypothesis is also a type of prediction that forecasts how one variable (independent or manipulated) can affect a second variable (dependent or responding). - Record your hypothesis in your notebook before you start your project experimentation. - State the fact that you have based your hypothesis on your past experience or observation. - Do not change the hypothesis even if the project results do not support your hypothesis. Example : Sunflower seeds grow best in black soil. 1.4 Plan an experiment - Do the background research and review the published materials related to your question or problem. - Design a project-experimentation to test the hypothesis. - Design an experiment that will permit an appropriate evaluation of a given hypothesis. - It is important that only one variable (independent variable or manipulated variable) is changed, while keeping the other constant. This makes an experiment "controlled". - Include a precise way of measuring the results. - Collect more than one set of data to verify your results. - Write down the steps you will follow to do your experiment. 1.5 Conducting an experiment - Follow the steps you wrote down in planning the experiment. - Observe and measure the variables carefully with control. - Keep all the data recorded in a notebook or project journal. It is important proof that you actually did the project. During the presentation and interview, the judges will want to see this work. - Test your hypothesis through your procedure of experimentation (data collection) and analysis of your data. - Always use metric measurements. - Collect more than one set of data to verify your results. Note: Items 2.3 and 2.4 are also called a procedure. 1.6 Results - Results include data and analysis. - Organize the data in the form of charts or tables or graphs so that it gives quick and easy interpretation. 1.7 Conclusion - This is a brief summary of what you have discovered based on your experimental results. - State your findings in relationships of one variable with the other. - It indicates whether or not the data support your hypothesis. You will be accepting or rejecting your hypothesis based on the results of your investigation. - Do not change the hypothesis, if your results are not what you expected. - You may find the results of your project inconclusive. If this is the case, try to find why. Give reasons why you think the results did not support your hypothesis. 2. Research Paper: Research paper should be available along with the project data book and an abstract at the time of project presentation and judging. A good paper includes following sections. 2.1 Project Title - Select a title that summarizes your project. - Keep it short and simple. - It should be attention grabber and intriguing to the casual observer. - It should stand out visually. 2.2 Table of Contents - This allows the reader to quickly go through different parts of your project. - Make sure to list the different sections of your paper by page numbers 2.3 Abstract - Abstract is important, as it is a representation and brief overview of the project. - It should be no longer than one page, containing a maximum of 250 words according to Intel International Science and Engineering Fair (ISEF). - It should include the project title, your name, and school on top. Starting on the next line, purpose (hypothesis) of the project, method of research, pertinent data, conclusion, and application. - Use short sentences and do not abbreviate. Use 'past tense' in your descriptions. Appropriate scientific terminologies should be used. Remember to correct your spelling, grammar, and punctuation. - Discussion, acknowledgements, and unnecessary details should not be included in the abstract. - Most science fairs will require a copy of your abstract to display at the exhibit and the other copies to handout to judges and visitors on the day of publicvisitation. 2.4 Introduction - This section will introduce the topic of the project. - It should state what information or knowledge led you to your hypothesis. - Include what prompted you to do this research and what you hoped to achieve. - It is a statement of your purpose along with the background information that led you to do the study. - If you are going to state references in your report, this is where more citations are likely to be given. - The introduction is written before starting the project and collecting the data, therefore results should not be included under this heading 2.5 Materials and Method (or procedure) - This part of the report contains information about the project experiment. - It should include procedural steps with materials used, calculations, amounts, and measurements. - Describe in detail the methodology you have used to collect the data. - If you have designed an apparatus or equipment, then include a detailed design or diagram. - It is important to follow the same procedure every time the experiment is repeated to get consistency in results. - The purpose of writing a procedure is to provide detail method of your experiment, so that if someone else wants to follow your procedure, then that person should be able to achieve the same data. 2.6 Results - Results include data and analysis. - Present the data in the form of charts, tables, or graphs. 2.7 Discussion - This is the heart or the essence of your paper. - Discussion of your experimental results is a principal part of your project report. Therefore, begin by presenting all your observations and data. - In this section, interpret and critically evaluate your results in light of what is already known, and explain your new understanding to the problem. - Develop your argument for and against your hypothesis. - Explain whether the data you have obtained support your hypothesis. - Acknowledge any anomalous data or deviation from what you expected. - Do not make generalized statements that are not based on your data, known facts, or reason. - Be sure to relate your findings to earlier work in similar studies and cite those studies - Derive conclusions based on your findings about the process you are studying - Explore the theoretical and/or practical implications of study or findings 2.8 Conclusion - Draw your conclusion based on the analysis of your data. You should conclude whether or not results support your hypothesis. - This is the final outcome of your project or experiment. - May prove or disprove your hypothesis **This is in addition to what has already been described in section 1.6 2.9 Acknowledgement - Give credit to the institutions or people who have assisted you in your project 2.10 References or Bibliography - These are the list of citations used in your research paper - Your references should include any documentation that is not your own - Please adopt standard citation format of references (CSE or MLA) Example from a journal article: Meise CJ, Johnson DL, Stehlik LL, Manderson J, Shaheen P. 2003. Growth rates of juvenile Winter Flounder under varying environmental conditions. Trans Am Fish Soc 132(2):225-345. Example from a book chapter: McDaniel TK, Valdivia RH. 2005. New tools for virulence gene discovery. In: Cossart P, Boquet P, Normark S, Rappuoli R, editors. Cellular microbiology. 2nd ed. Washington (DC): ASM Press. p. 473-488. Example from an electronic article: Hong P, Wong W. 2005. GeneNotes: a novel information management software for biologists. BMC Bioinformatics [Internet]. [cited 2007 July 24]; 6:20. Available from: http://www.biomedcentral.com/1471-2105/6/20 3. Project Display Board Displaying your project in science fair is the most important tool for the presentation of your research. Therefore, it should be clearly visible, neat, and should have all the information required at the time of judging. 3.1 Title Your title should be the largest text on the display board. It should be readable from minimum of six feet or from across the room. 3.2 Display Board Standard display boards are tabletop and of three-panel (tri-fold) type, but a freestanding type and commercially available role-able laminated poster boards are also acceptable. According to the rules of International Science and Engineering Fair (ISEF), your project display should fit into the following configurations. Dimensions: 122 cm (48") in width or side to side, and 76 cm (30") in depth or front to back. The permitted height from floor to the top should not be more than 274 cm (108"). Science Fair Board Layout: This is not the same as your written report. The objective of a display board is to present your research in a way that others can easily understand. - Title should go on the central panel. - People have a tendency to read the project board like reading a book, from top to bottom and left to right. Therefore, when setting up the board, start putting the earlier work of your research on the left panel and the right panel should be used for the work done at the end of the project. - Presentation on the left panel should display the research question or problem, hypothesis, introduction, materials and method or procedure. - The right panel should display your results, conclusion, acknowledgements, and at the end your name and school. - Intel ISEF also requires an abstract that should be displayed at the bottom of this panel. - The central panel is the most significant part of the entire board as this panel should stand out to draw attention to your display. It should display data, graphs and pictures as these illustrations will make the project easy to comprehend. - However, do not clutter the central panel with unnecessary pictures and graphs as this will confuse and distract the viewers from the main research of your project. A similar effect is produced by too much texting on the display board. - Graphs, tables and pictures should be neatly labeled and numbered for citation in the text. As far as pictures are concerned please follow the rules and regulations of ISEF. Writing Format: - All text material should be typed or printed in black using white paper. - Letters for the title should be 3 to 4 inch high. - Subtitles (e.g. Hypothesis, Introduction, Material and Method etc.) should be in font size 36. - Use number 16 or 18 font for the text. - Use 1" margins. - Use only 8 1/2 x 11 paper. - Put a blank line between paragraphs. - Titles and subtitles should have dark colors so that they standout. - Use the computer to generate labels in appealing colors. - You must not use more than three contrasting colors. - Never use neon colors as they do not look professional and would distract the onlooker. - All the graphs, figures and diagrams should be appropriately numbered and labeled. Display Materials or Demonstration Equipment: Apart from displaying the scientific report, logbook and abstract, the following items should be considered to be displayed: - Mock-ups of three-dimensional design used in the research. - Laptop illustrations of the procedure. - PowerPoint and videos would be excellent complements to the text and graphics on the board. - Display your demonstration equipment in engineering projects. - Items that are not allowed to display are living organisms, chemicals, drugs, human or animal parts, food, body fluids, preserved vertebrates or invertebrates. - For further rules and regulations, please browse through the Intel ISEF website. 4. Oral Presentation The Oral Presentation is your time to be judged and your opportunity to impress the judges with your project, knowledge, and enthusiasm. The Oral Presentation is an important part of the science fair project. Remember that you are in competition, and better the judges understand and appreciate your work, the higher the scores you will get. People are affected not only by your knowledge but by the way you look, the way you talk, and the way you act. - Dress professionally and appropriately with decent clothes. - Be polite, pleasant and cheerful. - Speak loud and clearly (not too loud or not too soft). - Avoid verbal clutter (Um, Ah, like, you know, etc.). - Do not chew gum or candy. - Stand to the side of your display board and face the crowd. - Introduce yourself including your grade and your school. - During your presentation, maintain eye contact with the judges. - Open your presentation with an interesting statement or question about your project. - Explain a little bit how the idea of your project originated. - Thoroughly research your subject for background information. - Organize your presentation and follow the steps of scientific method. - Try not to read from the script or the board. - Particularly emphasize the area of the project where you were creative and innovative. - Briefly mention any problems you had during the experimentation and how you rectified them. - Involve the judges during your presentation by showing and handing them your designs, research equipment, or gadgets. - Use your charts and graphs to present the data along with illustrations and pictures. - At times, a memorized speech becomes problematic as it can become emotionless, flat, and boring. Therefore, try to avoid memorization. To help you remember, you can make some index cards with hints and points to refer to while speaking. - Time yourself to be sure that you finish in the allotted time. Remember to allow time for questions and answers. - Try to think of questions that the judges may ask and be sure that you can answer them completely and concisely. If you do not know answer, then be honest. Judges like honesty. Do not fake the answer. - If you disagree, explain your opinion, but do not argue with the judges. - Finally, what is the significance of your research and its application? Inform the judges if any new ideas or any questions were developed by doing this project, for one project often leads to another project. - Close your presentation by thanking the judges.	<urn:uuid:5f6bd8a8-c058-44aa-810e-c4ca0def5f4d>	CC-MAIN-2017-51	http://www.aalimec.ac.in/wp-content/uploads/2017/11/Guidelines-for-Science-project-NSF2018.pdf	2017-12-18T14:23:54Z	crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00548.warc.gz	301,265,781	3,074	eng_Latn	eng_Latn	0.997244	eng_Latn	0.998722	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1026, 2285, 3482, 4695, 6047, 7581, 9003, 11063, 12452, 13873, 14979 ]	[ 4.4375 ]	1	1
Cross Training for Fitness and Fatloss The numbers on your scale do not indicate whether you are fit or fat. Far more significant than your total body weight is the composition of your body tissue. If a man's fatty tissue makes up more than 14% up to 15% of his body mass, or if a woman's is more than 20% to 22%, he or she is considered to be overweight, or more precisely, "overfat". A small amount of fat is needed for padding the internal organs and as insulation under the skin. Excess fat leads to such diseases as diabetes, gout, high blood pressure, coronary artery disease, and gallbladder problems. There are very few, very fat persons. The reason is that the fittest, not the fattest survive. The problem now is focused on how to resolve the problem. The problem with most people who want to lose weight is that they have the propensity to concentrate more on getting those numbers lower than what they are seeing now. What happens next is that they strive harder to achieve a lower weight, according to the "ever reliable" result of a bathroom scale. It would be more important to think of the human body as a heat-exchange engine that works on the basic principles of energy physics. The caloric balance equals the total calorie intake minus the total calorie expenditure. Some of the calories people ingest are used for basal metabolism. As people get old, their bodies require fewer calories for this basic upkeep. Some calories are excreted as waste products. Some go into "work metabolism," the energy expenditure required for any physical activity. When people take in more calories than are used by these functions, there is a definite caloric excess. By the laws of physics, energy is transformed rather than destroyed. In this case, each excess of 3,500 calories is turned into a pound of fat. If you want to reverse this process, you have to burn up 3,500 calories to lose a single pound. Winning the War Against Fat When you think of fighting fat with exercise, you probably think of hours of hard, sweaty exertion. If this is the case, then, you will not get any further. This is because people who are so much into losing more by exerting more effort tend to get bored easily. This does not have to be the case. Cross trainers such as ellipticals or treadclimbers give an enjoyable, yet challenging workout. Studies have shown that when people exert more effort than they are capable of, it creates a feeling of weariness and depression. Often due to this, they give up, stop doing their exercises, and end up sulking on the couch with a bag of chips. Now, you might ask, "What should be done instead?" The answer… cross training. After some intensive studies and experimentations, health experts were able to come up with the concept of incorporating cross training in order to break up the monotony in an exercise program. Cross training refers to the integration of diverse movements or activities into a person's conventional exercise routine. The main purpose of incorporating cross training into an exercise program is to avoid excess muscle stress, and to put a stop to workout boredom. Three of the most commonly used activities whenever a person decides to engage into cross training are swimming, running, and cycling. In cross training, distance is one way to extend your activity as your condition improves. For this reason, you need to traverse a measured distance. If possible, swim the course and measure the distance. If you will be using a running track, such courses usually are a quarter-mile per lap for a complete circuit. When using a treadclimber machine, some will track your progress for you, steadily increasing the difficulty of your workout. Cross training offers a variety of benefits for fitness and fat loss. It builds up the strength and endurance of the heart, lungs, and blood vessels. It has also some tranquilizing effect on the nerves, and it burns up calories as much as it makes your "losing weight" more bearable. Cross training has three basic components: 1. Aerobic exercises to condition the heart, lungs, and blood vessels and to induce relaxation. These begin with careful walking and jogging, depending on fitness level. 2. Strength Training, which is particularly important for good posture. These include activities that are designed to encourage people who may be burned out with their fitness routine. 3. Exercises to improve joint mobility and prevent or relieve aches and pains. These consist of a series of static stretching positions that are safe and effective for most of the people who wish to lose fat. Cross training fitness machines, such as the treadclimber combine all of these cross training components, giving the person a faster, more efficient workout experience. Indeed, cross training is a great way to modify the concept of exercising and losing fat without having to endure monotonous activities. The whole idea behind cross training is to get a great workout while enjoying what you are doing. If your workout challenges you without allowing you to become bored, you will continue to come back to it, and as a result, you will be more successful in your fitness goals.	<urn:uuid:8cf9eaf7-a64c-4e5d-954b-1afc9c2f1903>	CC-MAIN-2017-51	http://solvemyproblemnow.com/crosstrainingbible.pdf	2017-12-18T14:49:41Z	crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00553.warc.gz	255,391,869	1,052	eng_Latn	eng_Latn	0.998931	eng_Latn	0.999232	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1065, 1916, 3131, 3996, 4913, 5189 ]	[ 2.875 ]	1	0
"It's very difficult for me to study and the obstacle of it is I am lazy." Ball, 7 years old, Thailand "I am really good in Math." Nicolas, Belgium School "Each morning I pick up my mother's stuff to bring it where she sells. Then I wash up and I go to school. If I want to realize my ambitions, I have to study in school." Let's create a world where everyone has a place! Mobile from Pologne Api Odette, Ivory Coast "I don't feel at peace when I don't go to school." Yvette, 9 years old, Cameroon "It's difficult to earn some money. I think that I am not working hard enough to find some money." Not Tanakorn "Homework is difficult. I don't know how to do it. I am afraid that they will make fun of me." Francesca, Belgium "The problem is that I wake up late." Crim, Thailand "Often, at school we see that some children are left aside because of their poverty, and they prefer to stop their studies. Then they feel abondoned by society." Alexia, Mauritius Island 5 "I like the color green and I like to do difficult things. It's not easy to do my homework in Polish." Lilia, Poland To have the means of living well "It's difficult to have a nice house because the land is too expensive. We don't have any land." Nuknik "Often, at the train station, but people mistreat them. " "It's very difficult to pays the water and electricity bills. It's a lot of money because we use much water and electricity and it's very expensive." No there are people who look for food in the trash or who beg for money, Anaïs, Mauritius Island Children from Thailand "To build peace for everyone where I am, we need a hospital." Marius, 11years old Children from Cameroon "I don't feel at peace when I am sick." Valentine, 12 years old Mobile from Cameroon Mobile from Thailand 6 TAPORI NEWSLETTER E-mail: email@example.com www.tapori.org News and messages of the children all over the world March - April 2015 - N° 399 All in the Tapori chain of friendship. The group of Antohomadinika in Madagascar introduces itself. Illustrations : Aline France "Let's create a world where everyone has a place!" TAPORI is a worldwide network of children whose motto is: The name Tapori was chosen by Joseph Wresinski as a sign of solidarity with the poorest children. Joseph Wresinski, founder of the International Movement ATD Fourth World, grew up in poverty. While travelling in India, he met very poor children called Taporis who lived in train stations and supported each other. He later wrote to other children : "We want all children to have the same opportunities!" "You are like the Taporis when you look out for others. You can find ways to make the world a better place and get rid of poverty." Today, thousands of children between 7 and 13 years old, across many different countries and continents, are connected through the Tapori newsletter. TAPORI - ATD Fourth World - Chemin Galiffe, 5 - 1201 Geneva - Switzerland 1 Activity You're still in time to make your mobile! You may use all kinds of recycled materials and colorful papers! Let's be creative! We are inviting you to answer the questions that are in the two green squares. Recopy your answers and put it in your on your mobile. If you are in a group, put together all the parts of the mobile on one support. Then choose a slogan and decorate your mobile with it. You may write it down here and send to us. Don't forget to write also: Send your messages to: Tapori group or town: Country: your name or names: Age: Chemin Galiffe, 5 1201 Genève, Suisse or email us at : firstname.lastname@example.org Order Form for the Tapori Newsletter 2 I would like to subscribe to the Tapori Newsletter and/or give a subscription to someone else! in: French English Spanish Full name (of recipient of the Tapori Newsletter): Email or telephone number: I am: a child aged parent teacher other (please specify) Suggested donation: 15€ ( 20US$, 20 Swiss Francs or the equivalent) per yearly subscription I would like to support the Tapori Newsletter with a donation To make a donation and/or to subscribe online please visit: http://fr.tapori.org/sabonner-a-la-lettre/ Alternatively, if you would like to cancel your subscription to Tapori Newsletters please tick here and we will remove you from our mailing list. For more information you can email us at: email@example.com Or write to: Tapori - ATD Quart Monde - Chemin Galiffe 5, 1201 Geneva, Switzerland Do you feel accepted in your group or by those around you? Can you give an example when you are not accepted? What can you do for someone to be accepted in your group? 3 What makes it hard to meet others News from the Campaign: Let's create a world where everyone has a place! To live in your own family, in your own country "We should tell what we like and what we don't like.This is what I wish for my friends." N'da Botchi Isac,12 years old, Ivory Cost "I love to draw. I'd like to live with my mom and the rest of my family." Elina, 12 years old, Poland "Nothing is more difficult than to meet others!" Orégane "Some kids don't want to play and some say nasty things." Manon "It's difficult to have friends. They don't want to be friends but I do. I ask them and then they run away from me! They tell me: You aren't my friend because you are not pretty. It's like that at recess time every day, so I don't feel like going to school ." Jessica "It's difficult to get along well with everyone. Some are boring and I don't know why." Laurie "The older kids want to stay together. The difference in age is difficult." Chloé "It's difficult when my friend Aaron is not here." Diego Children from Belgium "We need to live with our parents, to benefit from their advice." Koné Joel, 13 years old, Ivory Cost "I don't feel at peace when there is war or when I am sick. I am not happy when people make me nervous, when they threaten my parents, when my grandmother died, when my auntie is nervous." Mariam, 8 years old, Cameroon "I drew a TV because I want everybody to have a TV in their house. It's an entertainment for the whole family." Alicia,Mauritius Isla nd "My problem is I 'm having different opinion from the others and my other problem is that I am poor." Naratip "The most difficult experience for me is that I have fightings with friends, they like blaming." Noui, 12 years old "The problem for me is my friends fighting each other because they have different opinions." Wun Children from Thailand "I like to learn, to play, to make bracelets. Also I like the Muslim prayer. What I like is to take care of the house and to help others learn. To play soccer and take trips; it's a good way to get to know new people. I'd like to invite my friends to my house; we could all eat together. I like my mom and all my family." Zuchra, 10 years old, Poland "I don't like it when others don't understand me. I try to be polite and to keep contact with people. I am Salem. I came from Egypt, and I live in Poland." Salem, 12 years old, Poland To live well together "We like Tapori. the link of friendship which we build every day is stronger than our condition." Tapori group Les Colombes from Abidjan, Ivory Cost "I like to play with toy cars and to draw. I like to watch cartoons and to play soccer. But I don't like to dance. Also I'd like to fish. I am proud to be Chechen." Lom-Ali, 8 years old , Poland "If someone shakes my hand, I shake his also and we become friends. I'd like to be in harmony with the others." Ali, 10 years old, Poland "I want to be friend with good and honest people. All I want is to be happy. " Marha, 10 years old, Poland "To help the little and to smile." Lara "To have fun to play games all together." Manon Children from Belgium "In the Tapori group we learn how to help people and to always build peace." Dalisha, Mauritius Island "We don't have the right to judge someone else. Everyone has value. We should play with everyone and not be racist. We are all equal. With my shovel, I can build for poor people." Vidushea, Mauritius Island 4	<urn:uuid:f84d08f4-6531-43b7-9518-9b5a23983ac2>	CC-MAIN-2017-51	http://en.tapori.org/wp-content/uploads/sites/10/2015/12/Activite_399_GB.pdf	2017-12-18T14:48:41Z	crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00550.warc.gz	90,511,130	1,960	eng_Latn	eng_Latn	0.998358	eng_Latn	0.998386	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2942, 8087 ]	[ 3.921875 ]	1	3
Question Paper Code : HS8151 B.E/B.Tech. DEGREE EXAMINATION, 2017 First Semester Civil Engineering Maximum : 100 Marks (4×½=2) A : I'm going to visit my grandfather in the village. B : Great! ____________________ ? A : He's completing 75 years next week. B : Oh! ________________ weekend ? A : I will be spending just a day in the village. The bus has come. Bye! 3. Add suitable prefixes to the underlined words to form antonyms : (4×½=2) (In im dis ir non) AU COE QP HS 8151 – COMMUNICATIVE ENGLISH (Common to All Branches Expect Marine Engineering) (Regulations 2017) Time : Three Hours Answer ALL questions PART – A(10×2=20 Marks) 1. Fill in the blanks with the correct words taken from the list : (Delegation heritage collaborate eroded) a) Mahabalipuram is a historic place with many ______ sites. Some sites are being ____ by the wind and water. b) A high-level _________ from Japan visited India in order to ________ with India and start an electronics company. 2. Complete the dialogue framing suitable questions : (4×½=2) A : Hi, __________________ ? B : I'm fine, ______________________ ? AU COE QP 5. Complete the sentences using the given adjective in the correct degree : (4×½=2) Dubai is the _________ (large) city in the UAE. The Buildings in Dubai are _________ (tall) than the buildings in Mumbai. In fact the ___________ (tall) building has 161 floors. Its skyline looks ___________ (attractive) at nights than during the day. 6. Fill in using the correct tense form of the verb given in brackets : (4×½=2) The Chennai Metro ________ (begin) its construction in the year 2009. The system __________ (commerce) revenue service in 2015 after partially opening the first phase of the project. The network __________ (consist) of two colour-coded lines covering a length of 54.1 kilometers. It ___________ (become) fully operational in 2021. 7. Substitute a single word for the underlined words in the sentence : (4×½=2) Inflate, exotic, itinerary, marvellous, souvenir, enjoyment a) We are going to make the plan of our journey. b) You need to fill air into your life jacket. c) These trees are from South America, they are _________ a) The worker is very honest in his work. He was also polite. b) The money I have is sufficient to buy the book. The book contains some relevant chapters. 4. Fill in the blanks with the correct preposition. : (4×½=2) Google, _____________ collaboration with Railtel, rolled out free WiFi service ______ Ooty station __________ Tamil Nadu, taking to 100 the railway stations where it offers high-speed internet ___________ an estimated 10 million people. d) I bought some things as a reminder of the place. 8. Rewrite the following into indirect speech : (2×1=2) Doctor : How long are you suffering from stomach ache ? Patient : I've been suffering for the past three days. 9. Choose the word that collocates with the given word and complete the sentence : (4×½=2) a) The man had a miraculous __________ (day/escape) when the bus _______ (fell/met) with an accident. b) The patient is making good __________ (attempt/progress) after the accident. But his dog went ____________ (alone/missing) 10. Complete the sentences using the correct modal verbs : (4×½=2) a) Dengue fever is a mosquito borne fever and so we __________ keep our surroundings clean. If water stagnates, that ___________ be used as a breeding place. (Obligation/Possibility) b) The man ___________ lift this heavy box. He _________ be very strong. (Ability/Probability) (5×16=80 Marks) A powerful orator, he appealed to Christian and American ideals and won growing support from the federal government and northern whites. In 1963, he led his massive March on Washington, in which he delivered his famous ''I Have a Dream'' address. In 1964, the civil rights movement achieved two of its greatest successes: the ratification of the 24 th Amendment, which abolished the poll tax, and the Civil Rights Act of 1964, which prohibited racial discrimination in employment and education and outlawed racial segregation in public facilities. In October of that year, King was awarded the Nobel Peace Prize. He donated the prize money, valued at $ 54,600, to the civil rights movement. AU COE QP PART – B 11. Read the following passage and answer the questions given below : African American civil rights leader Dr. Martin Luther King, Jr. is awarded the Nobel Peace Prize for his nonviolent resistance to racial prejudice in America. At 35 years of age, the Georgia-born minister was the youngest person ever to receive the award. Martin Luther King, Jr., was born in Atlanta in 1929, the son of a Baptist minister. He received a doctorate degree in theology and in 1955 organized the first major protest of the civil rights movement: the successful Montgomery Bus Boycott. Influenced by Mohandas Gandhi, he advocated nonviolent civil disobedience to racial segregation. The peaceful protests he led throughout the American South were often met with violence, but King and his followers persisted, and their nonviolent movement gained momentum. In the late 1960s, King openly criticized U.S. involvement in Vietnam and turned his efforts to winning economic rights for poor Americans. By that time, the civil rights movement had begun to fracture, with activists such as Stokely Carmichael rejecting King's vision of nonviolent integration in favour of African American self-reliance and self-defence. In 1968, King intended to revive his movement through an interracial ''Poor People's March'' on Washington, but on April 4 he was assassinated in Memphis, Tennessee, by escaped white convict James Earl Ray, just a few weeks before the demonstration was scheduled to begin. (10×1=10) A) ''The peaceful protests he led though out the American South were often met with violence, but King and his followers persisted, and their nonviolent movement gained momentum.'' AU COE QP I. Choose the correct answer for the following questions : 1) What did Dr. Martin Luther King, Jr., win the Nobel Peace Prize for ? A) Nonviolent resistance to racial prejudice B) African American self-reliance C) Violent resistance to racial prejudice D) African American self-defense 2) This article describes a sequence of events. What happened in the sequence of events before King was awarded the Nobel Peace Prize ? A) King donated $ 54,600 to the civil rights movement B) King turned his efforts to winning economic rights for poor Americans C) King planned an interracial ''Poor People's March'' on Washington. D) King led a massive March on Washington, in which he delivered his ''I Have a Dream'' speech. 3) Martin Luther King, Jr., was committed to nonviolent resistance to racial prejudice, even when facing people who disagreed. What evidence from the text best supports this conclusion ? B) ''A powerful orator, he appealed to Christian and American ideals and won growing support from the federal government and northern whites''. C) ''By that time, the civil rights movement had begun to fracture, with activists such as Stokely Carmichael rejecting King's vision of nonviolent integration in favor of African American selfreliance and self-defense". D) ''In the late 1960s, King openly criticized U.S. involvement in Vietnam and turned his efforts to winning economic rights for poor Americans.'' 4) Based on the text, which of King's qualities probably helped him most in gaining support ? A) his Nobel Peace Prize, doctorate degree in theology, and experience as a minister B) his persistence, powerful speeches, and appeals to Christian and American ideals C) his background as an African American from Georgia and his young age D) his rejection of people who disagreed with his ideals or methods. 5) What is the main ideas of this text ? A) A powerful orator, Dr. Martin Luther King, Jr., appealed to Christian and American ideals and won growing support from the federal government and northern whites. B) The civil Rights Act of 1964 prohibited racial discrimination in employment and education and outlawed racial segregation in public facilities. C) African American civil rights leader Dr. Martin Luther King, Jr. won the Nobel Peace Prize for his nonviolent resistance to racial prejudice in America. D) On April 4, African American civil rights leader Dr. Martin Luther King, Jr., was assassinated in Memphis, Tennessee, by escaped white convict James Earl Ray. 6) Read these sentences from the text : ''Influenced by Mohandas Gandhi, he advocated nonviolent civil disobedience to racial segregation''. Based on this evidence, what is the meaning of the word ''advocated'' in this excerpt ? AU COE QP A) urged support of B) resisted C) acted against D) criticized 7) Which of the following statements according to the passage is FALSE ? A) Martin Luther King awarded the prize money to civil rights movement B) Martin Luther King was the youngest one to receive the Nobel Prize C) Martin Luther King has a doctorate in Theology D) Martin Luther King supported the US in its war against Vietnam 8) "A person who makes formal speeches in public" is called A) A Speaker B) A Priest C) An Orator D) A Lecturer 9) Which of the follwoing words collocate with "meet with __________ " A) my friend C) happiness 10) Choose the answer that best completes the sentence. King intended to revive his movement with the "Poor People's March" on Washington. _____________, he was assassinated in Memphis a few weeks before the demonstration was scheduled to begin. A) Therefore C) However II. Answer the following questions in one or two sentences : (3×2=6) 11) What did king advocate as a response to racial segregation ? 12) Identify two of King's achievements that contributed to his winning the Nobel Peace Prize. 13) Why might King's work and accomplishments have been considered especially prize worthy ? 12. a) Write a letter to your father about the Independence Day celebration in your college. (OR) b) Write a letter to your friend about a cultural event that took place in your college campus. AU COE QP B) violence D) freedom B) Moreover D) Earlier 13. Arrange any one of the following jumbled sentences in order : a) i) So I put the pot in a sunny spot by the window, and I added some water. ii) My grandfather loves to grow plants and last week, my Grandpa gave me some green bean seeds. iii) I checked on my plant every day. When the soil felt dry, I added more water. iv) I brought those seeds home and showed my mom who helped me get my green bean project ready. v) I now remembered that Grandpa told me that plants depend on water and sunlight to grow. vi) First, we put some soil in a pot and planted a few seeds. vii) What am I most excited about ? I cannot wait to eat the beans ! I think they will taste even better because I grew them myself. viii) Today, I saw a tiny stem. The plant is growing ! Over the next few weeks, more stems and leaves will grow. Then flowers will grow, too. vi) Scientists have recently invented a powerful tape. Manager : Yes, How can I help you ? AU COE QP (OR) b) i) The geckos are great climbers and they can cling to smooth walls and hang from glass ceilings. ii) What is the secret to the gecko's power ? iii) Spider-Man ! Now you don't have to be a comic-book superhero to creep up walls. iv) They modelled the new tape after the feet of geckos, the little lizards. v) A gecko has millions of tiny hairs on the bottom of its feet. vii) The hairs create a natural force between the gecko's feet and the wall. viii) Scientists are developing the sticky tape with billions of tiny plastic hairs based on the hairs on a gecko's foot. 14. Complete any of the following dialogues adding eight exchanges : a) Dialogue between a student in an college and the manager of a bank. The student had approached the manager requesting for an educational loan. Student : Excuse me sir, Can I speak to you for a few minutes ? Student : _____________ Manager : _______________ (Write eight more exchanges) (OR) b) Prepare a telephone conversation between two friends A and B about the choice of their mobile phones. A : Hi, How're you ? B : Fine, What a surprise ! Anything important ? A : ________________________ B : _______________________ (Write eight more exchanges) 15. a) How would you describe the place you live ? Describe in 200 words. Talk about the place, its special features etc. ––––––––––––– AU COE QP (OR) b) Write an essay using the following hints. Develop into a narrative essay. Give a suitable title. A memorable experience with a favourite family member Which family member – what experience – where did it take place – how – was it good or bad – interesting and enjoyable or dull and boring – how and why is it memorable ?	<urn:uuid:487b8dca-905b-4952-93ee-3b9ebbbc509a>	CC-MAIN-2017-51	http://aucoe.annauniv.edu/model_qp_2017/hs8151.pdf	2017-12-18T14:46:43Z	crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00556.warc.gz	26,622,784	2,920	eng_Latn	eng_Latn	0.997038	eng_Latn	0.998168	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1120, 2945, 5094, 8652, 9057, 10967, 12016, 12761 ]	[ 3.546875 ]	1	0
Choosing Your Campsite If you have ever been on a BWCA or Quetico Park canoe trip before, you undoubtedly have one, if not several, favorite campsites. What was so special about it? Was it the tall pines, the spectacular view, or the ease of finding an ideal tent site? Maybe it was because of great fishing right from the campsite! For whatever reason, it will probably be a spot you will remember for a lifetime. There are, however, certain criteria that should be considered when selecting a site. Here are a few items that you should consider and look for in a campsite while in the Boundary Waters or Quetico Park. BUGS One of the most common reasons, according to the United States Forest Service, for having a less than enjoyable canoe trip are insects. Campsite selection can help minimize the annoyance of these pests. If your trip falls in the height of the bug season (end of May – beginning of July), consider sites on points that will enable even a light breeze to aid in preventing mosquitoes & black flies from "settling in." A site with thinner underbrush helps, too. Pay attention to the surrounding terrain. Continuous low terrain is much more likely to hold standing water, a must for breeding mosquitoes. Large expanses of Cedar trees are a dead giveaway that the area is marshy or swampy. The later in the season, the less important this situation becomes. By mid-August, bugs do not pose a problem. WEATHER There is one constant in the canoe country, weather... we always have it. Inclement weather can be anything from an inconvenience to life threatening. During early spring and fall trips, look for protected bays and thick underbrush. These areas offer protection from blustery winds. After a cold front moves through an area, the winds typically turn to a north, northeasterly, or northwesterly direction. This ushers in much cooler weather. Early or late season trips can easily see temperatures that drop into the 30s, 40s, and sometimes even below freezing. It is important to have a campsite that offers protection from the northern winds. This is especially important if the wind is accompanied with precipitation. Choose a campsite on the protected shore of the lake. Weather fronts move through our area on a continual basis. The possibility for thunderstorms always exists. High winds can accompany thunderstorms but are not usually sustained over a long period of time. Lightning that is associated with these storms is a much more serious threat. Although pine trees are as much a part of the canoe country as anything, don't set up where you simply cannot avoid being at the foot of the biggest, tallest pines around! Equally important is to notice big tree roots that lightning can travel through. Avoid tiny island campsites in the middle of the lake which make you the highest point around. Though lightning is very unpredictable, do things to put odds in your favor, not against. BEARS One of the quickest ways to end a trip is to lose your food to a bear. When looking for a campsite, scope out the area for good trees from which to hang your food supply. We always recommend hanging your food. Also, take heed to reports of areas or individual sites that have had excessive black bear activity. OTHER FACTORS If you like to fish, remember that wind doesn't always let you get out on the lake. A site with good walk around space where you can fish from shore still lets you wet a line even if not from a canoe. If you'd like a chance to see northern lights, a site on the southern side of the lake offers a better view of the northern sky. For larger groups, consider several large tents rather than numerous small tents; campsites generally have only two to three tent pads. At certain periods during the canoe season (peak season), campsite selection should be done earlier in the day for more choice, especially closer to entry points. All things considered, it may be a bit challenging to find a site that is 100% perfect, but consider your situation on an individual day basis. Also remember that often any place you camp in the canoe country could very well be better than where you are now.	<urn:uuid:f7682672-0430-4df4-bf33-ec3a18fda056>	CC-MAIN-2017-51	http://highadventurecanoetrips.com/pdf/CBO_choose_camp.pdf	2017-12-18T14:44:14Z	crawl-data/CC-MAIN-2017-51/segments/1512948617816.91/warc/CC-MAIN-20171218141805-20171218163805-00554.warc.gz	131,004,402	866	eng_Latn	eng_Latn	0.999243	eng_Latn	0.999243	[ "eng_Latn" ]	false	docling	[ 4153 ]	[ 2.46875 ]	1	1
Cultural Requirements of Psychopsis By Richard A. Fulford Psychopsis with 38 chromosomes and two pollinia grow epiphytically in wet rainforest and also dry upland forest. The pseudobulbs are tightly clustered, oval, oblong and almost round, very compressed, wrinkled, often dull red. The leaves are solitary and erect. Inflorescences are normally solitary per bulb, jointed and arched, arising from the base out of a sheath, producing a succession of flowers which last approx. 10 days, variable in color and size from inflorescence to inflorescence and from blooming to blooming. Never cut the inflorescence until it is obviously spent as old inflorescences will continue to produce flowers for many years. The narrow, upright attenuated dorsal sepal and petals are dull to vibrant red-brown often with a narrow yellow picotee or with a few yellow transverse stripes. The broad, often down swept lateral sepals are canary yellow heavily marked with irregular transverse red-brown bars. The large lip is three-lobed with a large canary yellow center, bordered by a redbrown band. In addition to the normally pigmented forms, pure yellow forms devoid of the red pigment also exist. Flowering occurs at intervals throughout the entire year and well grown plants will have many inflorescences with more than one flower per inflorescence. In their native habitat Psychopsis prefer the trunks and branches of trees where they dry out quickly although they do not like to dry out completely and do not require a rest period. Psychopsis are intolerant of stale conditions at their roots and benefit from annual repotting, especially in bark mixes. The roots of these plants are fine and subject to salt burn if the potting medium is not regularly flushed with pure water. Because of their fat pseudobulbs, cultural problems can go undetected until significant damage has been done. Temperature: Approx. 60 o F at night to 90 o F during the day. Light: 1800 to 3000 foot-candles. Under brighter light conditions, flowers will be smaller, less intensely colored and tend to be more reflexed. Conversely, under shadier conditions few, flatter, more intensely colored flowers are produced. Watering & Humidity-They prefer moist conditions but should be allowed to nearly dry out between waterings. High humidity, as much as 85% is appreciated. These plants must be given good air movement. Fertilizing: Apply a balanced fertilizer, half strength once per week but flush the medium often. Potting : Spagnum moss in clay pots or slabs. They do not like a stale mix. American Orchid Society at Fairchild Tropical Botanic Garden 10901 Old Cutler Road, Coral Gables, FL 33156 Phone: (305) 740-2010 Fax: (305) 740-2011 Email: firstname.lastname@example.org: www.aos.org Email: email@example.com: www.akatsukaorchid.com	<urn:uuid:a1d3f329-e05e-4202-bcd9-71fa5ba6eaec>	CC-MAIN-2019-39	https://akatsukaorchid.com/content/Psychopsis.pdf	2019-09-22T13:11:11Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00511.warc.gz	360,649,665	662	eng_Latn	eng_Latn	0.997518	eng_Latn	0.997518	[ "eng_Latn" ]	false	docling	[ 2843 ]	[ 2.265625 ]	1	0
Measles Outbreak of 2019: Symptoms, Transmission, and Vaccines By Ralph Morris, M.D., M.P.H. April 5, 2019 WATCH VIDEO Measles Returns In 2000, measles was declared eradicated from the U.S. Unfortunately, it is back. Measles outbreaks have been on the rise since 2008, and currently several states, including New York, Washington, Texas, Illinois, and California, are experiencing outbreaks. Measles is a highly contagious disease that can cause serious illness including death. According to U.S. Centers for Disease Control and Prevention (CDC) data, there have been more confirmed cases of measles in the U.S. (387 cases) as of March 28, 2019 than there were in all of 2018 (372 cases). Measles had become relatively rare in our country thanks to the trivalent "MMR" vaccine. Available since 1963, the vaccine protects, or immunizes, against measles, mumps, and rubella. According to CDC, widespread use of the vaccine has led to a greater than 99% reduction in measles cases compared to the pre-vaccine era. Unfortunately, because measles is still common in other countries, unvaccinated people may bring the disease into the U.S., where it may spread to other unvaccinated individuals. Additionally, some parents are reluctant to have their children immunized with the MMR vaccine for fear of harm, such as autism, even though studies have failed to prove a link between exposure to the vaccine and autism (see CDC Vaccine Safety webpage). As we've noted before, foregoing childhood vaccinations is a dangerous practice that threatens the historic gains of modern disease control efforts. The CDC reports there were 17 measles outbreaks in the country in 2018. The majority of cases stemmed from three outbreaks in Orthodox Jewish communities in New York and New Jersey. These outbreaks were associated with travelers from Israel where a large outbreak is occurring. One year prior, in 2017, an outbreak in my state, Minnesota, in a SomaliAmerican community with poor vaccine coverage was responsible for 75 cases of illness. And a large outbreak in 2014 that resulted in 383 measles cases was centered in unvaccinated Amish communities in Ohio. Disease rates plummet, and "herd immunity" is achieved when a critical proportion of the population is immunized against an infectious disease. For a very contagious illness such as measles, a high percentage, 95% of the population must be vaccinated to develop herd immunity. What Does Measles Look Like? According to the Washington State Department of Health, measles, spread by the rubeola virus, causes runny nose, cough, and a rash. Symptoms appear 7 – 21 days after exposure to the virus. Tiny white spots may appear inside the mouth 2 - 4 days after symptoms begin, and a red or reddish-brown raised and spreading rash appears 3 – 5 days after symptoms appear. During this time, a person's fever may rise to over 104°F. CDC provides "Measles Photos" to help raise awareness of the appearance of measles infection. Although potentially serious in all age groups, complications due to measles are most likely in children under the age of five, and adults over the age of 20. How Is Measles Spread? Measles is one of the most contagious of all known infectious diseases. Humans are the only living hosts of the virus. It is spread when infected people cough or sneeze. The World Health Organization notes droplets of infected respiratory secretions may remain in the air or on surfaces for up to two hours. According to CDC, measles is so contagious that if one person has it, up to 90% of the people close to that person who are not immune (unvaccinated or have never had the disease) will also become infected. Measles may be spread to others for up to four days before, and four days after, the rash appears. Another way the illness spreads is via mucous droplets from infected individuals that settle on frequently touched surfaces. People who unwittingly contact these surfaces and then touch their hands to their mouths or eyes may contract the disease if they are unvaccinated or have never had the disease. Surface disinfection carried out with a 1% solution of sodium hypochlorite (chlorine bleach) destroys the virus, and proper handwashing can help interrupt the path of the virus from hands to the eyes and mouth. Disinfecting frequently touched surfaces and washing hands thoroughly and often are important measures to be taken if there is any suspicion of measles exposure. Get Vaccinated to Avoid Measles The vast majority of people who get measles are unvaccinated, so vaccination is critical. The CDC recommends children be administered two doses of the vaccine: the first dose at 12 - 15 months of age, and the second dose at 4 – 6 years of age. Teens and adults, CDC notes, should also be up to date on their MMR vaccination. Anyone traveling to a foreign country should ensure their vaccinations are up to date, as the CDC reports measles is common in many parts of Europe, Asia, the Pacific, and Africa. An Added Benefit to MMR Vaccination Besides providing protection from the measles, there is another reason to vaccinate: A 2015 study presented evidence that the MMR vaccine also limits other infections resulting from measles-induced damage to the immune system— damage that can last over two to three years after the infection. Yes, measles, a preventable disease, can so damage a child's immune system that she will be less likely to resist and survive other childhood infections. The key to avoiding measles and its potentially serious and long-lasting complications is to ensure families are vaccinated with the MMR vaccine. Is your family vaccinated against measles? Ralph Morris, MD, MPH, is a physician and preventive medicine and public health official living in Bemidji, MN.	<urn:uuid:591934e5-0f6e-4204-940b-4e670a700e1d>	CC-MAIN-2019-39	https://waterandhealth.org/wp-content/uploads/2019/04/Measles-Outbreaks-in-2019.pdf	2019-09-22T12:36:06Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00510.warc.gz	724,600,074	1,235	eng_Latn	eng_Latn	0.998885	eng_Latn	0.998965	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1951, 5781 ]	[ 2.734375 ]	1	2
Class: XII Subject: Biology Topic: Reproductive Health No. of Questions: 20 Q1. What do you think is the significance of reproductive health in a society. Ans. 1. Over population 1. Awareness about reproduction-related aspects. 2. Sex education Ans. Yes, introduction of sex education in schools is necessary to disseminate right information to the young minds about reproductive organs, adolescence and related changes, sefe and hygienic sexual practices, STDs etc. This knowledge will save them from myths and misconceptions about sex-related aspects and also help them to lead a reproductively healthy life later. askIITians 3. Knowledge about birth control methods and care of mother and child 4. Awareness about social Evils Q2. Suggest the aspects of reproductive health which need to be given special attention in the present scenario. Ans. 1. Creating awareness among the people about various reproductive-related aspects such as STDs, available birth control methods, care of pregnant mothers, post-natal care of mother and child, importance of breast feeding, adolescence and related changes, safe and hygienic sexual practices etc. 2. providing facilities and support for building up a reproductively healthy society. There include medical assistance and care to people especially during pregnancy, delivery, STDs, abortions, contraception, menstrual problems, infertility etc. Q3. Is sex education necessary in schools ? why ? Q4. Do you think that reproductive health in our country has improved in the past 50 years ? if yes, mention some such areas of improvement. Ans. Yes, in the last 50 years, reproductive health in our country has improved. Some such areas of improvement are : (i) massive child immunization (ii) maternity and child health (iii) increasing use of contraceptives (iv) family planning. Q5. What are the suggested reasons for population explosion ? Ans. (i) control of diseases. (ii) advancement in agriculture. (iii) storage facilities. (iv) better transport. (v) spread of education (vi) government efforts. (vii) protection from natural risks. (viii) improvements in medical facilities have also helped in reducing death rate. Q6. Is the use of contraceptives justified ? Give reasons. Ans : Yes, The use of contraceptives is justified. Population in india is increasing at a very fast and has crossed a billion mark in 2000 A.D. such a growth necessitated intense propagation and use of contraceptive methods to bring all the fertile couples under its cover. It will help in bring rate down and consequently check population growth. Q7. Removal of gonads can not be considered as contraceptive options. Why ? Ans. Removal of gonads surgically is a irreversible process. It will lead to infertility and both male and female will be dependent on hormones in their remaining life to regulate functioning of many reproductive organs. Q8. Amniocentesis, the foetal sex determination test is banned in our contry. Is it necessary ? comment. Ans. Unfortunately. In our country. Amniocentesis is being misused to kill the normal female fetuses as it can help detect the sex of foetus also. To avoid female foeticides, it is necessary to legally ban the foetal sex determination tes. Q9. Suggest some methods to assist infertile couples to have children. Ans. Following are special techniques used to assist infertile couples to have children : askIITians 1. Test tube babies. 2. Gamete intra fallopian transfer (GIFT) 3. Intra cytoplasmic sperm injection (ICSI) 4. Artificial insemination technique (AIT). Q10. What are the measures one has to take to prevent from contracting STDs ? Ans. 1. Creating awareness to limit the number of sexual partners, particularly in young people. 2. Use of condoms.ss 3. avoid sharing of injection needles, surgical intruments etc. 4. in case of doubt, immediately specialists must be contacted for early detection and cure of STDs. Q11. State true /false with explanation. (i) Abortions could happen spontaneously too (true/false) (ii) Infertility is defined as the inability to produce a viable offspring and is always due to abnormalities/defects in the female partner. (true/false) askIITians (iii) Complete lactation could help as a natural method of contraception. (true/false) (iv) Crating awareness about sex related aspects is an effective method to improve reproductive health of the people. (true/false) Ans. (i) false. It is intentional or voluntary termination of pregnancy before the foetus becomes viable. (ii) false. Infertility is defined as the unability of the couple to produce viable offspring. It is due to abnormalities/defects in either male or female or both. (iii) false. Complete lactation is a natural method of contraception but is limited to period up six months after parturition. (v) True. Q12. Correct the following statements : (a) Surgical methods of contraception prevent gamete formation. (b) All sexually transmitted diseases are completely curable. (c) Oral pills are very popular contraceptives among the rural women. (d) In E.T. techniques, embryos are always transferred into the uterus. Ans. (a) surgical methods of contraception prevent approximation of male and female gametes during intercourse. (b) few sexually transmitted diseases are completely curable if detected early and treated properly. (c) oral pills are very popular contraceptives among the educated urban women. (d) in E.T. techniques, 8 celled embryos are transferred into fallopian tubes and more than 8 celled embryos are transferred into the uterus. Additional questions: Q13. Name the technique used for determining the sex and condition of the foetus. Ans. Amniocentesis. Q14. Who is responsible for the sex of the child, father or mother ? Ans. Father. Q15. Give the side effects of vasectomy or tubectomy, if any. Ans. No significant side effects. Q16. Does the production of test tube babies improve the human race ? Ans. No it sexual reproduction which introduces genetic variation that may be advantageous and improve the race. Q17. Who plays a greater role in procreation? man or woman. Ans. Woman. Q18. Elaborate the following abbreviations : (i) RCH programme (ii) GIFT (iii) ICSI (iv) ART. Ans. (i) reproductive and child health care programme, (ii) gamete intra fallopian transfer, (iii) intra cytoplasmic sperm injection, (iv) assisted reproduction technologies. Q19. Name the most recent and improved programmes in operation in india in reproduction related areas. askIITians Ans. Reproductive and child health care (RCH) Programmes. Q20. Define population explosion. Ans. At present, human population is increasing at the rate of 2 persons per second or 20, 000 people every day. This high rate of human growth is called population explosion.	<urn:uuid:611fd9ba-89a6-486d-b1fb-bc5b44876bd0>	CC-MAIN-2019-39	https://files.askiitians.com/static/cbse/class-12/homework/biology-reproductive-health-solutions.pdf	2019-09-22T12:31:54Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00510.warc.gz	461,422,744	1,481	eng_Latn	eng_Latn	0.992514	eng_Latn	0.995003	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1828, 4162, 5565, 6759 ]	[ 3.078125 ]	1	0
McKinnon Primary School Anaphylaxsis Policy 1. PURPOSE: 1.1. To explain to McKinnon PS parents, carers, staff and students the processes and procedures in place to support students diagnosed as being at risk of suffering from anaphylaxis. This policy also ensures that McKinnon PS is compliant with Ministerial Order 706 and the Department's guidelines for anaphylaxis management. 2. SCOPE: 2.1. This policy applies during school hours to: 2.1.1. all staff, including casual relief staff and volunteers 2.1.2. all students who have been diagnosed with anaphylaxis, or who may require emergency treatment for an anaphylactic reaction, and their parents and carers. 3. POLICY: 3.1. School Statement 3.1.1. McKinnon PS will fully comply with Ministerial Order 706 and the associated guidelines published by the Department of Education and Training. 4. Anaphylaxis 4.1. Anaphylaxis is a severe allergic reaction that occurs after exposure to an allergen. The most common allergens for school-aged children are nuts, eggs, cow's milk, fish, shellfish, wheat, soy, sesame, latex, certain insect stings and medication. 4.2. Symptoms 4.2.1. signs and symptoms of a mild to moderate allergic reaction can include: 22.214.171.124. swelling of the lips, face and eyes 126.96.36.199. hives or welts 188.8.131.52. tingling in the mouth. 4.2.2. signs and symptoms of anaphylaxis, a severe allergic reaction, can include: 184.108.40.206. difficult/noisy breathing 220.127.116.11. swelling of tongue 18.104.22.168. difficulty talking and/or hoarse voice 22.214.171.124. wheeze or persistent cough 126.96.36.199. persistent dizziness or collapse 188.8.131.52. student appears pale or floppy 184.108.40.206. abdominal pain and/or vomiting. 220.127.116.11. symptoms usually develop within ten minutes and up to two hours after exposure to an allergen, but can appear within a few minutes. 4.3. Treatment 4.3.1. Adrenaline given as an injection into the muscle of the outer mid-thigh is the first aid treatment for anaphylaxis. 4.3.2. Individuals diagnosed as being at risk of anaphylaxis are prescribed an adrenaline autoinjector for use in an emergency. These adrenaline autoinjectors are designed so that anyone can use them in an emergency. 5. Individual Anaphylaxis Management Plans 5.1. All students at McKinnon PS who are diagnosed by a medical practitioner as being at risk of suffering from an anaphylactic reaction must have an Individual Anaphylaxis Management Plan. When notified of an anaphylaxis diagnosis, the principal of McKinnon PS is responsible for developing a plan in consultation with the student's parents/carers. 5.2. Where necessary, an Individual Anaphylaxis Management Plan will be in place as soon as practicable after a student enrols at McKinnon PS and where possible, before the student's first day. 5.3. Parents and carers must: 5.3.1. obtain an Australasian Society of Clinical Immunology and Allergy (ASCIA) Action Plan for Anaphylaxis from the student's medical practitioner and provide a copy to the school as soon as practicable 5.3.2. immediately inform the school in writing if there is a relevant change in the student's medical condition and obtain an updated ASCIA Action Plan for Anaphylaxis 5.3.3. provide an up-to-date photo of the student for the ASCIA Action Plan for Anaphylaxis when that Plan is provided to the school and each time it is reviewed 5.3.4. provide the school with a current adrenaline autoinjector for the student that has not expired; 5.3.5. participate in annual reviews of the student's Plan. 5.4. Each student's Individual Anaphylaxis Management Plan must include: 5.4.1. information about the student's medical condition that relates to allergies and the potential for anaphylactic reaction, including the type of allergies the student has 5.4.2. information about the signs or symptoms the student might exhibit in the event of an allergic reaction based on a written diagnosis from a medical practitioner 5.4.3. strategies to minimise the risk of exposure to known allergens while the student is under the care or supervision of school staff, including in the school yard, at camps and excursions, or at special events conducted, organised or attended by the school 5.4.4. the name of the person(s) responsible for implementing the risk minimisation strategies, which have been identified in the Plan 5.4.5. information about where the student's medication will be stored 5.4.6. the student's emergency contact details 5.4.7. an up-to-date ASCIA Action Plan for Anaphylaxis completed by the student's medical practitioner. 5.5. Review and updates to Individual Anaphylaxis Management Plans 5.5.1. a student's Individual Anaphylaxis Management Plan will be reviewed and updated on an annual basis in consultation with the student's parents/carers. The plan will also be reviewed and, where necessary, updated in the following circumstances: 18.104.22.168. as soon as practicable after the student has an anaphylactic reaction at school 22.214.171.124. if the student's medical condition, insofar as it relates to allergy and the potential for anaphylactic reaction, changes 126.96.36.199. when the student is participating in an off-site activity, including camps and excursions, or at special events including fetes and concerts. 188.8.131.52. our school may also consider updating a student's Individual Anaphylaxis Management Plan if there is an identified and significant increase in the student's potential risk of exposure to allergens at school. McKinnon Primary School Anaphylaxsis Policy 6. Location of plans and adrenaline autoinjectors 6.1. A copy of each student's Individual Anaphylaxis Management Plan will be stored with their ASCIA Action Plan for Anaphylaxis in the First Aid Room, together with the student's adrenaline autoinjector. Adrenaline autoinjectors must be labelled with the student's name. 7. Risk Minimisation Strategies 7.1. To reduce the risk of a student suffering from an anaphylactic reaction at McKinnon Primary School, we have put in place the following strategies: 7.1.1. staff and students are regularly reminded to wash their hands after eating; 7.1.2. students are discouraged from sharing food 7.1.3. year groups will be informed of allergens that must be avoided in advance of class parties, events or birthdays 7.1.4. a general use EpiPen will be stored in the First Aid Room, and in the yard duty bag for ease of access. 7.1.5. planning for off-site activities will include risk minimisation strategies for students at risk of anaphylaxis including supervision requirements, appropriate number of trained staff, emergency response procedures and other risk controls appropriate to the activity and students attending. 8. Adrenaline autoinjectors for general use 8.1. McKinnon PS will maintain a supply of adrenaline autoinjectors for general use, as a back-up to those provided by parents and carers for specific students, and also for students who may suffer from a first time reaction at school. 8.2. Adrenaline autoinjectors for general use will be stored in the First Aid Room, and labelled "general use" and in three yard duty bags. 8.3. The principal is responsible for arranging the purchase of adrenaline autoinjectors for general use, and will consider: 8.3.1. the number of students enrolled at McKinnon PS at risk of anaphylaxis 8.3.2. the accessibility of adrenaline autoinjectors supplied by parents 8.3.3. the availability of a sufficient supply of autoinjectors for general use in different locations at the school, as well as at camps, excursions and events 8.3.4. the limited life span of adrenaline autoinjectors, and the need for general use adrenaline autoinjectors to be replaced when used or prior to expiry. McKinnon Primary School Anaphylaxsis Policy 9. Emergency Response 9.1. In the event of an anaphylactic reaction, the emergency response procedures in this policy must be followed, together with the school's general first aid procedures, emergency response procedures and the student's Individual Anaphylaxis Management Plan. 9.2. A complete and up-to-date list of students identified as being at risk of anaphylaxis is maintained by the First Aid Officer and stored at in the First Aid Room. For camps, excursions and special events, a designated staff member will be responsible for maintaining a list of students at risk of anaphylaxis attending the special event, together with their Individual Anaphylaxis Management Plans and adrenaline autoinjectors, where appropriate. 9.3. If a student experiences an anaphylactic reaction at school or during a school activity, school staff must: 9.4. If a student appears to be having a severe allergic reaction, but has not been previously diagnosed with an allergy or being at risk of anaphylaxis, school staff should follow steps 2 – 5 as above. 9.5. If in doubt, it is better to use an adrenaline autoinjector than not use it, even if in hindsight the reaction is not anaphylaxis. Under-treatment of anaphylaxis is more harmful and potentially life threatening than over-treatment of a mild to moderate allergic reaction. McKinnon Primary School Anaphylaxsis Policy 10. Communication Plan 10.1. This policy will be available on the McKinnon PS website so that parents and other members of the school community can easily access information about McKinnon Primary School's anaphylaxis management procedures. The parents and carers of students who are enrolled at McKinnon PS and are identified as being at risk of anaphylaxis will also be provided with a copy of this policy. 10.2. The principal is responsible for ensuring that all relevant staff, including casual relief staff, are aware of this policy and McKinnon Primary School's procedures for anaphylaxis management. Casual relief staff will be directed to the CRT Folder located in their classroom and to the board displaying students identified with anaphylaxis also in the classroom. 10.3. The principal is also responsible for ensuring relevant staff are trained and briefed in anaphylaxis management, consistent with the Department's Anaphylaxis Guidelines. 11. Staff training 11.1. The principal will ensure that all teaching staff are appropriately trained in anaphylaxis management. 11.2. Staff who are required to undertake training must have completed: 11.2.1. an approved face-to-face anaphylaxis management training course in the last three years, or 11.2.2. an approved online anaphylaxis management training course in the last two years. 11.2.3. McKinnon Primary School uses the following training course: ASCIA e-Training course. 11.2.4. staff are also required to attend a briefing on anaphylaxis management and this policy at least twice per year (with the first briefing to be held at the beginning of the school year), facilitated by a staff member who has successfully completed an anaphylaxis management course within the last 2 years including School Anaphylaxis Supervisor. 11.3. Each briefing will address: 11.3.1. this policy 11.3.2. the causes, symptoms and treatment of anaphylaxis 11.3.3. the identities of students with a medical condition that relates to allergies and the potential for anaphylactic reaction, and where their medication is located 11.3.4. how to use an adrenaline autoinjector, including hands on practice with a trainer adrenaline autoinjector 11.3.5. the school's general first aid and emergency response procedures 11.3.6. the location of, and access to, adrenaline autoinjectors that have been provided by parents or purchased by the school for general use. 11.4. When a new student enrols at McKinnon PS who is at risk of anaphylaxis, the principal will develop an interim plan in consultation with the student's parents and ensure that appropriate staff are trained and briefed as soon as possible. 11.5. The principal will ensure that while students at risk of anaphylaxis are under the care or supervision of the school outside of normal class activities, including in the school yard, at camps and excursions, or at special event days, there is a sufficient number of school staff present who have been trained in anaphylaxis management. 12. FURTHER INFORMATION AND RESOURCES 12.1. School Policy and Advisory Guide: 12.2. Anaphylaxis 12.3. Anaphylaxis management in schools 12.4. Allergy & Anaphylaxis Australia: Risk minimisation strategies 12.5. ASCIA Guidelines: Schooling and childcare 12.6. Royal Children's Hospital: Allergy and immunology 12.7. Health Care Needs 13. REVIEW CYCLE AND EVALUATION 13.1. This policy was last updated on June 2019 and is scheduled for review in June 2020. 13.2. The principal will complete the Department's Annual Risk Management Checklist for anaphylaxis management to assist with the evaluation and review of this policy and the support provided to students at risk of anaphylaxis. 13.3. All policies will be available to the community via the Compass portal. McKinnon Primary School Anaphylaxsis Policy 14. Revision and approval history The section records the history and review of each policy.	<urn:uuid:99e5e710-dc44-4af3-80aa-78e13e3632b5>	CC-MAIN-2019-39	https://mckinnon-primary.vic.edu.au/wp-content/uploads/2019/06/Anaphylaxis-Policy-2019-2020.pdf	2019-09-22T12:41:31Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00513.warc.gz	554,862,014	3,027	eng_Latn	eng_Latn	0.99461	eng_Latn	0.997227	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2993, 7657, 9029, 12829, 12969 ]	[ 2 ]	1	0
Chaos to Calm Concept #2 Do what you need to do when you need to do it Kid Friendly Tips LIFETIME HABIT! Calendar COLOR CODE: for each of your children OR if older child using own calendar, color code activities, school subjects, chores, etc. MONTH AT A GLANCE: To get your child used to planning / managing their time, I love the idea of a Month at Glance calendar. Activities, tests, social things, etc. can go on calendar - and by looking at it in month view, they can better see / learn how to plan out things in advance (i.e., getting project done week before since following week is packed with other stuff). Note: This is actually something I'd like to do with my boys this year. I'll attach a blank calendar template if you'd like to use as well. Just fill in numbers for each month. OR... let them pick out their own calendar! Another option: An erasable weekly board (you can help them fill out each week) Behind the Scenes: We have a monthly wall calendar in kitchen that shows kids' stuff, birthdays, when school's out, and some general things of mine. On my iCalendar, I have all of this plus more. Typically I highly recommend keeping as simple as possible - ONE calendar - so not having to cross check, etc. HOWEVER, this is what I've found works best for us. We'll go over it on Sundays - that week's stuff and will take a look into future weeks. Bonus: You can keep the calendar at end of year as a type of journal ... my stuff on digital calendar seems to disappear after it's been over a certain # of days. MORE TIPS: ✴TIME IT: Use a timer to help all ages know when it's time to: be ready for school, start homework, do chores, etc. Some digital apps / games now have timers built in so it'll announce "Game Over!" when digital time done. ✴PREP: Get everything ready to go for next day: homework / backpack / even lunch / clothes (including socks, shoes, belt!), after school activity uniform, gear, etc. ✴Help them create an awesome work space for homework, art, hobby, reading. Include comfy (good chair if at computer, for example), fun style, supplies needed right at hand. When you're loving your environment it can do wonders. (For kids AND adults!) TIME SAVER! Teach / SHOW your child step by step how to do a chore, for example. You can even make a checklist of the simple steps, printing out copies for future reference. Spending that time upfront will save you and your little (or not so little) ones a tremendous amount of frustration. And it'll keep you from saying, "I'll just do it myself!!!!!" IDEA: You can give them each their own clipboard so they can take / check off steps / turn back in to you for a - "Super job!" Here's an example: (This sample template is attached) IMPORTANT! And ... be as CONSISTENT as you can with this stuff. I KNOW it's tough : ) but well worth the initial extra effort.	<urn:uuid:5ef6dc54-0543-4d5c-be97-c3df9746556a>	CC-MAIN-2019-39	http://www.yourlifeorganizer.com/wp-content/uploads/2013/08/Kid-Friendly-Concept-2.pdf	2019-09-22T12:28:11Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00513.warc.gz	337,942,455	674	eng_Latn	eng_Latn	0.998828	eng_Latn	0.998821	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2197, 2868 ]	[ 2.40625 ]	1	0
Lesson Plan: Evaluating Information on Food Labels THE FILM This lesson plan utilizes the film and POV's website resources for Food, Inc., a documentary that examines food in the United States and the industry that produces it. Students can use these materials to explore what consumers should be able to learn about food from Nutrition Facts panels. POV documentaries can be recorded off-the-air and used for educational purposes for up to one year from their initial broadcast. In addition, POV offers a lending library of DVDs and VHS tapes that you can borrow any time during the school year — FOR FREE! Get started by joining our Community Network: www.amdoc.org/outreach/events/ Please visit our Film Library at http://www.amdoc.org/outreach_filmlibrary.php to find other films suitable for classroom use. OBJECTIVES By the end of this lesson, students will: * Use viewing skills and strategies to understand and interpret a film clip. * Identify corn-derived ingredients listed on Nutrition Facts panels of food packaging. * Analyze and discuss what details should be provided on Nutrition Facts panels. * Develop personal philosophy statements about what consumers should be able to learn about their food from Nutrition Facts panels. GRADE LEVELS 6-12 SUBJECT AREAS Economics, Civics, U.S. History, Health, Current Events, Language Arts MATERIALS [x] Method of showing the entire class online video clips and allowing student groups to conduct research on the Web. [x] Handout: Corn-derived Ingredients (PDF file) ESTIMATED TIME NEEDED One 50-minute class period FILM CLIP Clip from Food, Inc. : "A Cornucopia of Choices" (length 4:55) The clip begins at 17:06 with author Michael Pollan sitting at his computer and ends at 22:01 with a shot of packaged meat at a supermarket and the voice-over saying, "…had we not fed them this diet of cheap grain." ACTIVITY 1. For this activity, ask each student in advance to bring in a food container or a food label that has a Nutrition Facts panel on it. 2. Begin the activity either by showing the class an image of a cheeseburger, French fries and a milkshake (search on Flickr) or by placing the real thing on a table at the front of the classroom. Ask students what these three foods have in common. Let students share their ideas, and then explain that they are all made with or from corn. The meat comes from corn-fed cattle, the bun and condiments contain high fructose corn syrup and the fries are cooked in corn oil. Even the shake contains corn syrup solids and cellulose gum derived from corn. Often, people will order a soft drink with a burger instead of a milkshake, and soft drinks, too, contain high fructose corn syrup. In fact, a study (http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2582047/) of fast food published by the National Academy of Sciences found that 160 food products purchased at Wendy's restaurants across the United States all contained some form of corn. 3. Explain that many of the foods available at the grocery store also contain corn. Then, show the film clip. Set up the clip by telling students that Michael Pollan is an author who has written books about the U.S. food industry. 4. Display or distribute the list of corn-derived ingredients provided in the Materials section of this lesson plan. Have groups of three or four students examine the ingredients listed on their food packaging and make a list of any corn-based ingredients they find. If an ingredient is found on more than one package, students can add tally marks next to that ingredient on the list. Ask a member of each group to report that group's findings to the class. 5. Discuss: * Which corn-derived ingredients are most commonly found in the sample of foods examined in class? * What kinds of food typically contain ingredients derived from corn? Do students consider these foods "healthy"? Why or why not? * How frequently do students eat these foods? * How do students feel about the idea that corn has been "hiding" in these foods, often behind different names? * How frequently do students read the Nutrition Facts panels on the foods they eat? * How much do students want to know about the ingredients in their food? * Who should decide what information is provided on food labels? Consumers? The government? The food industry? 6. Conclude the activity by challenging students to write individual personal philosophy statements about what consumers should be able to learn about their food from Nutrition Facts panels. ASSESSMENT SUGGESTIONS Students can be assessed on: * Participation in the group work. * The organization and content of their personal philosophy statements. * Contributions to class discussions. EXTENSIONS AND ADAPTATIONS Practice eating more healthful food. Challenge students to develop menus for one full day of eating that only include foods that haven't been processed. To get them started, read and discuss the excerpt from Michael Pollan's Food Rules (http://www.pbs.org/pov/foodinc/pollan_foodrules.php) and our favorite food lists (http://www.pbs.org/pov/foodinc/eating_guide.php) at the POV website. Have students develop and carry out their meal plans and then report back on their experiences in journal entries or oral reports. * Learn more about your school's cafeteria food. Develop a class set of standards to measure the quality of school lunch. Then analyze a week's worth of school lunches based on this criteria. Is nutritional information available for your school's cafeteria food? If not, why not? Review the school lunch photo gallery (http://americanlunchroom.com/) to see how your school compares, and add a photo of the food from your lunchroom. * Tour a food label. Have students take the food packaging they brought in for the main activity and write up tours of their food labels using Food Smarts: Understanding Food Labels (http://pbskids.org/itsmylife/body/foodsmarts/article4.html) as a model. Afterwards, ask students if they think food labels provide enough information to consumers. If not, what additional information would students like to see? * Conduct an informal study that examines how menu labeling affects our eating choices. Using a study (http://nwitimes.com/app/parent/?p=5367) by the Seattle Children's Research Institute as a model, find out whether providing calorie counts on menus influences what foods we choose to eat. Prepare two sets of fast-food menus with a variety of typical fast-food items plus pictures, prices and names for each. On one set of menus, also show the related calories for each item. Invite some other classes or a group of students in the cafeteria to look at a menu and circle the foods they would choose for themselves. Then, analyze the resulting data and form conclusions. * Explore misleading claims on food packaging. Review A Brief History of Food and Nutrition Labeling (http://www.fooducate.com/blog/2008/10/25/1862-2008-a-brief-history-offood-and-nutrition-labeling/) and note the various food industry labeling programs that have been developed since 1990. Can students find any of these messages on the containers they brought in for the main activity? Discuss whether or not such labeling benefits consumers. Then have groups of two or three students write news stories and create visuals that draw from key sections of the report Food Labeling Chaos (http://www.cspinet.org/new/200912291.html) from the Center for Science in the Public Interest. A helpful and succinct article based on this report outlines Six Meaningless Claims on Food Labels (http://well.blogs.nytimes.com/2010/01/28/six-meaningless-claims-on-foodlabels/). Ask students to organize their materials into a class newscast. RESOURCES Food Labeling http://www.access.gpo.gov/nara/cfr/waisidx_09/21cfr101_09.html This excerpt from the Code of Federal Regulations outlines the requirements for food labeling. Why the Fries Taste Good http://www.pbs.org/pov/foodinc/fastfoodnation_01.php This chapter from Eric Schlosser's Fast Food Nation looks at the history, science and business of this fast food staple. STANDARDS These standards are drawn from "Content Knowledge," a compilation of content standards and benchmarks for K-12 curriculum by McRel (Mid-continent Research for Education and Learning) at http://www.mcrel.org/standards-benchmarks/. Agricultural Education Standard 1: Understands the connections between agriculture and society. Family/Consumer Sciences Standard 12: Understands how knowledge and skills related to nutrition and food affect the well-being of individuals, families and society. Health Standard 6: Understands essential concepts about nutrition and diet. Standard 7: Knows how to maintain and promote personal health. Language Arts Standard 1: Uses the general skills and strategies of the writing process. Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts. Standard 9: Uses viewing skills and strategies to understand and interpret visual media. United States History Standard 31: Understands economic, social and cultural developments in the contemporary United States. ABOUT THE AUTHOR Cari Ladd, M.Ed., is an educational writer with a background in secondary education and media development. Previously, she served as PBS Interactive's director of education, overseeing the development of curricular resources tied to PBS programs, the PBS TeacherSource website (now PBS Teachers) and online teacher professional development services. She has also taught in Maryland and Northern Virginia.	<urn:uuid:f23e5602-d08c-4237-a2aa-df0fc02be154>	CC-MAIN-2019-39	https://www.brookhavencollege.edu/au/sustainability/resources/facsustainresources/FoodResources/FoodInc/FoodIncLessons/Documents/foodinc_lp1_evaluating.pdf	2019-09-22T11:52:31Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00513.warc.gz	754,694,288	1,998	eng_Latn	eng_Latn	0.99266	eng_Latn	0.996546	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1663, 4562, 7561, 9587 ]	[ 4.8125 ]	1	0
Better Energy Storage Technology Act Better Energy Storage Technology Act of 2019 << Found throughout the United States, White-breasted Nuthatches stand to lose 78% of their current summer range by 2080. The Better Energy Storage Technology (BEST) Act of 2019 (S.1602/H.R. 2986) supports the research, development, and deployment (RD&D) of grid-scale energy storage systems. Energy storage is a key technology needed to building an efficient, resilient, and reliable grid that can support a greater share of renewable energy, like wind and solar. If passed, the BEST Act would: * Authorize an RD&D program within the Department of Energy's (DOE) Office of Electricity. Funded at $60 million per year from FY20 through FY24. * Direct DOE to produce a 10-year strategic plan that includes timelines for the commencement and completion of important milestones for gridscale energy storage research. * Direct DOE to focus research around and set cost targets for energy storage systems that meet demands across different time scales: daily, weekly, and seasonally. * Require DOE to enter into agreements to carry out up to 5 grid-scale energy storage demonstration projects in collaboration with the National Laboratories. Photos: (Top) White-breasted Nuthatch. Nick Saunders/Great Backyard Bird Count.. (Left) Western Tanager. Gary Churchill/Audubon Photography Awards. Audubon's Birds and Climate Change Report: 314 Species on the Brink The changing climate poses a tremendous threat to the birds we love and the places they need. In 2014, Audubon published its Birds and Climate Change Report, which found that 314 species of North American birds will lose more than 50 percent of their current range by 2080. These species include the Barn Owl, the Common Loon, and the American Kestrel. To address our changing climate at the speed and scale birds and people need, we must advance meaningful policies that significantly reduce carbon emissions. This solution set includes supporting innovation of new technology needed to decarbonize our economy. << Currently found throughout western pine forests in the summer, the Western Tanager could lose 70% of its summer range by 2080. These colorful birds may be harder to spot in Washington. SunShot: Reducing Technology Costs through Federal Investment In 2011, the Department of Energy launched the "SunShot" Initiative, which aimed to reduce the cost of photovoltaic solar energy systems by about 75% by 2020. At the goal cost of $0.06 per kilowatthour, solar energy systems are cost competitive with other forms of energy. In fall 2017, DOE announced that the initiative had met its goal three years early. This case shows the power of investment from the federal government to make dramatic technological progress over a short period of time. Through the SunShot Initiative, federal investment in research and development helped reduce the cost of solar energy by 75% — three years ahead of schedule. Energy Storage Time Scales The BEST Act invests in storage systems at three different time scales, which meet different needs for balancing the grid. Day-scale: to balance demand throughout the day, for instance in the evenings when people come home and turn on lights. * 6 hours of storage, over a lifetime of 8,000 cycles/20 years of operation Week-scale: to balance demand through the week, for instance as demand drops on weekends when most industry closes. * 10-100 hours of storage, over a lifetime of 1,500 cycles/20 years of operation Seasonal-scale: to balance demand throughout the year, for instance as energy demand spikes with air conditioner use in the summer or lighting and heating needs in the winter. Sources: 1. "U.S. renewable electricity generation has doubled since 2008." U.S. Energy Information Administration (EIA). 2."Washington: Energy and Employment—2019." The 2019 U.S. Energy & Employment Report, a Joint Project of NASEO & EFI. 3. "Washington". US EIA. >> Found mostly in the northern part of the US, Bohemian Waxwings are predicted to have just 1% of their summer range remain stable. Audubon models predict that their suitable winter range will shift north into Canada, making their visits to Washington backyards more seldom. Photo: Bohemian Waxwing. Jaime Lyons/ Audubon Photography Awards. Energy Storage is Good for Washington The renewable energy landscape in the United States is shifting dramatically. In fact, U.S. renewable electricity generation has doubled since 2008, with nearly 90% of the increase coming from wind and solar. At the end of 2018, there was 94 GW and 51 GW of wind and solar generating capacity operating on the grid, respectively. 1 While these massive changes present challenges for the grid—especially around the question of adequate storage—they also provide ample opportunity in form of jobs, innovation, and domestically-produced clean energy. * Washington's clean energy industry boasts over 5,100 jobs in solar and 3,200 jobs in wind. Solar remains the largest segment of employment in the electric power generation sector in the state. 2 * In 2018, the Washington legislature voted to establish a 100% clean electricity standard in the state. Adoption of energy storage will help Washington's grid remain resilient and keep electricity prices among the lowest in the country. * Washington is leading the way in renewable energy generation, currently ranking second in the country. 3 Contact: Adam Maxwell \| State Campaign Manager, Audubon Washington \| firstname.lastname@example.org Chloe Koseff \| Policy Associate, National Audubon Society \| email@example.com	<urn:uuid:bbd09baa-d3af-4e79-86c4-2eb21a1c5db6>	CC-MAIN-2019-39	https://wa.audubon.org/sites/default/files/static_pages/attachments/best_wa_8.20.pdf	2019-09-22T12:33:33Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00515.warc.gz	703,466,510	1,196	eng_Latn	eng_Latn	0.995915	eng_Latn	0.99633	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2246, 5603 ]	[ 2.015625 ]	1	0
Copyright 2012 Published in the United States by Drama Notebook www.dramanotebook.com a division of Rumplestiltskin Press, Portland Oregon USA All rights reserved. No part of this publication may be reproduced, stored or introduced into a retrieval system or transmitted in any form, or by any means (electronic, mechanical, photocopying, recording or otherwise) without the express written permission of both the copyright owner and the publisher of this book. This guide is authorized for individual sale and use only, unless a group license is granted. Please contact the publisher to obtain group licenses for use in after-school organizations, school districts, theatre companies, etc. The scanning, uploading and distribution of this book via the internet or via any other means without prior permission of the publisher is illegal and punishable by law. Please purchase only authorized electronic editions and do not participate in or encourage electronic piracy of copyrighted materials. Your support of the author's rights is appreciated. ~BELOW ARE SEVERAL SAMPLE PAGES FROM THIS LESSON PLAN~ Materials needed for this Drama Unit: Hat (to put slips of paper in for certain games) CD player or IPod with docking station (optional) Box or bin for optional "Instant Talent Show" Simple items to create a set (optional) Adapting the Content for Your Needs This lesson plan contains more than enough material for twelve weeks of once-a-week drama classes. In fact, there is so much material here that it can be easily used for even a week-long drama camp. Read through the entire lesson plan first, so that you have a solid, grounded idea of how the process works. You may also want to count the number of weeks/sessions/hours you have, and make adjustments accordingly. For instance, if you are teaching only six weeks, pare down the lessons to fit your needs. If you are teaching more sessions, or even a week-long camp, make sure to use the extra activities provided in the Study Guide that accompanies this lesson plan. In this workshop, students will: * Bond as a group * Begin to communicate information to peers via dramatization * Develop focusing and listening skills * Learn basic acting skills such as sensory awareness, stage movement, and vocalization * Imagine characters and develop movement to create characters * Relate movement to music and stories * Work together to create tableaus, pantomime skits, and scripted work * Celebrate the season by performing a collection of original and classic skits for parents and friends. * Learn the basics of comic timing by performing original and scripted skits This lesson plan intentionally contains more material than you will be able to use in each session. Don't worry about doing every activity listed. Different activities will appeal to different teachers or be more appropriate for certain groups. Students will naturally want to know if they are going to be putting on a play. Let them know that they will be performing scripted and original skits for parents and friends at the end. Fifty skits for students are provided with this lesson plan. You are free to decide which skits fit best with your group, and how many can be performed according to their attention spans and ability levels. In this session, you will: 1. Lead opening ritual 3. Learn names 2. Introduce yourself and share learning goal 4. Go over class rules 6. Discuss "What is acting?" 5. Lead ensemble-building games 7. Have students use ensemble in a performance 8. Establish closing ritual SESSION ONE VOCABULARY The answer key for Theatre Vocabulary is included with this lesson plan. Acting/Actor Imagination Drama Pantomime Performance Play Theatre Opening Ritual To make the drama class experience fun and whimsical, you may want to come up with a way of inviting students into the room for the very first class. The "drama clubhouse" is really easy to do, and can be SO much fun for students! Drama Clubhouse Pick an area of the room in which to create a "drama clubhouse." This is where you'll gather at the top of every class to check-in and have snack. If you are in a big, open room, you may decide to put blue tape on the floor to mark the area. If the space has tables, you could sit under the tables! Use your imagination with the space you have. Think about what would be fun for the students. Once everyone is in the drama clubhouse, invite the students to use their imaginations to describe what it looks like. Someone may want to make a sign for the door for next week, or bring something to have in the clubhouse, like a secret box of treasures. Each time the class meets, have something to do for the clubhouse meeting. Session One Supplies/Materials White board or poster board for rules (optional) Blue tape for drama clubhouse (optional) Would You Rather printout (included) Learning Goal Students collaborate with others to build trust and create a theatrical ensemble. If students are having snack during this time, you may want to read stories or take turns telling jokes. You could have the class come up with a drama club secret handshake or signal. Whenever they see another drama student in school, they can make the drama club signal to each other! You could also play your own version of "Would you Rather," or take turns asking silly questions (included in this lesson plan). You may also pick your own opening ritual, or have the students come up with one to do in the drama clubhouse! Personal Introduction Introduce yourself and share a little bit about why you are offering drama club or why you are putting on a play. Share a personal story about theatre and how it helped you grow and change. If you don't have a theatre experience, use an experience from another area of your life and relate it to why you are offering this class now. Learning Goal Say! In this class, we are going to work on acting out some classic skits, making up some of our own, and working toward putting together a fun variety show that includes skits, songs, monologues and more. (Insert any personal experience you have had with performing skits.) Has anyone ever put on a skit before? Wonderful! We are going to start by practicing working together. In theatre, working together is called "creating ensemble." When actors take time to get to know one another, and to really trust each other, they can feel more supported by the group and be more willing to take creative risks. We're going to start by learning each other's names and a bit about everyone! Name Games Announce that we will be learning each other's names. Pick one of the name activities below that is easy to understand and seems fun to do! Name Game Pantomime Students stand in a circle. Each person in turn his name "Joe!" and a word that starts with the same letter, such as "jumping." Everyone repeats Joe's name out loud, and then silently acts out his word. In this case, they would jump. Here are more examples: "Alex, airplane." "Sophia, swimming." "Callie, cooking." And so on. ~There are four more pages for Session One in the actual lesson plan~ 50 Skits for Students Below are over fifty royalty-free classic skits for students! They are a form of American folklore, in that since the turn of the century, students have been gathering at camps, scout groups, church groups, and in their backyards to come up with them and act them out. Skits can offer a creative way to put on a show, without having to stage a full-scale production. The skits are organized by simplicity and number of characters for easy printing. Many of the skits can be adapted to a larger or smaller cast. They are also laid out on the page so that they may be easily cut apart. Note: Although most of the skits below are scripted, students should be encouraged to improvise action and dialogue, and even to add characters or embellish on the skits! Two Sample Skits Blue River Scene: A campground Cast: An old guy, two hikers, dog Optional props: Tin plates An old guy hovers over his campfire when a tired hiker approaches. Hiker #1: Hey there, old timer…your food smells delicious. You wouldn't happen to have any extra, would you? Old guy: Sure, kid. Grab an empty plate, and I'll be happy to share! Hiker #1: This plate looks kinda dirty. Old guy: It's not dirty. It's as clean as Blue River can get it. He piles on the food, the hiker eats up, thanks him, and moves on. Another hiker reaches the old man's camp. Hiker #2: Gosh, that food smells amazing. I've been hiking for miles, and all I brought with me was trail mix. You wouldn't happen to have a little to spare, would you? Old guy: No problem. Grab that bowl, and I'll dish you up some of my tasty stew. Hiker #2: Um, this bowl doesn't look very clean. Old guy: It's clean alright. As clean as Blue River can get it! The old guy serves up the stew, the hiker gobbles it up, thanks him, and moves on. Old guy: Gotta admit, this is tasty stew. Guess it's time to clean up. (He puts the dishes on the ground and calls out.) Blue River! Blue River! Here boy! A dog comes running on and starts licking the dishes. Good dog, Blue River. Good dog. The Waiter Scene: Restaurant Cast: Three customers, a waiter Three customers read menus at the table when a waiter comes over. Waiter: What'll you have? Customer #1: I'll have a Rueben sandwich please. Waiter: You know, those are really fattening. Why don't you try roast beef on wheat. It's much more lean, and actually quite delicious. Customer #1: You're right, that does sound pretty good. I'll take the roast beef. Waiter: And you? Customer #2: I'll have bacon cheeseburger with fries and a coke. Waiter: Gosh, that's just like a heart-attack on a plate! Why not try our new Chef's salad. It's very crunchy and flavorful, and you'll have energy for the rest of the afternoon. Customer #2: You know, you're right. I'll have the chef salad! Waiter: How about you? Customer #3: What do you suggest? Waiter: Who has time to make suggestions?	<urn:uuid:4a5fbfc8-cae4-40d9-b5c6-a654924ef5cb>	CC-MAIN-2019-39	https://www.dramanotebook.com/wp-content/uploads/2015/06/1Kidz-Show-Lesson-Plan-Sample.pdf	2019-09-22T12:39:38Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00515.warc.gz	798,288,402	2,218	eng_Latn	eng_Latn	0.998633	eng_Latn	0.999358	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1109, 3279, 4971, 7128, 7908, 10042 ]	[ 3.84375 ]	1	0
SPEECH OF His Excellency SHRI KUMMANAM RAJASEKHARAN GOVERNOR, MIZORAM On the occasion of Inaugural Session of Science and Mathematics Fest - SCIENTICS-2018 Organised by St. Paul's Higher Secondary School, Aizawl, Mizoram. At Aizawl On 10 th September, 2018 Zirtirtu leh zirlai duhtakte Chibai It is my great pleasure to be here today and inaugurate the Science and Mathematics Fest named SCIENTICS-2018 organised by St. Paul's Higher Secondary School, Aizawl, Mizoram. Science and Mathematics has an important role in improving our life, many great inventions have changed the way we live. Scientists through their innovations, experiments and hard work contributed many achievements paving way for total reformation, progress and development of the society. The role played by science and Technology in our society is so important that, be it a cook or a farmer, a carpenter or a mechanic, a shopkeeper or a doctor, an engineer or a scientist, a musician or a magician, everyone needs the application of science and mathematics in their dayto-day life. Even it is very interesting to know that insects use mathematics in their everyday life for existence. Snails make their shells, spiders design their webs and bees build hexagonal combs on the basis of mathematical abstract. Today, the future of our society lies in the hands of aspiring young people like you, young people who can innovate, cooperate with others, and stay resilient would be able to rise up to the challenge and make our nation a better place. The most important aspects of Mathematics and Science is that it has solution to the difficult of the difficult problems, the problems which have the potential to become major bottlenecks to the overall growth of the country Recently, Shri Akshay Venkatesh, a renowned Indian-Australian mathematician, is among the four winners of mathematics' prestigious Fields Medal which known as the Nobel Prize for maths. We need more such Akshays from this school and our state who through their talent and hard work will make us proud along with the entire nation. We have to utilize the power of education, the strength of science and technology in the right direction effectively to bring positive changes in the society. You, as the students of this prestigious institution have the responsibility to transform the society using the knowledge which you are acquiring from here. I would urge to all my dear students to deliver great outcomes for our society and our country. I see a shining future of our beloved nation through all of you. As Aristotle said, 'education is an ornament in prosperity and a refuge in adversity.' This reminds me of the scintillating Mizo proverb, 'do not put off till tomorrow, what you can do today.' I would like to read this with yet another Mizo dictum, 'the right path is very steep upward, whereas the wrong path is horizontal.' What do these 'ancestral voices' teach us. Educate ourselves here and now, but follow the right path to reach the peak of knowledge. Once Ptolemy, the ruler of Egypt, asked Euclid, the great Greek mathematician, if there was a shorter road to learning geometry. Euclid gave the cryptic reply, 'there is no royal road to geometry.' You will vouch for the fact that there is no shortcut to success either. I am very happy know that St. Paul's Higher Secondary School has provided such a platform to the students for showcasing their innovation and talent. I wish that such exhibition and fairs will be regularly organized in the school for the overall development of our young minds. Exhibition provides a unique platform to the participating children and teachers for sharing their innovations and new experiences. I am confident that the models displayed here will provide glimpses of the role science and mathematics can play in solving the great problems of our time. "I now declare the Paulian's Science and Mathematics Fest 2018 open!" Kalomi -Jai Hind-	<urn:uuid:32415352-2226-461a-b90c-6dd5c0e4128c>	CC-MAIN-2019-39	https://rajbhavan.mizoram.gov.in/uploads/attachments/statement/10.9.18_Science_and_Mathematics_Fest_-_SCIENTICS-2018.pdf	2019-09-22T12:16:15Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00518.warc.gz	650,240,523	832	eng_Latn	eng_Latn	0.93918	eng_Latn	0.997994	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 260, 1287, 2427, 3704, 3951 ]	[ 2.21875 ]	1	0
Great War in the Villages Project George Warpole. Private, No 32384 Grenardier Guards (formerly No. 20851 Royal Warwickshire Regiment (14 th Bn.). From records currently available it is probable to assume that George Walpole did not arrive in the village of Wellesbourne Mountford until after the commencement of World War 1 hostilities. He married Elsie Burrows on the 11 th June 1913 in the North Cotswold parish church of St. Michael, in the village of Great Wolford. Their children Francis and Annie were born during the successive summers of 1914 and 1915 in Chipping Norton. George's attestation papers of the 7 th June 1916 are therefore the first indication of his appearance in Wellesbourne. He worked as a Stud Groom and lived with his family in Chapel Street. Although born in Epsom, Surrey during 1889 much of his early life was spent in Norfolk where his father James worked as a Police Officer. With the second year of the Great War coming to its end George attested in Warwick and was posted in late July to the 3 rd (Reserve) Battalion of the Royal Warwickshire Regiment. A further transfer on the 25 th November to the 15 th Battalion saw him arrive at the Base Depot of the British Expeditionary Force in Harfleur, France. He transferred again to the 14 th Battalion i 12 days later. The 14 th Battalion formed part of the 13 th Brigade 5 th Division which during April and May 1917 were involved in the Battle of Arras, a British offensive on the western front where they provided munitions support for consolidating troops in the capture of Vimy Ridge. Whilst in the area of Farbus Wood, on the 22 nd July George, a specialist Lewis gunner, received a gunshot wound which removed the little finger from his left hand ii . A month earlier Heber Climer of the same battalion and a native of Wellesbourne was killed by shell fire. Extensive treatment in three different hospitals iii followed his return to England and George was not finally discharged again for active service until the end of April 1918. He was then deployed to the Granardier Guards, initially to the 5 th and then to the 4th Battalions arriving in Boulogne on the 22 nd September as part of the GHQ Reserve. George missed the birth of his and Elsie's daughter Elizabeth born in Wellesbourne on the 26 th October. At the secession of hostilities in November 1918 George's Battalion was located at Criel Plage near Le Treport, France. Yet a further transfer to the 3 rd Battalion saw him board a ship on the 1 st March 1919 in Dunkirk bound for England and subsequent discharge from the Army a year later. He received the British War and Victory medals. Researched by Grev. Hudson, May 2016(firstname.lastname@example.org) Great War in the Villages Project i The 14th, 15th , and 16th Battalions of the Royal Warwickshire Regiment were raised from men recruited in the Birmingham area. They were also known as the 1 st , 2 nd and 3 rd Birmingham Pals Battalions. iii Metropolitan Hospital London N.1, Cedar Lawn Military Hospital, Hampstead Heath N.W.3 and Command Depot, Sutton Coldfield. ii A report in the 15/2/1918 edition of the Stratford upon Avon Herald suggests that in addition to the finger wound George also received wounds to his head, however his Service record does not confirm this Other Sources: War Diaries for 14 th Battalion Royal Warwickshire Regiment(NA. WO95/1556/1) George Walpole Service Record( via Ancestry.com)	<urn:uuid:e2b222bf-d4d7-4fe0-9740-ca10fe81e461>	CC-MAIN-2019-39	http://btckstorage.blob.core.windows.net/site2451/George%20Walpole%20(Final%20Draft).pdf	2019-09-22T12:19:27Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00517.warc.gz	33,063,513	822	eng_Latn	eng_Latn	0.996295	eng_Latn	0.996869	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2724, 3447 ]	[ 2 ]	1	4
Great War in the Villages Project George Powell. Royal Navy.No. L7958. Officer's Cook 1 st Class. By the time of the declaration of war on Germany in 1918 George Powell had left his home county of Warwickshire. The Census of 1911 records that he was recently married and living with his wife Emily in Basingstoke but little is known of his movements thereafter, apart from what follows. George was born on the 7 th April 1883 in the hamlet of Walton, as was his siblings Amelia and William. His father William predominantly worked as a Carter on a Farm and the family moved to Wellesbourne, initially to Chapel Street and later to School Road. George attended the local Church of England school and after completing his education he trained to become a Baker. A local newspaper report i towards the end of the war appeared to suggest that George had served as a soldier in France. There is however more compelling evidence in the form of his Royal Naval service record to refute this suggestion. On the 2 nd December 1915, prior to the introduction of conscription into the British Armed Forces, George perhaps decided that volunteering for the Royal Navy was perhaps a lesser evil to that of service in the Army and the trenches of Flanders. He was initially sent to Vivid 1, a training establishment within the Devonport Training Base. His rank was given as Officer's Cook, Grade II. New Years Day of 1916 saw George join his first ship, the H.M.S. Donegal, a Monmouth Class Cruiser involved in mid Atlantic convoy escort, before the ship joined the 4 th Cruiser Squadron in 1917 on further convoy duties in the North America and West Indies Stations. During early 1918 George became Officer's Cook, Grade 1. With the war now over, a return to Vivid 1 for a six month period in May 1919 was followed by reassignment to H.M.S Revenge, a Revenge Class Battleship that had been present at the Battle of Jutland in 1916. On the 21 st October 1920 he was demobilised. George was awarded the British War and Victory medals and in addition, at the end of December 1918, a Good Conduct Medal. Researched by Grev Hudson (July 2016) (email@example.com ) i Stratford upon Avon Herald 15/11/1918 records T. Mann, H. Butcher, E. Smith and G. Powell are home from France. Other sources: George Powell Service record National Archives ADM188/1003/7958 HMS Revenge - wikipedia.org/wiki/ HMS _ Revenge.	<urn:uuid:80a4cec6-8ef0-4ee7-8386-d59452cc6667>	CC-MAIN-2019-39	http://btckstorage.blob.core.windows.net/site2451/George%20Powell%20Final%20draft.pdf	2019-09-22T12:22:17Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00517.warc.gz	32,832,726	559	eng_Latn	eng_Latn	0.997287	eng_Latn	0.997287	[ "eng_Latn" ]	false	docling	[ 2410 ]	[ 2 ]	2	1
Using an Equity Lens: A Guide to Creating Equitable and Inclusive School Environments By: Gail Belisario and Judith Ngan Introduction Hamilton-Wentworth District School Board (HWDSB) is committed to a vision of All Students Achieving Their Full Potential. As guided by the HWDSB Strategic Directions of Achievement Matters, Engagement Matters, and Equity Matters, the HWDSB Equity Policy (Hamilton-Wentworth District School Board, n.d.) provides a framework for our Board to work towards creating safe and inclusive learning environments, identifying and removing barriers throughout the organization, providing learning experiences that meet the needs of all students, and facilitating meaningful parent and community involvement. This focus places a high regard and responsibility for both system and schools to commit to a School Effectiveness Framework (Ontario Ministry of Education 2010) in which strategic planning and successful practice take into consideration all diversity factors and by embedding principles of equity and inclusive education into all aspects of the learning environment to support student achievement. (Ontario Ministry of Education 2009b). This article discusses how the HWDSB document Using an Equity Lens: A Guide to Creating Equitable and Inclusive School Environments (Wright, Scime & McLeod 2009) supports the implementation of the HWDSB Equity Policy, and how it can be used as a tool to assist schools in embedding the principles of equity and inclusion in its practice. Hamilton-Wentworth District School Board Equity Policy: Background, Rationale and Key Concepts In 1996 the former Hamilton Board of Education and the former Wentworth County Board of Education amalgamated requiring the boards to review all policies pertaining to the new Hamilton- Wentworth District School Board (HWDSB). At this time the two former Boards had policies for Antiracism and Ethnocultural Equity as mandated by the ministry in PPM 119 (1993). (Ontario Ministry of Education, 2009a, Background section, para. 1). As the newly formed school district attempted to consolidate the two policies, it was decided after much consultation to develop an Equity Policy. In 2003, approval was granted for the HWDSB Equity Policy that consists of a Policy Statement, Ten Guiding Principles and Five Supporting Guidelines as outlined below: - Policy Statement The Hamilton-Wentworth District School Board is committed to the principles of equity through inclusive programs, curriculum, serv 1 ices and operations, in accordance with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code and the Education Act. - Ten Guiding Principles 1. The Hamilton-Wentworth District School Board is committed to ensuring equity in all policies, guidelines and operating practices. The Hamilton-Wentworth District School Board will review this commitment annually. 2. The Hamilton-Wentworth District School Board is committed to providing leadership, at all levels, that fosters an equitable environment. 3. The Hamilton-Wentworth District School Board will recognize and promote active participation from all members of school communities in order to maintain and affect equitable education policies, practices and outcomes. 4. The Hamilton-Wentworth District School Board will support curriculum, learning materials and school practices which reflect and include the principles of equity, as regulated by the Ministry of Education. 5. The Hamilton-Wentworth District School Board will affirm and value students' first languages, while providing their students with the opportunity to acquire competence in Canada's first languages. 6. The Hamilton-Wentworth District School Board will strive to provide appropriate and bias free assessment, evaluation, reporting, placement, and programming to equitably meet the educational needs and to maximize the learning potential of all students. 7. The Hamilton-Wentworth District School Board will provide counseling/guidance/support services that reflect the principles of equity. 8. The Hamilton-Wentworth District School Board will ensure that harassment towards diverse communities by trustees, employees, parents, volunteers, students, and the community at large will not be tolerated. 9. The Hamilton-Wentworth District School Board's employment policies, practices and procedures will be non-discriminatory, fair and equitable. 10. The Hamilton-Wentworth District School Board will provide equity training and resources for trustees and all employee groups. - Five Supporting Guidelines - Antiracism and Ethnocultural Equity - Anti-Classism and Socio Economic Equity 1 - Sexual Orientation - Gender Equity - Persons with Disabilities A Policy Steering Committee was established for each of the supporting guideline. Comprised of staff and community members, each steering committee reflects the range of groups and individuals with an inherent interest or involvement related to the particular set of supporting guideline. This is to ensure appropriate representation and consultation as well as to maintain the integrity of the policy development process. This has been a lengthy journey as the Board continues to progress through the Religious Accommodation Guideline. (Hamilton-Wentworth District School Board Equity Policy, n.d.). HWDSB Equity Policy Implementation - Model of Implementation The implementation process of the policy began with a model that required the establishment of Design and Delivery teams. These teams consisted of school administration and system managers who collaborated to develop a process of delivery to share with other system leaders. These system leaders would then in turn adapt the training to meet the needs of their staff by involving the school or department Directions Teams. The Design and Delivery Team also provided input into the content of staff development and a gap analysis tool. To continue to support Directions Teams to continue to address Equity needs through the School Improvement Planning process and in Professional Learning Communities, Using an Equity Lens: A Guide to Creating Equitable and Inclusive School Environments (Wright, Scime & McLeod 2009) was developed to assist school staff in implementing the HWDSB Equity Policy and connecting it with the School Improvement Plan. By connecting equity principles with practice, and through reflection questions, this document provides a mechanism that supports the school community to engage in a collaborative inquiry process. It provides a lens that enables the school to reflect upon its own practice in the School Improvement Planning process. The document also provides suggestions for various strategies to assist schools in achieving outcomes expected to result from policy implementation through the planning process. This occurs as professional learning communities work together, using the Lens of Equity, to develop SMART goals that are connected to evidence-based indicators of successful practice, as identified in the School Effective Framework. (Ontario Ministry of Education 2010). The graphic below depicts the inquiry process that is based on the Board's Building Capacity model with Directions Teams leading the equity initiative at the school level. This team approach champions equity throughout the school and models a commitment to creating an inclusive school environment. Study Phase During the study phase, a collaborative inquiry model is used to determine a priority that is based on evidence related to student achievement, community demographic s, safe schools surveys, and other pertinent data sets. Referencing the "questions for reflection" provided in the guide, schools may use the outcomes organizer that is also p provided in the guide as a method for establishing goals and then connecting this planning phase to the School Improvement Plan. Planning Phase The Planning Phase includes developing and measuring indicators, modifying strategies to meet needs of the learning community, and ensuring that communication to all stakehol ders occurs in a timely and meaningful way. This is done within both short and long term time lines. Action Phase The Action Phase is when the initiative is implemented, and when data is collected to measure effectiveness. It is during this phase that barriers and issues will often arise. It is critical at this stage that the school continues to review data and make required and necessary chang es. Monitor and Review Monitor and Review is the phase that assesses the su ccess of the implementation of the initiative and simply done through a start-stop-continue framework. Responses to this framework refocuses the professional learning communities back to the Study phase and the process begins again. - Areas of Focus for Implementation Structured around the HWDSB Equity Policy Guiding Principles and informed by the HWDSB Annual Operating Plan of Knowing Our Students, Kno wing Our Staff, and Knowing Our Parents/Community, the following are as of focus as outlined in the Using an Equity Lens document (Wright, Scime & McLeod 2009) provide schools with a comprehensive framework to bridge theory and practice so that the principles of equity and inclusion as encapsulated in all HWDSB policies and procedures are implemented through inclusive programs, curriculum, services and operations at all levels of the organization. However, this model of collaborative inquiry can be applied in all school districts to support equity and inclusive education policies and practices. o School Climate/Physical Environment A supportive and inclusive learning environment is one that acknowledges the life experiences and perspectives of all learners and that of the wider community. It promotes the development of a respect for human diversity and an appreciation for democratic values. This requires a major sustained commitment to the creation of a learning environment conducive to learning for all. This can be accomplished if there is a shared understanding and commitment to a clearly articulated school mission and value statements. These should be evident and visible to all who come into contact with the school, and understood by all stakeholders. Reflective questions may include: * How much do students see themselves reflected in the learning environment? * How does the school know if students, staff, parents, community members feel welcome in the school setting? * What are the initiatives in place that foster and equitable and inclusive school environment? o Leadership Instructional Leadership requires that the administrator ensures a consistent and continuous schools-wide focus, using system and school data to support school improvement planning. Instructional leadership also extends the role of the school administrator to being a leader of leaders. This broadened concept recognizes that schools are complex organizations within which leadership should be dispersed to all adults, especially teachers, in the school setting. Within the demographic and contextual diversity of the school setting, the role of the administrator then becomes one of creating a "community of shared values" according to the school's vision and mission with a commitment to equity of outcome and to closing the achievement gap. (The Institute for Ontario Leadership, n.d., pp. 10 – 11). Reflection questions may include: * What training and resources are available in support of differentiated instruction? * What strategies are used to embed equity in school practices? * How do system staff from all departments collaborate and support meeting the needs of all students? o School Community Partnership School community partnership recognizes the growing diversity of our community as a strength (Ontario's Equity and Inclusive Education Strategy). This partnership reflects the school's internal and external environment. It establishes trust and effective communication between parents/guardians and staff because they share a common goal in seeking positive outcomes for their children. Both the school and the home are integral parts of the community and therefore the partnership between the school and the parent/guardian can be effective only when there is a similar relationship of trust and collaboration between the school and the community at large. Reflection questions may include: * What does the school know and understand about the social, cultural, and economic context of its community? * How does the school address and remove barriers? * What opportunities has the school or system provided to assist the school community to learn about their rights, responsibilities and obligations as stakeholders in education? o Curriculum Curriculum encompasses "all learning experiences the student will have in school. These include school environment, interactions among students, staff and the community, and the values, attitudes and behaviours conveyed by the school." (Hamilton-Wentworth District School Board Equity Policy). Inclusive curriculum recognizes and values a student's background and allows students to see themselves reflected in their learning environment and that their life experiences are validated. Reflection questions may include: * What processes and procedures are in place for reviewing learning materials for bias? * How are lessons and instructional practices differentiated to address the learning profiles of all students? * How does the school demonstrate that skills, such as critical thinking, are developed at all grade levels and enable students to examine issues of bias and discrimination? o Student Languages Language is a critical part of identity that connects individuals to their personal, social and cultural lineage and supports positive feelings of self-worth. For English language learners, support is essential for their success. Within this context, schools should be cultural organizations designed to be 'learning-focused', rather than as institutions that are 'instruction-focused'. Organizations which are 'learning-focused' pay great attention to the needs of the learner while organizations that are 'instruction-focused' pay more attention to the instructor. In a 'learning-focused' environment, support for student success may require the use of alternate strategies for English language learners, especially those who find it difficult to demonstrate their prior learning and knowledge adequately in Standard English. Reflection questions may include: * How does the school demonstrate that it respects and values all cultures and languages, including Aboriginal languages? * Does the school use inclusive, easily understood language in all communication? * How does the school validate and encourage the use of home language? o Assessment Students need to feel comfortable in their learning environment, and be aware of what they are expected to achieve and how that achievement will be assessed, measured, and evaluated in an objective and inclusive manner. Students and their parents/guardians need to know and understand the purpose for which an assessment is being made and what use will be made of the outcomes of the assessment. Because assessment processes and referrals can be intimidating and uncomfortable for individuals unfamiliar with the system, it is important that communication between all parties is clear, unambiguous and culturally appropriate. Reflection questions may include: * How does the school use assessment data to meet the learning needs of all students? * How does the school demonstrate that it has the same high expectation of success for all students? * How does the evaluation or assessment of students recognize previous and personal experiences? o Support Services Support services become increasingly essential within the school environment as the complexity and diversity of a school increases. To be effective, support services should be sensitive to the diverse needs and rooted in an accurate bias-free profile of the student. Support staff should understand the factors which operate, or have operated, in the life of the student, and should interact with, counsel and support the student in a culturally appropriate and sensitive way. Effective support services are not limited to specialists and those with a designated role in the school; it is a function of all teachers, staff and service providers who interact with students. Reflection questions may include: * How does the school assess student need and deliver support services that address the various dimensions of equity? * How does the school involve community and support services in a proactive manner to assist students to reach their full potential? * How does the school develop accurate, bias-free individual student profiles? o Harassment and Bullying Prevention To ensure that our schools are safe and secure places free from any forms of harassment, teachers and schools must recognize and respond appropriately to harassment when it occurs. Any form or harassment and bullying based on race, culture, religion, gender, sexual orientation, disabilities or on any other prohibited grounds that may occur within the classroom or school environment must be addressed. Reflection questions may include: * What are barriers that may prevent the reporting of harassment or bullying incidents? * How are staff equipped to recognize, respond appropriately, report and address harassment or bullying? * How does the school ensure that safe school policies and processes are understood and communicated clearly to all members of the school community? Conclusion It is important to understand that Equity is not achieved by providing identical treatment to everyone regardless of his or her individual circumstance. Equity is only achieved when differences are acknowledged and the stories, ideas, and experiences of our students and their families are recognized as valuable learning tools. The purpose of Using an Equity Lens: A Guide to Creating Equitable and Inclusive School Environments is intended to assist schools in achieving Equity of access and opportunity for all students. It provides staff with a framework that can be embedded in the School Improvement Planning process as well as guiding questions to engage them as reflective practitioners and to hear the voices of our diverse community. Within this framework, the goal of achieving equitable outcomes for students is a shared responsibility between the Ministry of Education, school boards and the entire school community – students, parents/guardians, teachers, administrators, support staff, trustees and members of the community at large. In this culture of engagement as underlined by a climate of high expectations, each stakeholder has an important role to play and contributions to make so that ALL our students will reach their full potential. References Hamilton-Wentworth District School Board. (n.d.) Hamilton-Wentworth District School Board Equity Policy. Retrieved September 21, 2011 from http://www.hwdsb.on.ca/aboutus/policies/documents/Equity.pdf Wright, P., Scime, M., & McLeod, M. (2009). Using an equity lens: A guide to creating equitable and inclusive school environments. Hamilton: Hamilton-Wentworth District School Board. Ontario. Ministry of Education. (2010). K-12 School effectiveness framework: A support for school improvement and student success. Retrieved September 21, 2011 from http://www.edu.gov.on.ca/eng/literacynumeracy/Framework_english.pdf Ontario. Ministry of Education (2009a). Policy/Program memorandum (PPM) no. 119: Developing and implementing equity and inclusive education policies in Ontario schools. Retrieved September 21, 2011 from http://www.edu.gov.on.ca/extra/eng/ppm/119.html Ontario. Ministry of Education. (2009b). Realizing the promise of diversity: Ontario's equity and inclusive education strategy. Toronto: Author. The Institute for Ontario Leadership. (n.d.) Putting Ontario's leadership framework Into action: A guide for school & system leaders. Retrieved September 28, 2011 from http://live.iel.immix.ca/storage/2/1284580690/FrameworkAction.pdf	<urn:uuid:38a9978a-ff89-4b12-9587-7ff9dfd29ace>	CC-MAIN-2019-39	http://www.questconference.ca/wp-content/uploads/2018/05/2011BelisarioNganArticle.pdf	2019-09-22T12:30:36Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00518.warc.gz	308,002,512	3,677	eng_Latn	eng_Latn	0.979886	eng_Latn	0.996314	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2358, 4651, 7405, 9422, 11713, 14391, 16482, 18943, 20203 ]	[ 1.609375, 2.5625 ]	1	0
MARK General Study Outline Series Alliterated Expository by W. Max Alderman Printed November 2003 Copyright © Printed in Canada by Bethel Baptist Print Ministry For additional copies of this book or other titles by Max Alderman, write: (In the U.S.) 889 Hwy 24 Statesboro, GA. 30461 912-764-5615 Bible Baptist Church (In Canada) Bethel Baptist Church, 4212 Campbell St. N., London, Ont. N6P 1A6 1-866-295-4143 (Toll Free) • 519-652-2619 (voice) email@example.com (e-mail) www.bethelbaptist.ca DEDICATION To my dear parents, Harmon and Mattie, who have been such a Godly example for me to follow, and to my dear, precious wife of fourteen years, Rhonda. Table of Contents FOREWARD It is a refreshing experience to see Max Alderman's work on Mark. I feel that this book will be invaluable to many "All Bible" Sunday schools everywhere. I take great pleasure in commending this work to every pastor. If and when you come to teach the Gospel of Mark, you could not do better than to use these chapter by chapter outlines. Dr. Harold B. Sightler Tabernacle Baptist Church Greenville, S.C. ——————————— In our Bible believing churches we can draw from mountains of materials to use in our Sunday schools. Some are filled with personal opinions, pictures, and perverted interpretations. Among these mountains of material we do have some very good materials. With this in mind, I would like to introduce to you another source of Bible material that will fill a need in the ministry of many pastors and teachers. I was privileged to sit in one of the classes where I heard the explanation of a chapter in the Gospel of Mark. I was so impressed with the grasp that Brother Max Alderman had on his subject matter that I asked why he had not made these lessons available for other pastors and teachers. This, he remarked, was his next goal. His goal has been reached, and the first publication on the Gospel of Mark is ready. You will only need to read a few lines to see that you have something that will be greatly blessed of our Lord. You will notice quickly the plain and pointed presentations of each passage of Scripture. Brother Alderman has a gift of presenting the material in an easy to read and alliterated manner. I highly recommend these studies on the Gospel of Mark to all serious pastors and teachers. I wait with anticipation for his next publication. May sinners be saved, the Saints strengthened, and the servant's sword sharpened by this most excellent publication. Evangelist, C. L. Roach Lighted Pathway Ministries Meansville, Georgia INTRODUCTION It is a pleasure to present to you this series of expository outlines on the Gospel of Mark. Pastor Alderman has spent many hours in the preparation of these outlines. However, his preparation does not make them teachable for you. It is now your responsibility to study diligently and prepare an interesting Sunday School lesson for your students. The material itself is good and very useful; but no material, no matter how good it may be, will teach itself. These outlines were developed as a result of an intense burden for a structured Sunday School. Whether you realize it or not, each member of your Sunday School is a student and not just another number. They are there to be taught God's Word. If we fail to teach, then we fail in the edification of God's people. Our structured Sunday School begins each Sunday morning with an open assembly. This assembly contains an interesting section dealing with missions and a time of review. We review the previous Sunday's memory verse and questions. On the fifth Sunday a major test is given on the four previous lessons. This type of repetition enhances learning. The assembly only takes about ten minutes, then everyone is dismissed to their respective classes where each teacher devotes the remaining thirty-five minutes to teaching the lesson. The next step in our structured program is a process called "Teaching the Teachers". This consists of a fortyfive minute session that is held every Sunday afternoon. Each teacher receives a fifteen minute lesson dealing with the principles of Bible Hermeneutics, and then they are taught the next week's Sunday School lesson by Pastor Alderman. May the Lord's blessings be upon you as you study these outlines and adapt them into your program. D. Manford Gilbert Minister of Education Lesson 1 Mark 1:1-13 Memory Verse: Proverbs 28:13 "He that covereth his sins shall not prosper: but whoso confesseth and forsaketh them shall have mercy." I. The Beginning of The Gospel Message. (vs. 1-13) A. The messenger's announcement. (vs. 1-8) 2. The messenger came preparing the way. (vs. 3) 1. The messenger came as prophesied. (vs. 1-2) 3. The messenger came preaching. (vs. 4-6) 4. The messenger came proclaiming the coming of a mightier one. (vs. 7-8) B. The Messiah's appearing. (vs. 9-11) 2. He was accepted—by the heavenly Father. (vs. 10,11) 1. He did appear—coming from Galilee. (vs. 9) C. The messengers' (angels) activities. (vs. 12-13) 2. Continued after the Lord was met by Satan. (vs. 13) 1. Commenced after the Lord was moved by the Spirit. (vs. 12) QUESTIONS 1. The theme of the book presents Jesus Christ as___________________ ______________________________________________________. (v. 1) 2. John the Baptist prepared the way for____________________. (vs. 3) 3. Who baptized Jesus?___________________________________. (vs. 9) 4. Where was Jesus baptized?______________________________ (vs. 9) 5. How many days was Jesus in the wilderness?_____________ (vs. 13) Lesson 2 Mark 1:14-45 Memory Verse: Mark 1:17 "And Jesus said unto them, Come ye after me, and I will make you to become fishers of men." II. The Beginning of The Galilean Ministry. (vs. 14-45) A. The Ministry Commencing at Galilee. (vs. 14-15) 2. Began at times fulfillment. (vs. 15) 1. Began after John's imprisonment. (vs. 14) B. The Master's Calling of His Disciples. (vs. 16-21) 2. Called James and John as they were mending their nets in the boat. (vs. 19) 1. Called Simon and Andrew as they were casting a net. (vs. 16-18) C. The Miracles Considered in Chapter One. (vs. 21-45) 2. The cooling of fever. (vs. 29-31) 1. The casting out of demons. (vs. 21-28) 3. The casting out of many demons. (vs. 32-34) 4. The cleansing of the leper. (vs. 35-45) QUESTIONS 1. Where did the ministry of Jesus begin?__________________ (vs. 14) 2. Who were the men called to be "Fishers of Men" that were mending their nets?___________________________________ (vs. 19) 3. Who were the men called to be "Fishers of Men" that were casting a net?________________________________________ (vs. 16) 4. How many miracles can you name that is recorded in chapter one? 1._________________________________________________________ 2._________________________________________________________ 3._________________________________________________________ 4._________________________________________________________ Lesson 3 Mark 2:1-17 Memory Verse: Psalm 122:1 "I was glad when they said unto me, let us go into the house of the Lord." I. The Work of The Servant. (vs. 1-17) A. The miracles continued as He worked. (vs. 1-12) 2. The scene of the miracles. (vs. 2-4) 1. The setting for the miracles. (vs. 1) Capernaum—"Town of Nahum", located on the Western shore of the "Sea of Galilee". a. Crowds at the house. (vs. 2) 3. The sequel of the miracles. (vs. 5-12) b. Condition of the helpless. (vs. 3-4) a. The message of salvation. (vs. 5a, cf. vs. 2) c. The misunderstanding of the scribes. (vs. 6-10) b. The ministering to the sick. (vs. 5b) d. The miracle by the Saviour. (vs. 11-12) B. The Master calling to the work. (vs. 13-17) 2. The compassion for all. (vs. 15) (Publicans and sinners). 1. The call of one. (vs. 13-14) (Levi the son of Alphaeus is better known as Matthew). 3. The criticism by a few. (vs. 16-17) documents. Scribes—were keepers and registrar of public Pharisees—Pharisee comes from the word that means separated. QUESTIONS 1. What is the first thing that Jesus did for the one sick of the palsy? ______________________________________________________ (vs. 5) 2. What is another name for Matthew?_____________________ (vs. 14) 3. Into whose house did Jesus go, eating with the Publicans and sinners?___________________________________________ (vs. 14-15) 4. What does Capemaum mean?__________________________________ 5. What does Pharisee mean?____________________________________ Lesson 4 Mark 2:18-5:6 Memory Verse: Acts 4:12 "Neither is there salvation in any other: for there is none other name under heaven given among men, whereby we must be saved." II. The War Against the Servant. (vs. 2:18-3:6) A. The murmuring continued against the servant. (vs. 18-22) 2. The question of fasting answered. (vs. 19-22) 1. The question of fasting asked. (vs. 18) B. The murmurers criticizing of the servant. (vs. 23-28) 2. The false accusers answered. (vs. 25-28) 1. The false accusation made. (vs. 23-24) C. The murderous counsel against the servant. (3: 1-6) 2. The suspenseful wickedness of the Pharisees. (vs. 4-6) 1. The suspicious watching by the Pharisees. (vs. 1-3) QUESTIONS 1. For whom was the Sabbath made?______________________ (vs. 27) 2. Who is the Lord of the Sabbath?________________________ (vs. 28) 3. On which day did Jesus heal the man with a withered hand? _____________________________________________________ (vs. 2) 4. Who did the Pharisees take council with against Jesus?_________ _____________________________________________________ (vs. 6) 5. What was it that David was permitted to eat when he was hungry? _____________________________________________________(vs. 26) Review Questions Lesson 1-4 1. The theme of the book presents Jesus Christ as___________________ _____________________________________________________. (vs. 1) 2. John the Baptist prepared the way for ___________________. (vs. 3) 3. Who baptized Jesus?___________________________________ (vs. 9) 4. Where was Jesus baptized?_____________________________ (vs. 9) 5. How many days was Jesus in the wilderness?_____________ (vs. 13) 6. Where did the ministry of Jesus begin?___________________ (vs. 14) 7. Who were the men called to be "Fishers of Men" that were mending their nets?____________________ , ______________________ (vs. 19) 8. Who were the men called to be "Fishers of Men" that were casting a net?_______________________, _________________________ (vs. 16) 9. How many miracles can you name that is recorded in chapter one? 1.________________________________________________________ 2.________________________________________________________ 3.________________________________________________________ 4.________________________________________________________ 10. What is the first thing that Jesus did for the one sick of the palsy? _________________________________________________(vs. 5, ch. 2) 11. What is another name for Matthew?____________________ (vs. 14) 12. Into whose house did Jesus go, eating with the Publicans and sinners?______________________________________________ (vs. 15) 13. What does Capernaum mean?________________________________ 14. What does Pharisee mean?___________________________________ 15. For whom was the Sabbath made?______________________(vs. 27) 16. Who is the Lord of the Sabbath?________________________(vs. 28) 17. On which day did Jesus heal the man with the withered hand? _________________________________________________ (vs. 2,ch. 3) 18. Who did the Pharisees take council with against Jesus?__________ ______________________________________________________(vs. 6) 19. What was it that David was permitted to eat when he was hungry? _____________________________________________________ (vs. 26) Lesson 5 Mark 3:7-30 Memory Verse: Mark 8:35 "For whosoever will save his life shall lose it; but whosoever shall lose his life for my sake and the gospel's the same shall save it." I. The Opportunities of The Accused in Service. (vs. 712, cf. vs. 6) A. Opportunities through pressure. (vs. 7-9) 2. He faced pressure from the excited. (vs. 7b-9) 1. He faced pressure from the enemy. (vs. 7a) B. Opportunities through persistence. (vs. 10-12) 2. He conquered in His ministry. (vs. 11-12) 1. He continued in His ministry. (vs. 10) II. The Ordination of The Apostles to Service. (3:13-19) A. He called them. (vs. 13) 2. James, the Son of Zebedee 1. Simon Peter 3. John, the brother of James 5. Philip 4. Andrew 6. Bartholomew 8. Thomas 7. Matthew 9. James, the son of Alphaeus 11. Simon the Canaanite 10. Thaddaeus 12. Judas Iscariot B. He commissioned them. (vs. 14-19) (to preach, heal, cast out devils). III. The Opposition of The Adversaries Against Service. (vs. 20-30) A. From his own stock. (vs. 20-21) 2. His friends were in opposition to Him. (vs. 21) 1. His foes were in opposition to Him. (vs. 20) B. From the opposing Scribes. (vs. 23-30) 2. The Savior's answer was forceful. (vs. 23-30) 1. The Scribes accusation was false. (vs. 22) QUESTIONS 1. Are you keeping these study sheets for future reference?__________ 2. Who are the supporters of Herod Antipas that the Pharisees took council with against Jesus?____________________________ (cf. vs. 6) 3. How many disciples did Jesus ordain in chapter three?____________ 4. The disciples were sent forth to preach, heal sickness, and_________ _____________________________________________________.(vs. 15) 5. The Gospel of Mark sets forth Jesus as the perfect________________. 6. Do you know Jesus Christ as your personal Lord and Savior, having experienced a changed life in the Lord?___________________ (Romans 3:23; 6:23; 10:9-13; II Corinthians 5:17) Lesson 6 Mark 3:31-4:20 Memory Verse: Mark 4:22 "For there is nothing hid, which shall not be manifested; neither was anything kept secret, but that it should come abroad." I. A Relationship of Persons. (3:31-35) A. The question of relationship asked. (vs. 31-34) 2. He wanted to present a truth. (vs. 34) 1. He wanted to probe their thoughts. (vs. 31-33) B. The question of relationship answered. (vs. 35) 2. The Holiest relationship comes from doing the will of God. (vs. 35) 1. The highest relationship comes from doing the will of God. (vs. 35) II. A Revealing of Parables. (4:1-20) A. The great multitudes of students. (vs. 1-2) 2. Notice the parables that the students were taught. (vs. 2) 1. Notice the place that the students were taught. (vs. 1) B. The great mission of the sower. (vs. 3.9 "to sow") 1. The sowing of the seed. (vs. 3) 2. The story of the seed. (vs. 4-9) C. The great mystery of the Saviour. (vs. 10-20) 2. The revealing of the parables. (vs. 13-20) 1. The reason of the parables. (vs. 10-12) NOTE: 2. Kingdom of God (vs. 11)—The eternal sovereign rulership of God over all creation. 1. Mystery (vs. 11)—refers to something known only by divine Revelation. 3. Kingdom of Heaven—The Jewish kingdom, not eternal but dispensational with literal king, kingdom, and throne. QUESTIONS 1. The highest relationship possible comes when one does the_______ _____________________________________________________. (3:35) 2. Jesus taught many things by_____________________________. (4:2) 3. What did the Sower sow?_______________________________. (4:14) 4. How many places are mentioned that the Word fell? 2,6,5,3,4,1 (pick one) __________ 5. The Word that falls on good ground is heard, received, and it______ ____________________________________________________. (vs. 20) Lesson 7 Mark 4:21-41 Memory Verse: Psalm 92:1 "It is a good thing to give thanks unto the LORD, and to sing praises unto thy name, O most High." I. The Responsibility of Stewardship in the Kingdom of God. (vs. 21-25) A. The responsibility of revealing truth. (vs. 21-23) B. The responsibility of receiving truth. (vs. 24-25) II. The Reaping of Seed in the Kingdom of God. (vs. 2629) A. Requires a sowing stage. (vs. 26) B. Requires a growing stage. (vs. 27-28) C. Requires a mowing stage. (vs. 29) III. The Result of Sowing in the Kingdom of God. (vs. 30-34) A. The Seed's Littleness of Beginning. (vs. 30-31) (takes about 23,000 black mustard seed to weigh one ounce). B. The Seed's Largeness of Ending. (vs. 32) (vs. 32 note) Some theologians liken the fowls of the air to evil religious forces. IV. The Reason for Storms in the Kingdom of God. (vs. 35-41) A. To reveal one's faithlessness in a crisis. (vs. 35-38) B. To reveal one's failure apart from Christ. (vs. 39-41) QUESTIONS 1. A _________________refers to something known only by divine revelation. 2. The Kingdom of God is Eternal or Temporary. (circle one). 3. What is the kingdom of God likened to in the parables of the kingdom?____________________________________________ (vs. 31) 4. Jesus used ______________________________ to make truth easier to understand. (vs. 33) 5. Who caused peace to come in the time of storm?_________________ _____________________________________________________ (vs. 39) Lesson 8 Mark 5:1-20 Memory Verse: Acts 1:8 "But ye shall receive power, after that the Holy Ghost is come upon you: and ye shall be witnesses unto me both in Jerusalem, and in all Judaea, and in Samaria, and unto the uttermost part of the earth." I. Jesus' Power Over Demons. (vs. 1-20) A. The meeting with the demoniac. (vs. 1-2) 2. It was a providential meeting. (vs. 2) 1. It was a purposeful meeting. (vs. 1) B. The misery of the demoniac. (vs. 3-7) 2. Misery continued because of his wildness. (vs. 4-5) 1. Misery came because of his wickedness. (vs. 3, cf. vs. 2) 3. Misery conquered through his worship. (vs. 6-7) C. The mercy toward the demoniac. (vs. 8-17) 2. Mercy brought forth a difference. (vs. 15-16) 1. Mercy brought forth a deliverance. (vs. 8-14) 3. Mercy brought forth a disturbance. (vs. 17) D. The mission of the demoniac. (vs. 18-20) 2. He delighted in his salvation. (vs. 20) 1. He delivered his story. (vs. 18-20) QUESTIONS 1. Where was the dwelling of the man with an unclean spirit?________ _____________________________________________________. (vs. 3) 2. What is the name of the man with the unclean spirit?_____________ ______________________________________________________(vs. 9) 3. Where did the devils request to go after leaving the Demoniac?_____ _____________________________________________________(vs. 12) 4. Did the Demoniac ever get his right mind?________________ (vs. 15) 5. What was the result of the Demoniac's testimony?________________ _____________________________________________________(vs. 20) Lesson 9 Mark 5:21-43 Memory Verse: John 12:25 "He that loveth his life shall lose it; and he that hateth his life in this world shall keep it unto life eternal." II. Jesus' Power Over Disease. (This miracle takes place enroute to Jarius' house). (ef 5:21-23) A. Notice the Misery of The Diseased. (vs. 25-26) 2. Misery because of her defilement. (cf Leviticus 15:25) 1. Misery because of her discomfort. (vs. 25-26a) And if a woman have an issue of her blood many days out of the time of her separation, or if it run beyond the time of her separation; all the days of the issue of her uncleaness shall be as the days of her separation: she shall be unclean. 3. Misery because of her discouragement. (vs. 26b) B. Notice the Miracle of The Diseased. (vs. 27-34) 2. She accepted by faith. (vs. 29) 1. She acted on faith. (vs. 27-28) 3. She acknowledged in faith. (vs. 30-34) III. Jesus' Power Over Death. (5:21-24; 35-43) A. Notice the Cry of Faith. (vs. 21-24) 2. It was a heartfelt cry. (vs. 23a) 1. It was a humble cry. (vs. 22) 3. It was a hurting cry. (vs. 23b) 4. It was a heard cry. (vs. 24) B. Notice the Conquering of Fear. (vs. 35-43) 2. Conquered by His work. (vs. 42-43) 1. Conquered by His Word. (vs. 35-41) QUESTIONS 1. Whose house was Jesus enroute to when he healed the woman who had an issue of blood?________________________________________ 2. How old was Jarius' daughter?________________________________ 3. How long did the woman have the issue of blood?___________years. 4. "For she said, if I may____________________but his clothes, I shall be________________________________________________________." 5. A parable has been described as an earthly story with a______________________________meaning. Review Questions Lessons 5-9 1. The highest relationship possible comes when one does the________________________________________________. (3:35) 2. Jesus taught many things by____________________________.(4:2) 3. What did the Sower sow?______________________________(4:14) 4. How many places are mentioned that the Word fell? ____________ 5. The Word that falls on good ground is heard, received, and it_________________________________________________. (vs. 20) 6. A____________________refers to something known only by divine revelation. 7. The kingdom of God is eternal, temporary. (circle one) 8. What is the Kingdom of God likened to in the parables of the kingdom?____________________________________________(4:31) 9. Jesus used_________to make truth easier to be understood. (4:33) 10. Who caused peace to come in the time of storm?_________(vs. 39) 11. Where was the dwelling of the man with an unclean spirit?______ __________________________________________________(vs. 5:3) 12. What is the name of the man with the unclean spirit?____________ _____________________________________________________(5:9) 13. Where did the devils request to go after leaving the Demoniac? ____________________________________________________(5:12) 14. Did the Demoniac ever get his right mind?_______________(5:15) 15. What was the result of the Demoniac's testimony?______________ ____________________________________________________(5:20) 16. Whose house was Jesus enroute to when he healed the woman who had an issue of blood?__________________________________ 17. How old was Jairus' daughter?_______________________________ 18. How long did the woman have the issue of blood?_________years. 19. "For she said, if I may__________________________but his clothes, I shall be_________________________________________________." 20. A parable has been described as an earthly story with a_________________________________________________meaning. Lesson 10 Mark 6:1-29 Memory Verse: John 15:13 "Greater love hath no man than this, that a man lay down his life for his friends." I. Ministering in a Familiar Country. (vs. 1-6) A. He ministered at His home. (vs. 1-3) 2. They questioned His person. (vs. 3) 1. They questioned His power. (vs. 1-2) B. He ministered without any honor. (vs. 4-6) 2. His ministry was unheeded. (vs. 5) 1. His ministry was unheralded. (vs. 4) 3. His ministry was unbelieved. (vs. 6) II. Ministering With a Fervent Commission. (vs. 7-13) A. He called them. (vs. 7) 2. He empowered them for the call. (vs. 7b) 1. He instructed them to the call. (vs. 7a) B. He commanded them. (vs. 8-13) 2. Concerning the performing of the duty. (vs. 10-13) 1. Concerning the preparation for the duty. (vs. 8-9) III. Ministering Against A Fearful Conscience. (vs. 14-29) A. A troubled conscience continued because of the miracles of Jesus. (vs. 14-16) 1. Caused worry. (vs. 14a) 2. Caused wicked imaginations. (vs. 14b-16) B. A troubled conscience came because of the murder of John. (vs. 17-29) QUESTIONS 1. The people of the Lord's country questioned the source of His________________________________________________. (vs. 2) 2. The Lord in His country could do no________________works. (vs. 7) 3. The Lord called the disciples and________________ them two by two. (vs. 7) 4. Who did Herod think had been raised from the dead?___________ _____________________________________________________(vs. 14) 5. What was Herod's brother's name?_______________________(vs. 17) Lesson 11 Mark 6:30-56 Memory Verse: Romans 8:16 "The Spirit itself beareth witness with our spirit, that we are the children of God." I. Jesus' love shown by His concern for those serving. (vs. 30-33) A. The report of the Apostles' works. (vs. 30) B. The rest for the Apostles' weariness. (vs. 31,33) II. Jesus' love shown by His compassion toward those compared to sheep. (vs. 34-44) A. He began to feed the multitudes' spirits. (vs. 34) B. He then fed the multitudes' stomachs. (vs. 35-44) 2. The meal that was provided. (vs. 42-44) 1. The miracle that was performed. (vs. 35-41) III. Jesus' love shown by His cheering of those scared. (vs. 45-52) A. The sea was tempestuous. (vs. 45-48) B. The sailors were troubled. (vs. 49-50) C. The Saviour was triumphant. (vs. 51-52) IV. Jesus' love shown by His caring for those sick. (vs. 53-56) A. He made His presence available. (vs. 53-55) B. He made His power available. (vs. 56) QUESTIONS 1. How many fish did the disciples find?____________________(vs. 38) 2. How many loaves did they find?_________________________(vs. 38) 3. When studying numbers in the Bible, Two stands for_____________. 4. How many baskets of food were left?___________________________ Lesson 12 Mark 7:1-23 Memory Verse: James 4:10 "Humble yourselves in the sight of the Lord, and He shall lift you up." I. A Distraction because of Tradition. (vs. 1-5) A. Notice the Distractors tactics. (vs. 1-2) 2. They criticized together. (vs. 2) 1. They communed together. (vs. 1) B. Notice the Distractors tradition. (vs. 3-5) 2. Tradition contrasting their walk. (vs. 5) 1. Tradition concerning their washing. (vs. 3-4) II. A Discourse because of Tradition. (vs. 6-13) A. He identified the Hypocrites. (vs. 6- 7) 2. Regarding their worship. (vs. 6) 1. Regarding their works. (vs. 6) B. He informed the Hypocrites. (vs. 7) 2. Of their error in worship. (vs. 7) 1. Of their emptiness of worship. (vs. 7) C. He indicted the Hypocrites. (vs. 8-13) 1. He charged them with rejecting the Word. (vs. 8-12) 2. He charged them with removal of the Word. (vs. 13) III. A Defilement because of Tradition. (vs. 14-23) A. The subject of Defilement. (vs. 14-16) 2. He charged them to learn. (vs. 14-16) 1. He charged them to listen. (vs. 14) B. The source of Defilement. (vs. 17-23) 2. The question of defilement answered. (vs. 18-23) 1. The question of defilement asked. (vs. 17) QUESTIONS 1. The__________and___________came from Jerusalem finding fault with the disciples. (vs. 1) 2. What did Jesus call this group of fault finders?_______________(vs. 6) 3. Jesus told this group that they honoureth with their lips but their ______________________________________was far from him. (vs. 6) 4. Where do evil thoughts come from?______________________(vs. 21) 5. What does "Corban" mean?_____________________________(vs. 11) Lesson 13 Mark 7:24-8:9 Memory Verse: Luke 14:23 "And the Lord said unto the servant, Go out into the highways and hedges, and compel them to come in, that my house may be filled." I. Miracles demonstrated His Mercy. (vs. 24-30) A. In regards to her race. (vs. 24-27) (The woman was a Gentile; she was not under the blessing of the Abrahamic covenant as a Jew, yet the Lord still showed her favor or grace.) B. In regards to her request. (vs. 28-30) II. Miracles demonstrated His Mastery. (vs. 31-37) A. He was in control of His steps. (vs. 31-32) B. He was in command of the situation. (vs. 33-37) 1. Shown by His purpose. (vs. 33) 2. Shown by His prayer. (vs. 34) 3. Shown by His power. (vs. 35-37) III. Miracles demonstrated His Might. (Ch. 8:1-9) A. Mighty in His compassion. (vs. 1-4) B. Mighty in His command. (vs. 5-7) C. Mighty in His creation. (vs. 8-9) QUESTIONS 1. The woman, whose daughter had an unclean spirit, was a Jew or Gentile. (circle one) (vs. 7:26) 2. What does "Ephphatha" mean?__________________________(8:34) 3. How many loaves were there before the miracle?___________(vs. 5) 4. How many baskets of meat were left after the feeding?__________ _____________________________________________________(vs. 8) 5. Approximately how many were fed at this feeding?__________(vs. 9) Review Questions Lessons 10-13 1. The people of the Lord's country questioned the source of His__________________________________________________. (6:2) 2. The Lord in His country could do no_______________works. (vs. 5) 3. The Lord called the disciples and__________________________them two by two. (vs. 7) 4. Who did Herod think had been raised from the dead?___________ ___________________________________________________(vs. 14) 5. What was Herod's brother's name?_____________________(vs. 17) 6. How many fish did the disciples find?___________________(vs. 38) 7. How many loaves did they find?_______________________(vs. 38) 8. When studying numbers in the Bible, Two stands for___________. 9. The number five stands for_________________________________. 10. How many baskets of food were left?_________________________ 11. The______________and______________came from Jerusalem finding fault with the disciples. (vs. 1, chapter 7) 12. What did Jesus call this group of fault finders?____________(vs. 6) 13. Jesus told this group that they honoureth with their lips but that their________________________________was far from him. (vs. 6) 14. Where do evil thoughts come from?____________________(vs. 21) 15. What does "Corban" mean?___________________________(vs. 11) 16. The woman, whose daughter had an unclean spirit, was a Jew or Gentile? (circle one) (7:26) 17. What does "Ephphatha" mean?_______________________________ 18. How many loaves were there before the miracle?__________(vs. 8) 19. How many baskets of meat were left after the feeding?_____(vs. 8) 20. Approximately how many were fed at this feeding?_________(vs. 9) Lesson 14 Mark 8:10-33 Memory Verse: Mark 8:36 "For what shall it profit a man, if he shall gain the whole world, and lose his own soul?" I. Jesus is Tempted in His ministry. (vs. 10-13) A. The tempting hurt the minister. (vs. 10-12) B. The tempting hindered the ministry. (vs. 13) II. Jesus is Tender in His ministry. (vs. 14-21) A. Tender in His concern for His disciples. (vs. 14-15) B. Tender in His correcting of His disciples. (vs. 16-21) 2. In His reminding them. 1. In His rebuking them. III. Jesus is Timely in His ministry. (vs. 22-26) A. Further illustrating His providence. (vs. 22) B. Further indicating His purpose. (vs. 23-26) IV. Jesus is Teaching in His ministry. (vs. 27-33) A. Introduction of the subject. (vs. 27-30) B. Intensity of the suffering. (vs. 31) 2. Ends with resurrection. 1. Begins with rejection. C. Influence of the Satanic. (vs. 32-33) QUESTIONS 1. The disciples forgot to take____________when leaving Dalmanutha. 2. Jesus told His disciples to beware of the____________________of the Pharisees and of the_________________________________of Herod. 3. The blind man, after being touched once, saw____________as trees walking. 4. The blind man, after being touched again, saw every man_______________________________________________________. 5. Who did Peter say Jesus was?_________________________________ Lesson 15 Mark 8:84-9:18 Memory Verse: Mark 9:23 "Jesus said unto him, If thou canst believe, all things are possible to him that believeth." I. The new Demands of Discipleship. (vs. 34-38) A. The Denial of Self. (v. 34) B. The Devaluation of Self. (vs. 35-38) II. The new Dimensions of Discipleship. (vs. 1-8) A. Glory manifested by a change. (vs. 1-3) B. Glory manifested by a comparison. (vs. 4-6) 2. Elijah—Representative of the Prophets. 1. Moses—Representative of the Law. 3. Jesus—Representative of Grace. C. Glory manifested by a cry. (vs. 7-8, cf Rom. 10) III. The new Development of Discipleship. (vs. 9-13) A. Questioned the Mystery of the Resurrection. (vs. 9-10) B. Questioned the Mystery of the Restoration. (vs. 11-13) QUESTIONS 1. "Whosoever will come after me, let him_____________himself, and take up his___________________, and_______________________me. 2. A person that loses his life for the Lord and the_____________the same shall save it. 3. Who miraculously appeared at the mountain of transfiguration with Jesus?________________________ , ____________________________ 4. Who, perhaps, was the modem day Elijah that verse twelve refers to?________________________________________________________ 5. Was the resurrection a mystery to the disciples at the time of the transfiguration?_____________________________________________ Lesson 16 Mark 9:14-32 Memory Verse: Mark 9:47 "And if thine eye offend thee, pluck it out: it is better for thee to enter into the kingdom of God with one eye, than having two eyes to be cast into hell fire." I. The Tragedy of Faithlessness. (vs. 14-22) A. Tragic witness of the Disciples. (vs. 14-19) 2. Their faithlessness witnessed. (vs. 19) 1. Their failure witnessed. (vs. 14-18) B. Tragic woes of the Deranged. (vs. 20-22, cf. vs. 18) 2. The child needed a miracle. (vs. 22) 1. The child was in misery. (vs. 20-21) II. The Triumph over Faithlessness. (vs. 23-39) A. Possibilities of Triumph hinged on Belief. (vs. 23-27) 1. The potential—"If thou canst believe." (vs. 23) 2. The probability—"Lord, I believe." (vs. 24-27) B. Proof of Triumph hinged on Beholding. (vs. 28-29) III. The Teaching for Faithlessness. (vs. 30-32) A. The teaching centered on the Crucifixion. (vs. 30-31a) B. The teaching climaxed in the Resurrection. (vs. 31b-32) QUESTIONS 1. The faithlessness of the disciples was tragic to their_____________ _________________________________________________.(see outline) 2. Did the father question the power of Jesus?_______________(vs. 22) 3. Jesus said that all things are possible to him that_________________ _____________________________________________________.(vs. 23) 4. What was needful in order that the disciples might have healed the child?________________________and____________________.(vs. 29) 5. Which day was the resurrection to take place?_________________ _____________________________________________________(vs. 31) Lesson 17 Mark 9:83-50 Memory Verse: John 15:5 "I am the vine, ye are the branches: He that abideth in me, and I in him, the same bringeth forth much fruit: for without me ye can do nothing." I. A Discourse concerning Position. (vs. 33-37) A. The Interrogation of the Disciples. (vs. 33) B. The Inhibition of the Disciples. (vs. 34) C. The Illustration for the Disciples. (vs. 35-37) 2. Concerning the law of receiving. (vs. 36-37) 1. Concerning the law of rank. (vs. 35) II. A Discourse concerning Prohibition. (vs. 38-42) A. There was a desire to exclude by John and the Disciples. (vs. 38) 2. Because of a sectarian spirit. (vs. 38) 1. Because of a selfish spirit. (vs. 38, cf. 34) B. There was a determination to explain by Jesus. (vs. 39-42) 2. In doing so He rebuked selfishness. (vs. 42) 1. In doing so He refuted sectarianism. (vs. 39-41) III. A Discourse concerning Perdition. (vs. 43-50) A. Warnings concerning external influences. (vs. 43-48) B. Warnings concerning everlasting consequences. (vs. 49-50) QUESTIONS 1. Jesus recognized that the disciples had been disputing over who should be the________________________________________________. 2. Jesus told them if any man desire to be first, he shall be___________. 3. What did Jesus use as an object lesson to teach the disciples a lesson on greatness?________________________________________________ 4. In hell, will the fire ever be quenched?__________________________ 5. Will the soul that is condemned to hell ever cease to exist?_________ Review Questions Lessons 14-17 1. The disciples forgot to take____________when leaving Dalamutha. 2. Jesus told his disciples to beware of the __________of the Pharisees and of__________________________________of Herod. 3. The blind man, after being touched again, saw every man _______ _________________________________________________________. 4. The blind man, after being touched once, saw________as trees walking. 5. Who did Peter say Jesus was?________________________________ 6. "Whosoever will come after me, let him_________________and take up his__________________, and _____________________me." 7. A person that loses his life for the Lord and the the__________, same shall save it. 8. Who miraculously appeared at the mountain of transfiguration with Jesus?_______________________ , _______________________ 9. Who, perhaps, was the modern day Elijah that verse twelve refers to? _______________________________________________________ 10. Was the resurrection a mystery to the disciples at the time of the transfiguration?____________________________________________ 11. The faithlessness of the disciples was tragic to their _____________ _________________________________________________________. 12. Did the father question the power of Jesus?_______________(9:22) 13. Jesus said that all things are possible to him that (vs. 23) 14. What was needful in order that the disciples might have healed the child?___________________ and ___________________(vs. 29) 15. Which day was the resurrection to take place?____________(vs. 31) 16. Jesus recognized that the disciples had been disputing over who should be the______________________________________________. 17. Jesus told them that if any man desire to be first, he shall be _____ _________________________________________________________. l8. What did Jesus use as an object lesson to teach the disciples a lesson on greatness?________________________________________ 19. In hell, will the fire ever be quenched?________________________ 20. Will the soul that is condemned to hell ever cease to exist?_______ Lesson 18 Mark 10:1-16 Memory Verse: Mark 10:31 "But many that are first shall be last; and the last first." I. The Teaching concerning Marriage. (vs. 1-12) A. The Provocation of Marriage. (vs. 1-5) 2. The Pharisees continued by tempting him. (vs. 2b-5) 1. The Pharisees came to trap him. (vs. 1-2a) B. The Pattern of Marriage. (vs. 6-9) 2. Permanent at its best. (vs. 9) 1. Predetermined at the beginning. (vs. 6-8) C. The Perils of Marriage. (vs. 10-12) a. The perils of the separation. (vs. 10-11a) 1. The perils involving the man. (vs. 10-11) b. The perils of the sin. (vs. 11b) a. The perils of the separation. (vs. 12a) 2. The perils involving the woman. (vs. 12) b. The perils of the sin. (vs. 12b) I. The Teaching concerning Minors. (vs. 13-16) A. The rebuking by the Disciples. (vs. 13) B. The restraining of the Disciples. (vs. 14) C. The revealing to the Disciples. (vs. 15-16) 2. The worth of the children. (vs. 16) 1. The way of the kingdom. (vs. 15) QUESTIONS 1. Moses permitted a bill of divorcement because of the____________ of their hearts. 2. A man is to______________his father and mother and____________ to his wife. 3. A person commits ___________________ when he puts away his wife and marries another. 4. To enter the kingdom of God, a person must receive the kingdom as a __________________________________________________________. Lesson 19 Mark 10:17-31 Memory Verse: Mark 13:31 "Heaven and earth shall pass away: but my words shall not pass away." I. The Worshipping of Riches. (vs. 17-22) A. The man asking. (vs. 17) B. The man answered. (vs. 18,19) C. The man acknowledged. (vs. 20) D. The man addicted. (vs. 21,22) II. The Woes of Riches. (vs. 23,27) A. When one is trusting in them. (vs. 23,24) B. When one is trapped by them. (vs. 25) C. Unless one is triumphant over them. (vs. 26-27) 2. Possibility of God to triumph. (vs. 27b) 1. Impossibility of man to triumph. (vs. 26-27a) III. The Wonderfulness of Riches. (vs. 28-31) A. Comes by the Forsaking of the Earthly. (vs. 28) 2. Following one (Jesus). (vs. 28b) 1. Forsaking all. (vs. 28a) B. Results in the partaking of the eternal. (vs. 29- 31) 2. Eternal prosperity. (vs. 30b-31) 1. Temporal persecutions. (vs. 29–30a) QUESTIONS 1. The man who questioned Jesus knew Him only as_______________ ____________________________________________________. (vs. 17) 2. Jesus told this man that there was none__________but God. (vs. 18) 3. Jesus was trying to illustrate that goodness is not found in a mere_________________________________but in God. 4. The man was unwilling to follow Jesus because of his great_______________________________________________.(vs. 22) 5. What is the greatest wealth that comes to a follower of Christ? ____________________________________________________(vs. 30) Lesson 20 Mark 10:32-52 Memory Verse: Mark 10:45a "For even the Son of man came not to be ministered unto, but to minister." I. The Great Message. (vs. 32-34) A. The source of the Great Message. (vs. 32) 2. Jesus told them because of the future. (vs. 32b) 1. Jesus told them because of their fear. (vs. 32a) B. The Substance of the Great Message. (vs. 33-34) 2. It included the deliverance from His death. (vs. 34b) 1. It included the details of His death. (vs. 33, 34a) II. The Great Misunderstanding. (vs. 35-45) A. Expressed by Selfish Seeking. (vs. 35-41) 2. The disciples' selfishness reprimanded. (vs. 36-41) 1. The disciples selfishly requested. (vs. 35) B. Explained in Selfless Service. (vs. 42-45) 2. The great example of service. (vs. 45) 1. The great explanation of service. (vs. 42-44) III. The Great Miracle. (vs. 46-52) A. The Mighty Request of the Blind Man. (vs. 46-48) 2. The blind man was a believer. (vs. 47-48) 1. The blind man was a beggar. (vs. 46) B. The Mighty Results for the Blind Man. (vs. 49-52) 2. Jesus helped him. (vs. 52) 1. Jesus heard him. (vs. 49-51) QUESTIONS 1. Jesus gave the great message concerning the crucifixion on the way to what city? ________________________________________(vs. 32) 2. Jesus told His disciples of things that should _______________to him. (vs. 32) 3. Who were the two disciples that made the hard request? _____________________ , _________________________ (vs. 35) 4. These disciples have been called, "the sons of___________________." 5. Who was the beggar that was healed of his blindness?____________ (vs. 46) Lesson 21 Mark 11:1-19 Memory Verse: John 14:23 "Jesus answered and said unto him, If a man love me, he will keep my words: and my Father will love him, and we will come unto him, and make our abode with him." I. The Lord Commissioned the Two. (vs. 1-11) A. The Disciples directed by the Lord. (vs. 1-6) 2. As to what to get. (vs. 2b-6) 1. As to where to go. (vs. 1-2a) B. The Disciples Delivered to the Lord. (vs. 7-11) 2. Thus facilitating the presentation of the Lord. (vs. 11) 1. Thus fulfilling the prophecy of the Lord. (vs. 7-10) II. The Lord Cursed the Tree. (vs. 12-14) A. The Tree missed its purpose. (vs. 12-13) 2. Its purpose was to feed. (vs. 12-13) 1. Its purpose was to flourish. (vs. 12-13) B. The Tree missed its potential. (vs. 14) 2. It would cease to give. (vs. 14) 1. It would cease to grow. (vs. 14, cf. 20) III. The Lord Cast Out the Traders. (vs. 15-19) 1. The wickedness of the people. (vs. 15) A. There was Wickedness in the Temple. (vs. 15-16) 2. The wickedness of their practices. (vs. 16) B. This was Written of the Temple. (vs. 17-19) 2. The rest were astonished with what was written. (vs. 18b-19) 1. The religious were angry with what was written. (vs. 17-18a) QUESTIONS 1. What was it that the disciples were sent after?___________________ ___________________________________________________________ 2. How many disciples were sent?________________________________ 3. This was the first chapter in Mark that Jesus was called___________ __________________________________________________________. 4. What type of tree did Jesus curse?_____________________________ 5. Jesus said that the house of prayer was made a _________________ __________________________________________________________. Review Questions Lessons 18-21 1. Moses permitted a bill of divorcement because of the___________ of their hearts. 2. A man is to_______________________his father and mother and to_________________________________________________his wife. 3. A person commits____________________when he puts away his wife and marries another. 4. To enter the kingdom of God, a person must receive the kingdom as a ______________________________________________________. 5. What did Jesus do to the little children?_______________________ 6. The man who questioned Jesus knew Him only as _____________. 7. Jesus told this man that there was none________________but God. 8. Jesus was trying to illustrate that goodness is not found in a mere ________________________________________________but in God. 9. The man was unwilling to follow Jesus because of his great_________. 10. What is the greatest wealth that comes to a follower of Christ? _________________________________________________________. 11. Jesus gave the great message concerning the crucifixion on the way to what city?__________________________________________. 12. Jesus told His disciples of things that should______________to him. 13. Who were the two disciples that made the hard request? ____________________ and ____________________ . 14. These disciples have been called, "the sons of__________________." 15. Who was the beggar that was healed of his blindness?___________ __________________________________________________________ 16. What was it that the disciples were sent after?__________________ 17. How many disciples were sent?_______________________________ 18. This was the first chapter in Mark that Jesus was called _________ _________________________________________________________. 19. What type of tree was it that Jesus cursed?____________________ 20. Jesus said that the house of prayer was made a ________________ _________________________________________________________. Lesson 22 Mark 11:20-33 Memory Verse: Galatians 6:2 "Bear ye one another's burdens, and so fulfill the law of Christ." IV. The Lord continues in His Teaching. (vs. 20-26) A. The Lord taught them a Great Lesson. (vs. 20-24) 2. Uttering a truth that was weighty. (vs. 22-24) 1. Using the tree that was withered. (vs. 20-21) B. The Lord taught them a Great Law. (vs. 25-26) 2. It was a law pertaining to pardoning. (vs. 25b-26) 1. It was a law pertaining to prayer. (vs. 25a) V. The Lord comes to the Temple. (vs. 27-33) A. His Authority was questioned. (vs. 27-28) 2. The religious crowd presented the questions. (vs. 28) 1. The recent circumstances prompted the questions. (vs. 27) B. His Answer was a question. (vs. 29-33) 2. He asked a question that would trouble them. (vs. 32-33) 1. He asked a question that would trap them. (vs. 29-31) QUESTIONS 1. When did Peter notice that the fig tree was dried up from its roots? ___________________________________________________________ 2. What was Jesus' response to Peter?____________________________ 3. "What things soever ye desire, when ye pray, believe that ye shall receive them, and ye shall_________________________them." 4. Which crowd questioned Jesus' authority?________________crowd. 5. Did Jesus answer the question asked of Him?___________________ Lesson 23 Mark 12:1-17 Memory Verse: I John 2:6 "He that saith he abideth in him ought himself also so to walk, even as he walked." I. Wisdom shown in the Presenting of the Prophetic (vs. 1-12) 1. It would reveal a great truth. (vs. 1) A. He introduced the Prophecy with a parable. (vs. 1) NOTE: The owner of the vineyard was God; the vineyard itself was Israel. The wicked husbandmen were the leaders and rulers of Israel. The servants were the Prophets, and the beloved Son was Jesus. 2. It would reveal the Great Trouble Makers. (vs. 1) B. He illustrated the Peril with the Parable. (vs. 2-10) 1. The servants were rejected. (vs. 2-5) 3. The Scriptures were revealed. (vs. 10) 2. The Son was refused. (vs. 6-9) C. He indicted the Pharisees with the Parable. (vs. 11-12) 2. This enraged them. (vs. 12) 1. Thus exposing them. (vs. 11) II. Wisdom shown by the Prevailing over the Pharisee (vs. 13-17) A. They wanted to Catch Him. (vs. 13) 2. They wanted to finally conquer Him. (vs. 13) 1. They wanted to find contradiction in Him. (vs. 13) B. They were to Compliment Him. (vs. 14) 2. Hoping to take Him. (vs. 14) 1. Hoping to trap Him. (vs. 14) C. They were to be caught by Him. (vs. 15-17) 2. He knew their hearts. (vs. 16-17) 1. He knew their hypocrisy. (vs. 15) QUESTIONS 1. The Lord spoke the prophecy concerning the vineyard in __________________________________________________________. 2. Who was the owner of the vineyard?__________________________ 3. The scriptures tell us that the stone which the builder rejected is become the______________________of the comer. 4. Whose image was on the penny?______________________________ 5. How many sons did the lord of the vineyard have?_______________ Lesson 24 Mark 12:18-44 Memory Verse: Galatians 5:22-23 "But the fruit of the Spirit is love, joy, peace, long-suffering, gentleness, goodness, faith, meekness, temperance: against such there is no law." I. Teaching concerning the Scope of the Resurrection. (vs. 18-27) A. The question was asked about the Resurrection. (vs. 18-23) 2. It was a question resulting from ignorance of the Word. (vs. 23) 1. It was a question resulting from ignoring the Word. (vs. 18-22) B. The question answered about the Resurrection. (vs. 24-27) 2. He answered, showing them the results of their ignorance. (vs. 25-27) 1. He answered 81 showing them the reason for their ignorance. (vs. 24) II. Teaching concerning the Showing of Reverence. (vs. 28-37) A. Reverence given to the Commandments. (vs. 28-34) 2. Reverence for the greatness of them. (vs. 31-34) 1. Reverence for. the grace in them. (vs. 28-30) B. Reverence given to the Christ. (vs. 35-37) 2. In regards to the heavenly relationship. (vs. 36-37) 1. In regards to the human relationship. (vs. 35) III. Teaching concerning the Stewardship of Riches. (vs. 38-44) A. Implications against Greed. (vs. 38-40) 2. Warning concerning their damnation. (vs. 40b) 1. Warning concerning the devourer. (vs. 38-40a) B. Instructions about Giving. (vs. 41-44) 2. True giving is a demonstration of inward birth. (vs. 43-44) 1. True giving is not a demonstration of outward worth. (vs. 41-42) QUESTIONS 1. Who said that there was no resurrection? ________________(vs. 18) 2. Who should you love with all your heart, soul, and mind? _______ ____________________________________________________(vs. 30) 3. How many mites did the widow give? ___________________(vs. 42) 4. Why did the Lord say that the widow cast in more than any? ____________________________________________________ (vs. 44) 5. What were the two greatest commandments mentioned in this lesson? (1)_______________________________________________________ (2)_______________________________________________________ (vs. 30-11) Lesson 25 Mark 13:1-23 Memory Verse: II Thessalonians 5:22 "Abstain from all appearance of evil." I. Take heed concerning the Attempts to Deceive. (vs. 1-8) 1. The disciples were warned of the future. (vs. 1-3) A. The faithful prophecy to settle you. (vs. 1-4) 2. The disciples were wondering of their fate. (v. 4) B. The false proclaimers to sway you. (vs. 5-6) 2. They would cause deception. (v. 6b) 1. They would claim deity. (vs. 5-6a) C. The fateful plight to sorrow you. (vs. 7-8) 2. The enticed shall be troubled. (vs. 8) 1. The elect shouldn't be troubled. (v. 7) II. Take heed concerning the Abomination of Desolation. (vs. 9-23) Note: See Daniel 9:27; 11:31; 12:11—In these scriptures the primary reference to the Abomination of Desolation is related to Antiochus Epiphanes who desecrated the temple in 168 B.C. The final fulfillment is when the man of lawlessness is revealed and takes his seat in the temple of God as though he were God. (II Thessalonians 2:3-4) A. The characteristic of that time. (vs. 9-10) 2. It will follow the preaching of the gospel. (v. 10) 1. It will foster persecution of the Godly. (v. 9) B. The cost of that time. (vs. 11-13) 2. It will cost one's respect. (v. 13) 1. It will cost one's relationship. (vs. 11-12) C. The course of that time. (vs. 14-23) 2. It will invoke false attempts to seduce the elect. (vs. 21-23) 1. It will involve fleeing for safety by the elect. (vs. 14-20) QUESTIONS 1. Where must the gospel first be published? _______________(v. 10) 2. For what reason did the Lord say that the elect would be hated of all men? _____________________________________________(v. 13) 3. What did the Lord say to do when the elect heard of wars and rumors of wars? _______________________________________(v. 7) 4. Who were the four disciples that were asking Jesus questions? (1)________________________________________________________ (2)________________________________________________________ (3)________________________________________________________ (4)________________________________________________________ (vs. 3) 5. For whose sake did the Lord shorten the tribulation days? ________ ____________________________________________________(v. 20) Lesson 26 Mark 13:24-37 Memory Verse: John 8:36 "If the Son therefore shall make you free, ye shall be free indeed." III. Take heed concerning the Agony of the Tribulation. (vs. 24-27) A. The end shall be revealed by the change. (v. 24) 1. It will be a predicted change. (v. 24) 2. It will be a painful change. (v. 24, cf. Rev. 6:12; 8:12; 16:10) B. The earth shall be rocked by the cataclysms. (v. 25) 2. The cataclysms will be unearthly. (v. 25) 1. The cataclysms will be unavoidable. (v. 25) C. The elect shall be relieved by His coming. (vs. 26-27) 2. The tribulation saints will be removed from their predicament. (v. 27) 1. The tribulation saints will be ready for His presence. (v. 26) IV. Take heed concerning the Advent of this Generation. (vs. 28-37) A. The signs of His coming. (vs. 28-31) 2. The sign of His coming is guaranteed by a promise. (v. 31) 1. The sign of His coming is given in a parable. (vs. 28-30) B. The surety of His coming. (vs. 32-35) 2. The surety of His coming results in anticipation. (vs. 34-35) 1. The surety of His coming requires preparation. (vs. 32-33) C. The suddeness of His coming. (vs. 36-37) 2. His coming will leave some doomed. (v. 37) 1. His coming will find some dozing. (v. 36) QUESTIONS 1. Who will be coming in the clouds with great power and glory? ____________________________________________________ (v. 26) 2. What kind of tree did the Lord use in the parable? _____________ ____________________________________________________(v. 28) 5. Heaven and earth shall pass away: but my _______________ shall not pass away. (vs. 31) 4. The only one who knows when the Lord will return is the _________ ___________________________________________________ .(v. 32) 5. Several times in this lesson we were told to ________________ for His coming. Review Questions Lessons 22-26 1. When did Peter notice that the fig tree was dried up from its roots? ____________________________________________________________ 2. What was Jesus' response to Peter?____________________________ 5. "What things soever ye desire, when ye pray, believe that ye receive them, and ye shall ________________________ them." 4. Which crowd questioned Jesus' authority?______________________ 5. Did Jesus answer the question asked of Him?____________________ 6. Who said, "there is no resurrection?"___________________________ 7. Who should you love with all your heart, soul, and mind?_________ ___________________________________________________________ 8. How many mites did the widow give?__________________________ 9. Why did the Lord say that the widow cast in more than any? ______ ___________________________________________________________ 10. What were the two greatest commandments mentioned in this lesson? (1)________________________________________________________ (2)________________________________________________________ 11. Where must the gospel first be published?______________________ 12. For what reason did the Lord say that the elect would be hated of all men? ___________________________________________________ 13. What did the Lord say to do when the elect heard of wars and rumors of wars? ____________________________________________ 14. Who were the four disciples that were asking Jesus questions? (1) __________________________________________________________ (2) _________________________________________________________ (3) _________________________________________________________ (4) __________________________________________________________ 15. For whose sake did the Lord shorten the tribulation days? _______ __________________________________________________________ 16. Who will be coming in the clouds with great power and glory?____ __________________________________________________________ 17. What kind of tree did the Lord use in the parable?_______________ 18. Heaven and earth shall pass away: but my _________________shall not pass away. 19. The only one who knows when the Lord will return is the ________ __________________________________________________________. 20. Several times in this lesson we were told to _________________for His coming. Lesson 27 Mark 14:1-21 Memory Verse: John 14:1 "Let not your heart be troubled: ye believe in God, believe also in me." I. The Time Period of the Betrayal. (vs. 1-9) A. It happened after the observance of the Passover. (vs. 1-2) 2. The crowd feared chaos. (v. 2) 1. The crowd figured on craft. (v. 1) B. It happened after the discourse on the poor. (vs. 3-9) 2. A great principle was offered at this time. (vs. 6-9) 1. A great price was offered at this time. (vs. 3-5) II. The Terrible Plot of the Betrayal. (vs. 10-11) A. It was a premeditated betrayal. (vs. 10-11) 2. He was also moved by money. (v. 11a) 1. He was moved by meaness. (v. 10) B. It was a pitiless betrayal. (v. 11b) 1. He demonstrated no feelings. (v. 11b) 2. He demonstrated no faith. (v. 11b) III. The Tense Pointing Out of The Betrayer. (vs. 12-21) A. It was done at the Passover. (vs. 12-19) 2. The person was revealed. (vs. 18-19) 1. The Passover was readied. (vs. 12-17) B. It was directed at a person. (vs. 20-21) 2. The misery of the individual's birth. (v. 21) 1. The method of identifying the betrayer. (v. 20) QUESTIONS 1. The woman who came to Jesus had _________ of _________ in the alabaster box. (v. 3) 2. Some of the people had ___________________within themselves and __________________________________________against her. (vs. 4-5) 3. Jesus said that she had done a __________________________. (v. 6) 4. Who betrayed Jesus? __________________________________(v. 10) 5. Where did Jesus and his disciples eat the Passover?____________ ____________________________________________________(v. 15) Lesson 28 Mark 14:22-52 Memory Verse: Hebrews 13:8 "Jesus Christ the same yesterday, and to day, and for ever." IV. The Travail Preceding the Betrayal. (vs. 22-40) A. The reminder at the supper. (vs. 22-25) 2. He reminded them of the kingdom. (v. 25) 1. He reminded them of the crucifixion. (vs. 22-24) B. The rebuke of the self-confident. (vs. 26-31) 2. The rebuke centered on Peter. (vs. 30-31) 1. The rebuke came after the prophecy. (vs. 27-29) C. The reality of the sorrowfulness. (vs. 32-40) 2. The sorrow was because of the carelessness of the 1. The sorrow was because of the curse of sin. (vs. 32-36) sleepers. (vs. 37-40) V. The Treacherous Performing of the Betrayal. (vs. 41-52) A. The treacherous time of the betrayal. (vs. 41-42) 2. It came during a time of sinfulness. (vs. 41b-43) 1. It came during a time of slumber. (v. 41) B. The treacherous token of the betrayal. (vs. 44-45) 2. It was a dastardly kiss. (v. 45) 1. It was a deceitful kiss. (v. 44) C. The treacherous taking after the betrayal. (vs. 46-52) 2. It fulfilled the eventful prophecy. (vs. 47-52, cf Isaiah 53:6,7) 1. It fulfilled their evil purpose. (v. 46) QUESTIONS 1. What did they do before they went out into the mount of Olives? ____________________________________________________(v. 26) 2. Which disciple declared that he would never be offended?______ ____________________________________________________(v. 29) 3. What was the name of the garden where Jesus prayed? ____________________________________________________(v. 32) 4. What did Judas call Jesus just before he kissed Him?____________ ____________________________________________________(v. 45) 5. Who stayed by Jesus when he Was taken in the garden?_________ ____________________________________________________(v. 50) Lesson 29 Mark 14:53-72 Memory Verse: John 1:1-2 "In the beginning was the Word, and the Word was with God, and the Word was God. The same was in the beginning with God." I. The Scene of the Denial. (vs. 53-65) A. The leading of the prisoner. (v. 53) 1. To the place of judgment. (vs. 53a) 2. To the people of judgment. (v. 53b) B. The Lagging of Peter. (v. 54) 2. He degraded himself in his service. (v. 54b) 1. He distanced himself from the Saviour. (v. 54a) C. The lying of the people. (vs. 55-65) 2. Their attacks were ferocious. (vs. 60-65) 1. Their accusations were false. (vs. 55-59) II. The Sorrow of the Denial. (vs. 66-72) A. He was in the wrong place. (vs. 66-68) 2. A place of crisis. (v. 68) 1. A place of compromise. (vs. 66-67) B. He was with the wrong people. (vs. 69-70) 2. There was no help among this crowd. (v. 70) 1. There was no haven in this crowd. (v. 69) C. He was on the wrong path. (vs. 71-72) 2. A path that caused him to sorrow. (v. 72) 1. A path that caused him to sin. (v. 71) QUESTIONS 1. The crowd led Jesus to the_____________________________. (v. 53) 2. The chief priests and the council were unable to find witnesses against Jesus. (True or False) (v. 55) 3. The false witness testimony did not agree. (True or False) (v. 56) 4. Peter's speech caused him to be recognized as a__________________ _____________________________________________________. (v. 70) 5 What did Peter do when the cock crowed the second time? ________ ______________________________________________________(v. 72) Lesson 30 Mark 15:1-15 Memory Verse: John 14:6 "Jesus saith unto him, I am the way, the truth and the life; no man cometh unto the Father, but by me." I. The Silence of the Prisoner before the Crucifixion. (vs. 1-5) A. He was not silent when first asked. (vs. 1-2) 2. During His affirming of the truth. (v. 2) 1. During His appearance at the trial. (v. 1) B. He was silent when falsely accused. (v. 3) 2. Being obedient in the sacrificing. (v. 3, cf. Phil. 2:8) 1. Being obedient to the scriptures. (v. 3, cf. Prov. 26:4) C. He was silent with force applied. (vs. 4-5) 2. He miraculously fulfilled prophecy. (v. 5 cf. Isa. 53:7) 1. He mightily faced persecution. (v. 4) II. The Selection of the Prisoner for the Crucifixion. (vs. 6-15) A. The selection involved the custom of the people. (vs. 6-11, cf John. 18:39) 2. Theirs was the purpose to torture Christ. (vs. 7-11) 1. There was the potential to turn Christ loose. (v. 6) B. The selection involved the cry of the people. (vs. 12-14) 2. It was a cry of madness. (v. 14) 1. It was a cry of meaness. (vs. 12-13) C. The selection involved the contentment of the people. (v. 15) 2. Thus delivering Jesus to be crucified. (v. 15b) 1. Thus denying justice to be carried out. (v. 15a) QUESTIONS 1. Who was Jesus delivered to at the beginning of His trial? _____________________________________________________(vs. 1) 2. Did Jesus answer that He was the King of the Jews? ________(vs. 2) 3. Who was released from prison according to the custom? __________ ____________________________________________________(vs. 15) 4. Pilate delivered Jesus to______________________the people. (vs. 15) 5. What caused Pilate to marvel? ___________________________(vs. 3) Lesson 31 Mark 15:16-41 Memory Verse: Mark 16:15 "And he said unto them, Go ye into all the world, and preach the gospel to every creature." I. The Placing of Christ on the Cross. (vs. 16-28) A. Before the Cross He was in the midst of mocking men. (vs. 16-23) 2. They'll meet Him in eternity. (cf Rom. 14:11,12) 1. They mocked Him in earnest (vs. 16-23) B. On the Cross He was in the middle of mean men. (vs. 24-28) 2. He was numbered according to the scriptures. (v. 28) 1. He was numbered with the sinners. (vs. 24-27) II. The Persecuting of Christ on the Cross. (vs. 29-34) A. Christ suffered at the hands of the devilish. (vs. 29-32) 2. They had to be ministers of Satan. (vs. 29-32) 1. They had to be moved by Satan. (vs. 29-32) B. Christ suffered at the hands of Deity. (vs. 33-34) 2. He was separated by God. (v. 34) 1. He was separated from God. (v. 33) III. The Perseverance of Christ on the Cross. (vs. 35-41) A. He endured the torture. (vs. 35-38) 2. By satisfying all the cost. (v. 38) 1. By staying on the cross. (vs. 35-37) B. He established a testimony. (vs. 39-41) 2. As to His deity. (vs. 39b-41) 1. As to His determination. (v. 39a) QUESTIONS 1. Who did Pilate release to the people? ____________________(v. 15) 2. They clothed Jesus with ________________ and platted a __________ of __________________________________________________. (v. 17) 3. He was crucified between two__________________________. (v. 27) 4. The ninth hour Jesus cried out in a loud voice, (being interpreted) ____________________________________________________? (v. 34) 5. When Jesus gave up the ghost, the ________________________of the _____________________________________was rent in twain. (v. 38) Lesson 32 Mark 15:42-16:20 Memory Verse: Mark 16:16 "He that believeth and is baptized shall be saved; but he that believeth not shall be damned." I. The Entombment of Jesus. (15:42-47) A. The preparation for the burial. (vs. 42-45) 2. The removing of the body. (v. 45) 1. The requesting of the body. (vs. 42-44) B. The performing of the burial. (vs. 46-47) 2. The entombment of the Lord. (vs. 46a-47) 1. The embalming of the Lord. (v. 46a) II. The Empty Tomb of Jesus. (vs. 16:1-8) A. The startling of the women at the empty tomb. (vs. 1-7) 2. The empty tomb frightened them. (vs. 5-7) 1. The empty tomb faced them. (vs. 1-4) B. The shaking of the women at the empty tomb. (vs. 8) 2. They refused the soothing consolation. (v. 8) 1. They reacted to the strange clothing. (v. 8, cf. 5) III. The Entrustment of Jesus. (vs. 9-20) A. To the ministry of salvation. (vs. 9-18) 2. That men might be servants. (vs. 15-18) 1. That men might be saved. (vs. 9-14) B. To the mission of service. (vs. 19-20) 2. The work of confirmation. (v. 20b) 1. The work of presentation. (vs. 19-20) QUESTIONS 1. Who went to Pilate and asked for the body of Jesus?____________ _____________________________________________________(v. 43) 2. Who were the two Marys that went to the tomb to anoint Jesus? _________________________ and________________________(16:1) 3. Where did the Angel tell them that they would see Jesus?_______ _____________________________________________________ (v. 7) 4. Did the disciples believe Mary when she told them that she had seen Jesus?________________________________________________(v. 11) 5. What was the commission given to the disciples? ________________ _____________________________________________________ (v. 15) Review Questions Lessons 27-32 1. The woman who came to Jesus had _____________ of ____________ in the alabaster box. 2. Some of the people had _______________________within themselves and ______________________________________________against her. 3. Jesus said that she had done a_________________________________. 4. Who betrayed Jesus? _________________________________________ 5. Where did Jesus and his disciples eat the Passover? ______________ 6. What did they do before they went out into the Mount of Olives? ___________________________________________________________ 7. Which disciple declared that he would never be offended? ________ 8. What was the name of the garden where Jesus prayed? ____________ 9. What did Judas call Jesus just before he kissed Him? _____________ 10. Who stayed by Jesus when He was taken in the garden? 11. The crowd led Jesus to the __________________________________ . 12. The chief priests and the council were unable to find witnesses against Jesus. (True or False) 13. The false witness testimony did not agree. (True or False) 14. Peter's speech caused him to be recognized as a ________________ . 15. What did Peter do when the cock crowed the second time? _______ __________________________________________________________ 16. Who was Jesus delivered to at the beginning of His Trial? ________ 17. Did Jesus answer that He was the King of the Jews? _____________ 18. Who was released from prison according to custom? _____________ 19. Pilate delivered Jesus _____________________________ the people. 20. What caused Pilate to marvel? ________________________________ 21. Who did Pilate release to the people? __________________________ 22. They clothed Jesus with _________________________ and platted a __________________________of _____________________________ . 23. He was crucified between two _______________________________ . 24. The ninth hour Jesus cried out in a loud voice, (being interpreted) __________________________________________________________? 25. When Jesus gave up the ghost, the _____________________ of the ___________________________________________ was rent in twain. 26. Who went to Pilate and asked for the body of Jesus? _____________ 27. Who were the two Marys that went to the tomb to anoint Jesus? ___________________________and ___________________________ 28. Where did the Angel tell them that they would see Jesus? ________ 29. Did the disciples believe Mary when she told them that she had seen Jesus? ________________________________________________ 3O. What was the commission given to the disciples? _______________ __________________________________________________________ STUDY QUESTION ANSWER KEY LESSON 1 LESSON 6 2. the Lord 1. the Son of God 1. will of God 3. John 5. forty 4. Jordan LESSON 2 2. James, John 1. Galilee 3. Simon, Andrew b. cooling of fever 4. a. casting out demons c. casting out of many d. cleansing of the leper demons LESSON 3 2. Levi 1. forgave his sins 3. Matthew's 5. separated 4. Town of Nahum LESSON 4 2. the Son of Man 1. man 3. the Sabbath 5. the shew bread 4. the Herodians LESSON 5 2. Herodians 1. yes 3. 12 5. servant 4. cast out devils 6. yes 3. the Word 2. parables 4. four 5. brought forth fruit LESSON 7 2. Eternal 1. mystery 3. grain of mustard 5. Jesus 4. parables LESSON 8 2. Legion 1. among the tombs 3. into the swine 5. all men marveled 4. yes LESSON 9 2. 12 1. Jesus 3. 12 5. Heavenly 4. touch, whole LESSON 10 2. mighty 1. wisdom 3. sent 5. Philip 4. John the Baptist LESSON 11 2. five 1. two 3. witness 5. 12 4. grace LESSON 12 2. hypocrites 1. Pharisees, Scribes 3. heart 5. a gift 4. out of the heart LESSON 13 2. be opened 1. Gentile 3. seven 5. four thousand 4. seven LESSON 14 2. leaven, leaven 1. bread 3. men 5. The Christ 4. clearly LESSON 15 2. Gospel 1. deny, cross, follow 3. Elias, Moses 5. yes 4. John the Baptist LESSON 16 2. yes 1. witness 3. believeth 5. third 4. prayer, fasting LESSON 17 2. last 1. first 3. a child 5. no 4. no LESSON 18 2. leave, cleave 1. hardness 3. adultery 5. blessed them 4. little child LESSON 19 2. good 1. Good Master 3. man 5. eternal life 4. possessions LESSON 20 2. happen 1. Jerusalem 3. James, John 5. Bartimaeus 4. thunder LESSON 21 2. two 1. a colt of an ass 3. Lord 5. den of thieves 4. a fig tree LESSON 22 2. have faith in God 1. in the morning 3. have 5. no 4. the religious (priests, scribes, Pharisees, etc.) LESSON 23 2. God 1. parables 3. head 5. none 4. Caesar LESSON 24 2. God 1. Sadducees 3. two 5. Thou shalt love thy God with all thy heart, soul and mind. Thou shalt love thy neighbor as thyself. 4. she gave or cast in all LESSON 25 2. for my name's sake 1. among all nations 3. be not troubled 5. the elect 4. Peter, James, John, Andrew LESSON 26 2. fig tree 1. Son of Man 3. words 5. watch 4. the Father LESSON 27 2. indignation, murmured 1. ointment, spikenard 3. a good work 5. an upper room 4. Judas Iscariot LESSON 28 2. Peter 1. sung a song 3. Gethsemane 5. none 4. Master LESSON 29 2. true 1. high priest 3. true 5. he wept 4. Galilean LESSON 3O 2. yes 1. to Pilate 3. Barabbas 5. when Jesus answered nothing 4. content LESSON 51 2. purple, crown, thorns 1. Barabbas 3. Thieves 5. veil, temple 4. My God, My God, why hast thou forsaken me? LESSON 52 2. Mary Magdalene, Mary the Mother of Jesus 1. Joseph of Arimethea 3. Galilee 5. Go ye into all the world and preach the gospel 4. no	<urn:uuid:38e0183b-b2a3-4106-994c-2a5451f6b475>	CC-MAIN-2015-27	http://www.baptistbiblebelievers.com/LinkClick.aspx?fileticket=AnCRVRQLkG4%3D&tabid=373&mid=1203	2015-07-05T14:58:01Z	crawl-data/CC-MAIN-2015-27/segments/1435375097512.42/warc/CC-MAIN-20150627031817-00134-ip-10-179-60-89.ec2.internal.warc.gz	312,361,442	19,943	eng_Latn	eng_Latn	0.959573	eng_Latn	0.9922	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn...	false	docling	[ 76, 509, 673, 692, 1941, 2576, 4047, 4380, 5578, 6980, 8485, 9942, 11790, 13041, 14532, 15908, 17003, 18564, 20067, 21689, 23178, 24498, 25835, 27208, 28681, 30238, 31478, 32995, 34515, 35947, 37558, 38928, 40110, 41536, 42978, 44486, 46143, ...	[ 1.6875, 2.8125 ]	4	18
Clarion Review Juvenile Fiction Mary's Cat Kathleen E. Bardsley CreateSpace 978-1-4538-0411-7 Three Stars (out of Five) The lives of the Holy Family are seen up close and personal through the eyes of a loyal pet cat named Fearless. Intended for readers between the ages of ten and fourteen, Mary's Cat follows the exploits of a hardscrabble kitten lucky enough to be adopted by Mary, the mother of Jesus. The runt of his litter and the least attractive of the lot, the cat becomes acquainted with Mary when Mary rescues the stray cat from the upper limbs of a tree, giving the wayward animal its first taste of human kindness. Soon after, the cat witnesses the angel's visitation upon Mary, when the young virgin first learns what God has in store for her. When Mary is promptly stalked by a deadly snake, the cat attacks it, thus earning his new name: Fearless. Mary and Fearless become inseparable companions, and thus it is through Fearless's eyes that the next twenty years of Mary's life unfold. Adhering to story lines as they are set forth in the four Gospels, Bardley's tale hits on the major highlights of Mary's life: her betrothal to Joseph, the trek into Bethlehem, the birth of Jesus, the family's flight into Egypt, and their return to Nazareth, where the child Jesus excels in his studies at the synagogue and follows in Joseph's footsteps as a carpenter. In what feels like an abrupt conclusion to the tale, the story then comes to a sudden end with the death of Joseph and the implication that Fearless, too, has passed beyond the earthly realm. At its best, Mary's Cat allows for a whimsical approach to some of the most oft told stories of the New Testament, helping young readers to better imagine those long ago times. And Fearless is a companionable narrator, whose steady eye and observations on human ways allow for an occasional dose of gentle humor, like when he points out that "the human birth process is another example of why cats are the superior species." Whether young readers are already familiar with these Bible stories or coming to them for the first time, Mary's Cat offers renditions of the tales that both remain faithful to the original source and add a layer of fancy to capture those younger imaginations. At its worst, however, Mary's Cat is not as richly imagined or as deeply engaging as one hopes children's literature will be. With no illustrations to augment the text, it cannot be said that these ancient environments truly come alive on the page, or that any of the characters come across as fully developed personalities. Unfortunately, this is largely due to the weakness of the story line itself, which essentially has no plot, no central problem for the characters to confront and resolve. The story, after all, does not lead toward the crucifixion of Jesus, but the death of Joseph and the cat. A retelling of New Testament stories as seen through the lens of a pet, Mary's Cat is imaginative in its own right. Diane Taylor	<urn:uuid:ff692aa9-4098-4e4f-ab84-2e8c633c7501>	CC-MAIN-2015-27	https://www.forewordreviews.com/reviews/marys-cat/pdf/	2015-07-05T15:10:45Z	crawl-data/CC-MAIN-2015-27/segments/1435375097512.42/warc/CC-MAIN-20150627031817-00143-ip-10-179-60-89.ec2.internal.warc.gz	1,007,657,766	642	eng_Latn	eng_Latn	0.998572	eng_Latn	0.998496	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2254, 2988 ]	[ 2.078125 ]	7	13
ENGAGED RESEARCH CASE STUDY Dr Edward Zlotkowski Dr. Ann Smithson teaches chemistry at a public university in the northeast. Recently, in the context of a course on environmental chemistry, she decided to engage her students in a project to sample and analyze soil from a local playground. The playground in question is in a nearby town and was built primarily by community members using donated lumber. Dr. Smithson chose this project because she has become increasingly concerned about contaminants leaching into the soil from the chemicals used to treat the kinds of posts that support playground structures. Before the spring semester started, Dr. Smithson wrote a letter to the town's selectmen to let them know about the project. She assured them the analysis would be done at times when the playground was not being used. When she received no response, she called town hall and described the project to someone in the Town Clerk's office. That person had little response except to say that she didn't think there would be a problem if no children were involved. Dr. Smithson decided to conduct the project as planned, and, after a semester of sampling, analyzing and mapping, the class was able to pinpoint several places in the playground where the level of chemical contamination either reached or exceeded government guidelines for the substances in question. Students were proud of their work and were eager to share their findings with town officials. Dr. Smithson herself was so pleased with the quality of student learning and the research it produced, she immediately considered making playground soil analysis a regular feature of her environmental chemistry class. Unfortunately, the semester ended before there was time to present the findings to the town. However, a few weeks into the summer, Dr. Smithson succeeded in making an appointment with one of the selectmen and brought him the results of the analysis. Having summarized the findings in the report, she suggested that some parts of the playground be put off limits as soon as possible, that several structures be replaced, and that the soil in less contaminated areas be regularly monitored. It would be hard to describe how shocked and disappointed she was at the chilly reception she received. The selectman not only expressed skepticism regarding her findings and concerns but also seemed to take offence at the implication that the town would in any way endanger its children's health. The official assured her that such chemically treated lumber was the norm for playgrounds and that there had been no reported increase in illness among the town's children. He also seemed indirectly to question her motives, and kept asking why she chose to analyze the soil in his town's playground. Why hadn't she analyzed the soil at a playground "somewhere else"? The only 'concession' she could win from him was his agreeing to share the report with other "appropriate" officials. Dr. Smithson is now far less enthusiastic about public engagement and is strongly disinclined to risk a similar experience with next year's class. If you were one of her faculty or student colleagues, and believed strongly in the potential of engaged research, how would you advise her to proceed next time? What could/should she do differently? Consider both the mechanics of partnering in general and the special opportunities afforded by partnering with a small town. How could such a partnership help develop specifically civic competencies?	<urn:uuid:6df60273-a076-41bf-941c-f0ed5503e29d>	CC-MAIN-2015-27	http://www.brocku.ca/webfm_send/7330	2015-07-05T15:03:57Z	crawl-data/CC-MAIN-2015-27/segments/1435375097512.42/warc/CC-MAIN-20150627031817-00159-ip-10-179-60-89.ec2.internal.warc.gz	370,926,968	670	eng_Latn	eng_Latn	0.999268	eng_Latn	0.999268	[ "eng_Latn" ]	false	docling	[ 3520 ]	[ 2.765625 ]	1	23
Unit 1 Week 5: Personal Narrative PR=Practice Reader T =Teacher G/O=Graphic Organizer S=Student TM= Tree Map TE= Teacher's Edition CM= Circle Map TPS=Think Pair Share ATE= Teacher Annotated Edition •Students Think-Pair-Share a memorable incident they have experienced. Treasures ELD Unit Writing 4th Grade, Unit 1 Opener BRAINSTORM & PREWRITE DAY 2 A New Home (ELD Practice Reader Unit 1 WK1) Identify and describe setting Tree Map #1 Divide class into table groups of 4-6 students Teacher will… Say, "When you write, you want people to "see" the setting by describing the time and place where the story/event takes place. We are going to practice identifying setting using these images."(see attached) Model describing the setting for image 1 (see attached) by adding adjectives/adjective phrases to Tree Map #1. Each table group is assigned an image (images 2, 3 or 4). In groups, students practice describing the setting. Students will… Share adjectives/adjective phrases that describe setting. Encourage and/or provide Tier II words. They will chart adjectives/adjective phrases on Tree Map #1 (see attached). In groups, review Chapter 4 p. 17 to identify adjectives/adjective phrases that describe the setting. Share words that describe setting. Teacher will chart student responses on Tree Map #1 (see attached). Teacher will… Ask, "When and where does your memorable incident occur?" Have students identify the setting of their memorable incident. Do a "whip around" by having students share quickly Model drawing the setting of your memorable incident (see attached). Students draw the setting of their memorable incident. Students will TPS Independent: assigned as independent work during small group ELD 1-2: Students draw and label the setting of their memorable incident. Note: Teacher can work with ELD 1-2 students to further scaffold as needed during small group instruction. Share Drawings – Memorable Incident Setting Students will… TPS their drawings. * Debrief/Group share-have a few volunteers orally present their drawings. Class identifies adjectives. Add adjectives to Tree Map #1. Unit 1 Week 5: Personal Narrative PR=Practice Reader G/O=Graphic Organizer S=Student TM= Tree Map TE= Teacher's Edition T =Teacher CM= Circle Map TPS=Think Pair Share Treasures ELD Unit Writing 4th Grade, Unit 1 Opener DRAFT ATE= Teacher Annotated Edition •Students will TPS their drawings. •Class identifies adjectives. Add adjectives to Tree Map #1. •Teacher will distribute Anchor Paper (see attached). •Create a Class Flee Map for the third paragraph of the anchor paper (Flee Map- see attached). •Say, "We will use this Flee Map to identify the setting and details of the incident from the anchor paper." •Write setting in the first box of the Flee Map. •(Teacher & students) extract details from paragraph 3 and add to Flee Map (see attached). •(Teacher and students) identify memorable incident in paragraph 3 and write details about the memorable incident. DAY 4 Day 5 Flee Map– Memorable Incident FM#2 Oral Rehearsal Opportunity Introduce Sample Communication Guide (see attached) Teacher Model-write Personal Narrative Draft Teacher will • Say, "Now I will begin to organize my personal narrative by creating a Flee Map of my memorable incident." • Create Flee Map of the Memorable Incident. • Draw first box of Flee Map and write the setting "Dodger Stadium." • Add details to describe the setting using the drawing from WK 3 (see attached). • Draw second box and write the memorable incident "Met centerfielder Matt Kemp." Add details to describe the Memorable Incident on Flee Map (see attached). Students will… • Follow the same procedures as above and create Flee Map of Memorable Incident. -Independent: assigned as independent work during small group instruction • Teacher and students review Anchor Paper to identify transition words/phrases and add to Chart #4 (see attached) • Teacher and students brainstorm additional transition words/phrases and add to Chart #4 (see attached) Teacher will review purpose and audience for Unit 1 ELD Personal Narrative Introduce Oral Presentation Criteria (Chart #3) & Sample Communication Guide (see attached). Students will orally present their Flee Maps in pairs using Communication Guide (if needed). Partners listen attentively for the setting and details of the Memorable Incident. Group Share - Student will orally present their Flee Maps using Communication Guide (if needed) Teacher will debrief using Oral Presentation Criteria Chart #3 Teacher will use Flee Map of the Memorable Incident to write Personal Narrative. Students use Flee Map and Communication Guide (as needed) to write Personal Narrative. -Independent: assigned as independent work during small group instruction Note: Teacher can work with ELD 1-2 students to further scaffold as needed during small group instruction. Teacher will • Say, "Now I will begin to organize my personal • Teacher and students review Anchor Paper to identify transition words/phrases and add to Chart #4 (see Teacher will use Flee Map of the Memorable Incident to write • Follow the same procedures as above and create Flee Map of Memorable Incident. -Independent: assigned as independent work during small group instruction ti b ti l f Unit 1 Week 5: Personal Narrative Treasures ELD Unit Writing 4th Grade, Unit 1 Opener PR=Practice Reader G/O=Graphic Organizer S=Student TM= Tree Map TE= Teacher's Edition TPS=Think Pair Share ATE= Teacher Annotated Edition REVISE •Students TPS Personal Narrative Draft. Point to the Tree Map, and define and explain sensory details (see attached). Teacher will say, "Writers use sensory details to appeal to the readers." Teacher will assign table groups a paragraph from the anchor paper. Students identify sensory details within the anchor paper for assigned paragraph. •Teacher will show visuals (see attached VVR cards) •Teacher and students describe visuals and record adjectives on Tree Map #1. •Teacher and students will identify feelings in the anchor paper and add to Tree Map #1. •Teacher will ask, "What other feelings can we add to our Tree Map?" Add student responses to Tree Map #1. DAY 6 Group Share Think-Pair-Share Revise •Student volunteer reads draft. The class listens attentively for adjectives that describe feelings. •Class debriefs. Ask, "How did you feel? Why was it a memorable incident?" Teacher and students help volunteer reader revise for feelings. •Teacher will add additional adjectives to Tree Map #1. Partners read their drafts to each other and listen attentively for adjectives that describe feelings. Teacher will say, "I want to make sure I have included feelings in my personal narrative." •Teacher models revising personal narrative for feelings. •Students revise for feelings. - Independent: assigned as independent work during small group instruction Note: Teacher can work with ELD 1-2 students to further scaffold as needed during small group instruction. •Student volunteer reads draft. The class listens attentively for adjectives that describe feelings. •Class debriefs. Ask, "How did you feel? Why was it a memorable incident?" Teacher and students help volunteer reader revise for feelings. •Teacher will add additional adjectives to Tree Map #1. •Teacher models revising personal narrative for feelings. •Students revise for feelings. - Independent: assigned as independent work during small group instruction T =Teacher CM= Circle Map Unit 1 Week 5: Personal Narrative Treasures ELD Unit Writing 4th Grade, Unit 1 Opener PROOFREAD, PUBLISH & ORAL PRESENTATION Day 7 Day 8 Teacher Edit/ Proofread Model Think-Pair-Share Students Edit/ Proofread Publish Model Teacher introduces/reviews editing checklist Teacher selects student personal narrative draft to model edits of common errors Partners read their personal narratives to each other – listening for setting, sequence of event, sensory details and feelings. Peer Edit Using Editing Checklist –edit for spelling, grammar, and punctuation- Independent: assigned as independent work during small group instruction. Note: Teacher can work with ELD 1- 2 students to further scaffold as needed during small group instruction. • Teacher will model publishing a personal narrative Day 8 Day 9 Day 10 Students Publish Teacher Reviews Oral Presentation Criteria Partners plan and practice Oral Presentations (Partner Presentations) Oral Presentations Note: Teacher can work with ELD 1-2 students to further scaffold as needed during small group instruction. Oral Presentation Criteria (Chart #3) _____________________ Highlight question/answer criteria for students Partners practice oral presentation and debrief using oral presentation criteria - Independent: assigned as independent work during small group instruction • Teacher reviews Oral Presentation Criteria • Students listen attentively for oral presentation criteria. • Students orally present their Memorable Incident presentation • Presenter poses a question to audience about their topic (ex: How would you feel if you met Matt Kemp?) • Teacher/students pose a clarifying question or asks for more details to presenter (ex: Why was this experience memorable?) 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Proteacher Collection www.proteacher.org Accessed on 7-5-2015 Published on 1-1-1970 Copyright © 1998-2015 ProTeacher® homework (long) Compiled by: teachfla I send a detailed letter home at the beginning of the year explaining my NIGHTLY homework policy and how I figure grades (1/3 each tests, homework, classwork.) Parents sign it, and I keep it. I keep homework very consistant (similar stuff on each night), which helps parents plan for any afterschool activities.If they don't do any part of nightly homework, they spend their recess making it up. I also send home weekly progress reports where I show how many completed assignments I've received in reading, math and spelling. I also include grades on weekly reading, spelling, and math tests. When Johnny doesn't do his math homework and gets a 62% on the math test, it usually dawns on parents.I also show the kids how I grade using a pie chart. We divide a circle into 3 parts. I show them how we do long division (they love that!) to divide 100 into 3 pieces. Since it can't be divided evenly, each piece is 33%. I label each piece HW, tests, classwork. We add 33 three times and get 99. We look at the grading scale on the wall and see that a 99 is an A. Then I cross out the homework piece and say to the kids: "If you don't do any homework, what's the BEST grade you can get?" They add 33 twice and see that a 66 equals a D -- not what they want to get.After that, I just let them get what they get. We do a lot of talking about choices in my class. "You chose not to do homework, so you are choosing to spend your recess doing it." Sometimes, they never know when, I bring in treats for those who did their homework all week. Or I hand out "No reading tonight!" coupons for those who always read. It's not just about homework, it's about teaching life-long responsibility skills. Source: homework (long) By: teachfla Accessed on 7-5-2015 Published on 1-1-1970 http://www.proteacher.org/c/_homework_%28long%29.html The ProTeacher Collection - All rights reserved For personal, non-commercial use only. Do not copy, post online, reproduce or transmit. Copyright © 1998-2015 ProTeacher® Page 1 of 1	<urn:uuid:3170d11a-e16b-45af-a531-0c42ed82eadb>	CC-MAIN-2015-27	http://www.proteacher.org/print.php?id=86884&type=postarchive	2015-07-05T15:01:32Z	crawl-data/CC-MAIN-2015-27/segments/1435375097512.42/warc/CC-MAIN-20150627031817-00161-ip-10-179-60-89.ec2.internal.warc.gz	725,636,599	543	eng_Latn	eng_Latn	0.998631	eng_Latn	0.998631	[ "eng_Latn" ]	false	docling	[ 2171 ]	[ 3.046875 ]	7	0
Culture Night 2011 at the European Environment Agency Here are the right answers! Quiz Forests & Bees 1. Bees are mostly living in large families. How many members can a bee family consist of? up to 10 000 up to 40 000 up to 70 000 2. How many million bees lived in Copenhagen in the summer of 2011? approx. 3.5 mil. approx. 1.5 mil. approx. 5.5 mil. 3. Is a bee heavier than? 100 mg 50 mg 200 mg 4. What is the main food source for a working bee in summer? pollen nectar honey 5. What is/are the best environment(s) for beehives nowadays? close to a lake in a forest in the city near an agricultural land 6. Are shea flowers first male or female? Male Female 7. Forests fulfil lots of functions for us. Choose six of them: prevent soil erosion clean apartments regulate local, regional and global climate purify air supply social and cultural services repair bicycles regulate water flows generate electricity supply wood for constructions and fire 8. Denmark is the northernmost part of what scientists call the "Central European temperate forest zone". Name the three most common tree species for Denmark: Fir Norway spruce Maple Beech Pine Oak Alder Source: http://www.nordicforestry.org/facts/Denmark.asp 9. Did you know that 30 % of Denmark is covered with forest? Which of these EU Member States has the largest forest coverage? Sweden Hungary Greece Source: European Commission, Pan-European Forest/Non Forest Map 2000, 2007 10. Name the animal having these antlers Moose Red deer Roebuck Culture Night 2011 at the European Environment Agency 11. How much has bird population living in forests declined between 1980 and 2005? 31 % 67 % 12 % Source: 10 messages for 2010 – Forest ecosystems, 2010 12. These are some animals living in Europe. Indicate three of the species that came back due to the protection measures taken by EU: Brown bear European jackal Gray wolf Red fox Red deer Elk Lynx 13. Which technique can be used to reveal illegal trade timber from endangered tropical trees? Smell analysis DNA analysis Haptic analysis 14. The EEA was established in 1990. Since when is it operating in Copenhagen? 1990 1998 1994 15. How many member countries does the EEA have? ……… 32 16. What is the main task of the EEA? Policymaking and legislation Reporting Cooperation 17. Name three topic areas covered by EEA's activities: Source: http://www.eea.europa.eu/themes 18. Name three publications published by the EEA: Source:http://glossary.en.eea.europa.eu/terminology/sitesearch?term=publications Name:........................................................................ Age:.......................................................................... Email:........................................................................ Phone:...................................................................... Good luck! Deliver the completed quiz at the EEA stand in the mini-fair. Winners will be picked in week 43 and announced on our website (eea.europa.eu/events/culture-night-2011) and on the EEA Facebook page.	<urn:uuid:09ff7c88-39fc-4379-8df2-49606cbbc4c1>	CC-MAIN-2015-27	http://www.eea.europa.eu/events/quiz-forests-bees-2014-here	2015-07-05T15:41:26Z	crawl-data/CC-MAIN-2015-27/segments/1435375097512.42/warc/CC-MAIN-20150627031817-00169-ip-10-179-60-89.ec2.internal.warc.gz	458,928,051	743	eng_Latn	eng_Latn	0.964711	eng_Latn	0.981107	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1613, 3219 ]	[ 3.125 ]	3	8
Lunar Librarian Newsletter September 2006 Vol. 1. Issue. 3 LRO News MOLA, MLA, and LOLA: Three Generations of Laser Altimeters Whether it is looking at the Earth or at another planetary body, the topography tells a lot about a surface. Topographical maps can help explain the geological history of a planet by showing mountains, valleys, plains, and faults. A laser altimeter, located on an airplane or orbiter, works by emitting a laser pulse, striking a surface, such as the Earth or another planetary body, and then reflecting back. By using the measurement of the pulse's round trip time and the known orbital path, scientists can determine the topography of the planetary object. MOLA, MLA, and LOLA are three generations of laser altimeters. This family legacy began with the Mars Orbiter Laser Altimeter (MOLA). MOLA was one of five science instruments aboard the Mars Global Surveyor (MGS), launched on November 7, 1996. Scientist used the data from MOLA to create topographical maps of Mars, such as the one to the right. With the MOLA instrument, scientists are able to distinguish object, such as rocks and craters, that are at least 160 meters wide. From the MOLA data, it was possible to determine some of the geological history, ex. past water flow, of Mars. One of the initial findings observed about Mars is the South Pole is approximately 6 kilometers higher in elevation than the North Pole. The laser portion of MOLA stopped working in June of 2001, but the sensors still continue to detect changes in the surface brightness. These changes in brightness are evidence of cloud coverage and atmospheric variations. Launched on August 3, 2004, Mercury Laser Altimeter (MLA) is one of eight scientific instruments on MESSENGER (MErcury Surface, Space ENvironment, GEochemistry and Ranging). MLA is the "daughter" of MOLA and GLAS (Geoscience Laser Altimeter System). MLA receiver (image to the right) consists of four 11 centimeter diameter reflective telescope. Due to the limited fuel capacity, MESSENGER will be in a highly elliptical orbit around Mercury. This will result in the topographical mapping of the northern hemisphere of Mercury. . To follow in the footsteps of the preceding laser altimeters, the Lunar Orbiter Laser Altimeter (LOLA) will be making its debut on Lunar Reconnaissance Orbiter (LRO), schedule for launch in October 2008. Unlike MLA, LOLA has a laser beam which is split into five separate beams when it passes through a lens. The five laser beams are mapped to five independent receivers, producing over 4 billion measurements over the course of the mission. This allows for an increase of mapping LOLA receiver configuration coverage for each orbit around the Moon. Due to the configuration of the receivers, see image above, the return data will provide more detail about the surface including the slope and roughness. This information will help in determining potential landing sites and possible water ice in permanently shadowed regions. It will also be able distinguish object that are at least 50meters width and 1 meter in height. Although LOLA is the 'daughter' of MLA, MLA will not be taking measurements until three years after LOLA reaches her destination. For more information: MGS http://mars.jpl.nasa.gov/mgs/index.html http://nssdc.gsfc.nasa.gov/database/MasterCatalog?sc=1996-062A MOLA http://mars.jpl.nasa.gov/mgs/sci/mola/mola.html http://nssdc.gsfc.nasa.gov/database/MasterCatalog?sc=1996-062A&ex=3 MESSENGER: http://messenger.jhuapl.edu http://nssdc.gsfc.nasa.gov/database/MasterCatalog?sc=2004-030A MLA: http://nssdc.gsfc.nasa.gov/database/MasterCatalog?sc=2004-030A&ex=5 http://ltpwww.gsfc.nasa.gov/ltp/mla.html http://btc.montana.edu/messenger/instruments/mla.htm LRO http://nssdc.gsfc.nasa.gov/database/MasterCatalog?sc=LUNARRO http://lunar.gsfc.nasa.gov LOLA http://nssdc.gsfc.nasa.gov/database/MasterCatalog?sc=LUNARRO&ex=4 http://lunar.gsfc.nasa.gov/missions/lola.html NASA News Discovery and New Frontiers Programs. NASA has developed two programs to give scientists an opportunity to explore our Solar System. Discovery and New Frontier Programs Discovery Program. Started in the 1990's, the Discovery Mission was developed to complement many of NASA's larger planetary science explorations. Unlike the larger missions, these smaller missions had a small window for development. This means from the start of the mission to the launch could be no longer than 36 months. As a result, a new mission could be launched every 12 to 24 months. Another limitation on the missions that would be part of the Discovery Program was the overall cost. The entire mission, including: design, development, launch vehicle, instruments, spacecraft, launch, mission operations, and data analysis, had to cost less than $425 million. The Discovery program supports the testing and use of new technologies and applications. "Each mission works with industry to transfer technologies used in the mission, especially those that enhances science acquisition and reduce cost." (http://discovery.nasa.gov/program.html) Despite the limitations placed on Discovery Program missions, there were several initiatives made to enhance the understanding of the Solar System. They include: * Broaden university and industry participation * Increase public awareness of solar system exploration * Requiring a plan for education and public outreach. The Discovery Program made it possible to explore planets, asteroids, and the matter of space. A listing of the ten Discovery Missions is available at: http://discovery.nasa.gov/missions.html. One of the Discovery missions is MESSENGER. New Frontiers Program The New Frontier Program was developed in 2002. The missions in this program will have specific goals when it comes to Solar System exploration, as outlined in New Frontiers in the Solar System: An Integrated Exploration Strategy. NASA felt explorations of Venus, Jupiter, the south polar region of the Earth's Moon including the Aitken Basin, Pluto and other Kuiper Belt objects, and comets were of high scientific priority. Typically, each of the New Frontiers missions has a principal investigator (PI) who is either affiliated with a university or research institution. In order to keep mission costs down, less than $700 million dollars, PIs will make "use of validated new technologies, efficient management, and control of design". For more information on the program is available at: http://newfrontiers.nasa.gov/. The New Horizons Mission is part of the New Frontiers Program. Science News NASA Science News has published several articles last month. Please follow the links to read the full stories. Wide Awake in the Sea of Tranquillity The fourth installment of Science@NASA's Apollo Chronicles explains why Neil Armstrong and Buzz Aldrin couldn't fall asleep 37 years ago in the Sea of Tranquility. http://science.nasa.gov/headlines/y2006/19jul_seaoftranquillity.htm?list907815 Birthplace of Hurricanes Where do hurricanes come from? Researchers are flying across the Atlantic to catch the mighty storms in the act of being born. The data they collect could lead to better forecasting and a deeper understanding of hurricanes. http://science.nasa.gov/headlines/y2006/26jul_namma.htm?list907815 Crash Landing on the Moon At the dawn on the Space Age, the first spaceship to reach the Moon crashed. Forty-seven years later, NASA plans to do it again. A ship named LCROSS is going to hit the Moon, not once but twice, in a daring search for lunar water. http://science.nasa.gov/headlines/y2006/28jul_crashlanding.htm?list907815 Lunar X Games The X Games are underway in Los Angeles. One day--who knows?--they might be held on the Moon. This story takes a whimsical look at the physics and gear of Lunar X Games. http://science.nasa.gov/headlines/y2006/04aug_xmoon.htm?list907815 Perseid Earthgrazers When the Perseid meteor shower peaks on August 12th, the nearly-full Moon is probably going to spoil the show. But there might be something to see before the Moon rises: a side-show of Perseid Earthgrazers. http://science.nasa.gov/headlines/y2006/07aug_perseids.htm?list907815 Backward Sunspot A strange little sunspot noticed by astronomers on July 31st may herald the coming of an unusually stormy solar cycle. http://science.nasa.gov/headlines/y2006/15aug_backwards.htm?list907815 Meteor Mystery, Solved? In 1967, NASA's Mariner 4 spacecraft was hit by a surprising flurry of meteoroids--a shower more intense than any Leonid meteor storm. Where did the meteoroids come from? It's been a mystery for 40 years. Now, astronomers may have found a solution: Mariner 4 had a close encounter with a "dark comet." http://science.nasa.gov/headlines/y2006/23aug_mariner4.htm?list907815 Martian Misinformation Contrary to a wide-spread report, Mars will not look as big as the full Moon on August 27th. In fact, the red planet will be nearly invisible to the human eye. There is, however, something real to see on August 27th--a morning alignment of Venus and Saturn. http://science.nasa.gov/headlines/y2006/25aug_marshoax.htm?list907815 SMART-1 to Crash the Moon A European spaceship is about to crash into the Moon. Amateur astronomers may be able to observe the impact. http://science.nasa.gov/headlines/y2006/30aug_smart1.htm?list907815 SMART-1 crash landed on the Moon, on September 3, 2006. Solar Sentinels With astronauts returning to the Moon, reliable forecasts of space weather are more important than ever. A new proposed mission called "Solar Sentinels" would surround the sun with spacecraft to keep an eye on solar activity. http://science.nasa.gov/headlines/y2006/01sep_sentinels.htm?list907815 Electric Ice Imagine looking inside a million clouds. That's what NASA researchers have done using the TRMM satellite to explore the strange connection between lightning and ice. http://science.nasa.gov/headlines/y2006/13sep_electricice.htm?list907815 Librarian News To the Moon and Beyond . . . Moon Camp at the Easttown Library & Information Center At The Easttown Library & Information Center from July 31 through August 3, for one hour each day, our meeting room was transformed into a magical place in which this writer, two young adult volunteers, and 17 students ranging in age from the 4 th to the 6 th grade met together to learn about the LRO and the Moon. Hands on activities were many and included a memorable day of making impact craters followed by a major clean-up effort. During a debriefing of the activity, one student commented, "I enjoyed making a mess and not getting in trouble for it." Another student added, "And don't do this at home!" Barbara Hartman, niece of astronaut Pete Conrad, visited the camp to tell stories about her uncle's walk on the Moon and to share memorabilia that included a flag that Pete Conrad had taken to the Moon. NASA sent Moon rocks and Tuesday night, parents Francis Murphy, Dave Walker and Steve Heron set up telescopes for Moon, planet and star-gazing at night. On the last day of Moon Camp, NASA scientists Brooke Carter and Heather Weir visited to talk about the LRO. Many thanks to Brooke and Heather for coming to share the vision of space exploration! Becky Sheridan Easttown Library & Information Center For information contact Becky Sheridan at email@example.com and for our web site, see www.easttownlibrary.org. Here's what's going with some of the librarians who participated in the workshops Pennsylvania: Pittston Memorial Library will be holding a Scavenger Hunt Easttown Library & Information Center will be holding a Moon Camp July 31- August 3, 2006. They are planning on having several hands on activities. On Tuesday night, they are hosting a family night of sky watching with an amateur with real telescopes. There will be 14-16 kids, 4th – 6th grades, enrolled in our Moon Camp and the time is 10:00 – 11:15 each day. Brooke and Heather attended on August 3. Dillsburg Area Public Library held their first program June 15, 2006. It was attended by 26 children and 13 adults. What's going on at your library?? Email Heather, firstname.lastname@example.org, with your library's space program activities by September 27, and it will be included in the next Lunar Librarian Newsletter. Feel free to send along pictures from your workshops. Did you know?? Where can I find?? Need a NASA scientist or a speaker to come and talk at your library? Please feel free to contact either Brooke Carter (email@example.com 301-867-2112) or Heather Weir (firstname.lastname@example.org 301-867-2083) with details on what you are looking for and what you want to cover. Also, if you could provide a schedule of when you want to plan your event, this would be helpful. Policy Change for Lunar Sample Disks When making a request for lunar and meteorite sample disks please contact either Heather or Brooke, NOT Richard Blackmon. Please call us to inquire if your requested date is available. Once a date is confirmed, please send or fax us the required paperwork. We will pass this on to Richard. We will be contacting you when the samples have been sent to you. When you are in the process of returning the samples, please contact us to let us know that they are on their way. Resource Material If you are looking to Moon books and resources, please take a look at the following two links. "Back to the Moon" sets http://catalog.core.nasa.gov/core.nsf/item/300.0-74A Back to the Moon Bulletin Board Set http://catalog.core.nasa.gov/core.nsf/item/300.1-55q Monthly Lunar Activity Ping-pong Altimetry Activity From: http://education.gsfc.nasa.gov/experimental/all98invProject.Site/Pages/pingpong.html Objective: The learner will understand, through a hands-on experience, the basic concepts behind the use and working of a laser altimeter for the study of solar system topography. Outcomes: * Students will plot and graph data they have collected using a hands-on version of laser altimetry. * Students will gain an understanding of the use of laser altimetry in the study of planetary topography. Introduction: January 10, 1999, the satellite NEAR begins an orbit of 433 Eros, which makes it the first spacecraft to orbit, and study, an asteroid. One of the instruments aboard the satellite is a laser altimeter. The laser will be used to take topographical measurements of the surface of 433 Eros. With this data, topographical maps and 3 dimensional models will be created. This activity will introduce you to the concept of laser altimetry and how the data is used in order to create maps and model solar system bodies. Materials: ``` Ping-pong ball wooden blocks of various sizes masking tape - 2 pieces @ 10 cm each (optional) meter stick stop watch graph paper (enough for 3 graphs per group) pen/pencil ``` Procedure: This activity requires at least two people per group. Three people per group would be the optimum. The jobs can be rotated if group members so desire. Read through the whole activity before beginning. STEP ONE: 1. Choose a spot on a wall 2.2 m or higher from the floor, and place one 10 cm length of tape on the wall, at that height, parallel to the floor. (You may need a chair.) 2. Holding the ball next to the tape on the wall, between your first finger and thumb, drop it and watch to see how high it bounces back up. Mark that spot on the wall with your finger. It is best to do this step two or three times to determine the highest point of return. (Using the mortar lines on cinder block walls will work well, too. Be sure to use the same two lines throughout this whole activity.) 3. Measure 45 cm toward the floor and mark this spot with the second piece of tape. This will be the constant for measuring the time for the ping-pong ball's period. 4. Measure the distance from the first piece of tape (or mortar line) to the floor and back up to the second tape line. Record this on your data sheet. This distance will be used to create a baseline for all other measurements, so be as precise as you can. 5. As in number two, one partner should hold the ping-pong ball next to the higher piece of tape, between the first finger and thumb, and approximately one inch from the wall. 6. One partner should have a stopwatch and have his/her eyes level with the second piece of tape. A third partner, if available should be recording the results of each ball drop using the attached data sheet or one that your group makes up for itself. * Note: A spreadsheet would work well for recording and calculating this data. 7. Drop the ball, and as you do say, "Go." The timer starts the stopwatch on "Go." 8. The timer will stop the watch when the ball rebounds and reaches the lower line. (His/her eyes should be level with the lower piece of tape. The time should be stopped as soon as any part of the ball touches any part of the line.) Record the time on the data sheet. Repeat this step four more times. 9. Calculate the velocities (V=D/T). After finding the velocity for each of the trials, find the average velocity of the ping-pong ball. This average will be used later in this lab. It will be your baseline for comparing data. STEP TWO: Now that you have found the velocity of the ping-pong ball, you will use this information to plot the topography along a line of latitude of an asteroid. You will be creating your own asteroid terrain on the floor against the wall where you just did Step One. 1. Create the topography model of your asteroid, along the wall where you did Step One. In order to do this you need to place the wooden blocks against the wall in a line about 6-8 feet long. Be sure that you build in some hills, mountains, valleys, etc. (See Figure A) 2. If you used tape in Step One instead of the mortar lines, you will probably want to add new lengths of tape to the originals that extend over the entire length of your topographical model. Be sure that the new lines remain parallel to the floor so that the heights don't change along the length of the model. 3. Starting at the beginning of the top piece of tape, place a mark every 20cm. The bottom piece does not need to be marked. 4. Again, starting at first interval mark you made at the beginning of the tape, you will drop the ping-pong ball as you did in Step One, and record the time in Data Table II. Drop the ball and record the results two more times. Be sure to be as accurate as you can with the timing. 5. Repeat number four for each of the interval marks you placed on the wall. 6. Find the average time for each of the intervals and record it on the data table. STEP THREE: PLOTTING AND GRAPHING THE DATA: You will now plot the data for the average times and create graphs of the altimetry readings for your topographic model. The graphs will use different intervals between readings, so that you can compare the preciseness of different levels of accuracy (called spatial resolution). Graph 1 1. Plot the average time for every 60cm interval. (0cm, 60cm, 120cm, etc.) 2. Connect the points with a smooth line. 3. Label the graph appropriately. Graph 2 1. Plot the average time for every 40cm interval. 2. Connect the points with a smooth line. 3. Label the graph appropriately. Graph 3 1. Plot the average time for every 20cm interval. 2. Connect the points with a smooth line. 3. Label the graph appropriately. PING-PONG ALTIMETER Data Table I PING-PONG ALTIMETER Data Table II PING-PONG ALTIMETER Data Table III Use your graphs and data to answer the remaining questions. Why is it important to keep the distance between each altimeter measurement consistent? How could we make the topographical profile more accurate? What does the graph look like in comparison to your model (i.e.. the same, inverted, etc.)? Which looks more like the model, the graph you generated from the shorter or longer distances between readings (intervals)? What will you have to do to the data to make the graph look right-side up? The Laser Rangefinder aboard NEAR sends out a laser beam and "catches" it as it returns from being reflected by the surface of 433 Eros. The instrument records how long it takes the beam to reach the surface and bounce back up. The scientists know how fast the beam is traveling; therefore, they can calculate how far it traveled. By measuring this time and multiplying by the velocity of the beam, they calculate how far the laser has traveled. They must then divide the distance the beam traveled in half. Why did you not divide in half to find the distance to the object in your topography model? Next, the scientist must compare this distance to a "baseline" distance we will call zero. On Earth, we might use sea level as the baseline. Another way to set the baselines is to start at the center of the planetary body being studied and draw a perfect circle as close to the surface of the body as possible. Using this baseline, the altitude compared to zero can be calculated and graphed. (Here, on Earth, we often say that some point is a certain number of feet above of below sea level.) Why do we not use the term "Sea level" for Mars and other planets? You will now calculate the altitude of the points along your model. To do this, subtract the distance the ball traveled, at each interval (from Data Table II) from the distance the ball traveled in Step One (column B, Data Table I). The number you come up with will be zero or greater. Use Data Table III to do your calculations. {The number in column B in this table should be the same for every interval. 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What's The Story Behind Your Emotions? Grade 5 – Health and Physical Education What's The Story Behind Your Emotions? Lesson Details Lesson Description Turtle Guardians 2020 Teacher Resource – Page 1 of 3 Lesson Description situations just because the situation is similar. For instance, if Lucy with red hair insulted us, in the future when we meet someone with red hair we may think that the person is mean and we may feel ashamed, even though the person is a totally different character to Lucy. Part of this lesson is taken from skills and training related to Dialectical Behaviour Therapy which was developed by Marsha Lineman. * Worksheet (attached) * Video Link(s): Mental Health and Turtles * For more information, please visit https://www.turtleguardians.com/ After reviewing scenes and relating emotions to them students may relate certain environments and scenery to specific emotions. Students are encouraged to take a walk through a wildlife area and reflect on their emotions in the moment. Using Structured Inquiry, the students will examine scenes and relate emotions to them. Ask the students: * What is an emotion? * How do emotions and experience relate to one another? * What emotions do you feel in certain situations; like going for a walk in a park, or through a busy crowd at a mall? * How can past experiences affect the way we feel in a new situation? Think of how this might compare to another person who didn't have the same past experiences? Would they feel the same as you in the new situation? How might they feel differently? Do you feel anxious when in a busy crowd, just how a turtle feels when crossing a road? Share strategies for how you recognize these emotions and how you may calm yourself down. Students are encouraged to share their experience, pictures, and worksheets on the Turtle Stories website, found here https://www.turtlestories.ca/ In Level 1 (Ontario Turtle Identification) of the Turtle Guardian Program, students will learn how to identify all 8 species of Ontario's Turtles and learn more about their life. For more information, please visit https://www.turtleguardians.com/what-is-a-turtleguardian/ Blacklist Masters Place-Based Learning Inquiry-Based Learning Turtle Stories Turtle Guardian Program Links My Notes Turtle Guardians 2020 Teacher Resource – Page 2 of 3 Next, dig deeper into the emotions that you are currently experiencing and see how they affect you. Turtle Guardians 2020 Teacher Resource – Page 3 of 3 What's The Story Behind Your Emotions? Write a story for each picture below. In your opinion, what emotions are the characters experiencing and why? Page 1 of 3 Cartoon #1: __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Cartoon #2: __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Cartoon #3: __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Page 2 of 3 Next, dig deeper into the emotions that you are currently experiencing and see how they affect you. 1. Pick an Emotion 2. Draw a Picture of Your Emotion 3. Write an Action Suitable for Your Emotion 4. Rate the Intensity of the Emotion on a Scale of 0 – 10 and Use a Creative Description to Convey How Strong It Feels 5. Write Your Thoughts Arising from the Emotion Page 3 of 3	<urn:uuid:c9cd2bd0-afad-4b19-97a9-4c850fc76eaf>	CC-MAIN-2023-14	https://www.turtleguardians.com/wp-content/uploads/2021/04/What_s-The-Story-Behind-Your-Emotions-Grade-5.pdf	2023-03-20T22:07:13+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00027.warc.gz	1,138,915,499	770	eng_Latn	eng_Latn	0.929011	eng_Latn	0.985394	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 79, 317, 2562, 2825, 2990, 4461, 4845 ]	[ 4.46875 ]	1	0
The Spirit of Dunkirk in Britain and Washington by Michael Curtis On May 10, 1940, German Nazi forces invaded the Netherlands, Luxembourg and Belgium, all of which were occupied by the end of the month. Then the Germans on May 14 burst through the Ardennes, moving quickly west and north towards the English Channel. Allied counterattacks failed to halt the German attack which reached the coastline on May 20. The Nazis had cut off the north tip of France from the rest of the country, so Allied troops were stranded. Allies had lost the battle of France, in which Britain had suffered 68,000 casualties. British and Allied forces had retreated to the area around the French seaport of Dunkirk, and military leaders suggested they be evacuated to Britain. Winston Churchill, who had become prime minister on May 13, at first opposed evacuation but quickly decided it was the only right policy. Surprisingly and still largely inexplicable, Adolf Hitler had ordered the halt on May 23 of Panzer divisions towards Dunkirk, but the tanks went ahead on May 26. Out of adversity came opportunity, and it occasioned what Winston Churchill called the miracle of deliverance. Amateur British sailors joined with regular military to rescue the stranded troops, acting against the odds and the conditions, in an episode that has become part of British lore. Operation Dynamo took place on May 27-June 4, 1940, a remarkable heroic effort to rescue the Allied troops. The Operation resulted in 338,000 Allied troops saved, 198,000 British and 140,000 French, but it was not a victory because of personal and material losses. More than 90,000 troops were left behind. More than 11,000 British troops were killed, 40,000 were captured and 17,000 were wounded. About 48,000 French troops were captured while 20,000 German soldiers were killed and wounded. Material losses were colossal. Abandoned were 64,000 vehicles, motor bikes, tanks, rifles, 2,472 field guns or artillery pieces, bullets, and 76,000 tons of ammunition. In addition, the Royal Air Force which carried out reconnaissance, bombing and fighter missions, lost 177 aircraft, including 106 fighters. Six destroyers were sunk, and 200 other vessels were lost. To help the evacuation, the Allied forces trapped on the beach with their back to the sea , recreated makeshift piers for troops to get to the rescue ships. To prevent useful material being used by the Germans, the Allied troops deliberately damaged their vehicles, fuel tanks and headlights of motor bikes. Dunkirk, with large and wide beaches and surrounded by marshland, was a defining moment, the biggest operation in World War II, perhaps the largest military evacuation in history, enabling the Allies to continue fighting. It is a pivotal moment in two ways. One was on the creative initiative of Winston Churchill who gave the lion's roar for evacuation and resistance; on June 4, 1940 he told the country, "we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields, in the streets and in the hills. We shall never surrender." The second moment is the endearing story of thousands of Britons who sought to help evacuation. They crossed the 21 mile Channel in little ships, cross channel ferries, lifeboats, trawlers, motor launches, rowing boats, fishing boats, pleasure yachts , all manned by non-sailor owners , even a canoe. This was the moment of rescue since large ships could not reach the beaches. Only shallow-draught small boasts could get close to the beaches. An early fictional portrayal of the heroic amateurs was the 1942 Hollywood romantic drama, Mrs. Miniver, in which the husband, an architect, volunteers with his boat. At the same time, RAF Spitfires protected them against the Luftwaffe and Junkers. This was both courageous behavior in the face of adversity, and an exhibition of inspiring political leadership. It exemplifies the "Spirit of Dunkirk," behavior of fortitude and stoicism of a population in a perilous situation, a setting in which after a moment of darkness British morale was raised in spite of a military defeat. David Petraeus, former CIA Director General, and Commander of Allied forces in Afghanistan for a year, 2010-2011, during which he commanded 150,000 coalition forces, spoke on August 15, 2021, of the collapse of the Afghan army as disastrous and tragic, and of the chaotic evacuation of Americans and others from the country. This, he said, is "a Dunkirk moment and our decisions created it. We should recognize the catastrophe we have created for Afghans who have supported us." It is necessary to distinguish between the decision to withdraw troops from Afghanistan and the chaotic nature of the withdrawal as Sen. Bob Menendez (D., N.J.) said, "doing the right thing in the wrong way can end up being the wrong thing." Can the mishandled inept American exit from Afghanistan be compared to Dunkirk, in political terms, managerial competence, popular support, or acceptance of responsibility? There are unclear or inexact statements from Washington on a variety of issues: whether U.S. intelligence sources predicted the speedy collapse of Afghan government forces; lack of coherent preparation for withdrawal, lack of clarity on the number of Americans and Afghans still missing. There has been no comparable "spirit of Dunkirk," no exaltation of morale, no eloquent speech by President Joe Biden to rally the nation. There is similarity with British experience in the amount of physical loss, in Humvees, helicopters, uniforms, rifles, night vision goggles. U.S. forces had rendered some of equipment inoperable. Otherwise, lack of forthright statements by the Biden administration of information about the ability of the Taliban to capture territory once the U.S. had withdrawn. It Yet, this was predictable since the Taliban, had early seized control of many provinces in the northeast part of the county, and was aided by the Haqqani network , the Sunni Islamist military organization based in Pakistan, which was responsible for many high profile attacks in Afghanistan. Even before the U.S., and NATO pulled their troops out of Afghanistan and thousands of contractors withdrew, the U.S. could never hope to win. The Taliban network and associates have had major bases outside Afghanistan, primarily Pakistan which has refused to evict them. Both President Joe Biden, who said "the buck stops here," and Secretary of State Antony J. Blinken said they accepted full responsibility for decisions, but in rhetorical not instrumental nature. They have both blamed others in slightly different ways: President Donald Trump for the deal he made with the Taliban and his deadline decision to withdraw; the Afghan army for lacking will to fight, an uncharitable and false statement, since that Army suffered high casualties. Besides these self-serving statements, the Biden administration has engaged in surprising gaps of information, such as how many American citizens and others remain at high risk in the country. It is unclear whether the State Department had provided the Taliban with a list of individuals the U.S. sought to evacuate, thus endangering their lives. The Pentagon and State Departments differed about the ability of U.S. citizens and others to reach the Kabul airport. One unusual development in the U.S. has been "digital Dunkirk," a virtual network, begun by veteran groups, and now including civilians, government workers, and technology specialists, manned with cellphones and laptops using these around the world to protect Afghan allies who had helped the U.S. This group claims to have helped more than 450 people to escape from Afghanistan. This group started by supporting Afghans wanting to leave the country by the international airport, but then became involved in supporting Afghans, both those still in the country and those who escaped. Problems remain in an uncertain political situation. Will the Taliban control the terrorists, Al Qaeda and ISIS who wish to establish caliphates? The Taliban is economically weak, but it does control the narcotics trade. It engages in cyberspace activity. The Taliban agreed to refuse refuge to terrorist groups if the U.S. withdrew, yet this is improbable in view of the activity of ISIS. The most senior Taliban leader Ayman alZawahri is living in Afghanistan. The miracle of Dunkirk and the charisma of Winston Churchill can be considered one of Britain's finest hours, an icon of public acclamation and involvement in a worthy cause and the honor of Britain. No one is like to consider the Biden execution of the evacuation of people from Afghanistan or his leadership of a divided country as equivalent in stature.	<urn:uuid:ac74b558-8c3a-4a06-9e81-5fb4aca58685>	CC-MAIN-2023-14	https://www.newenglishreview.org/the-spirit-of-dunkirk-in-britain-and-washington/?print=pdf	2023-03-20T21:30:51+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00027.warc.gz	994,008,891	2,077	eng_Latn	eng_Latn	0.998965	eng_Latn	0.999034	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1081, 3211, 5008, 7105, 9034 ]	[ 2.171875 ]	1	0
CULTURE PLAYBOOK CULTURE PLAYBOOK CULTURE PLAYBOOK PERFORMANCE PATHWAY CULTURE What is Culture? Our culture is the heart of our learning community. It makes Dublin City Schools a special place to work, and it gives us a unique advantage. Building and sustaining the Dublin City Schools culture requires intentional effort from everyone in the district. This playbook is part of that effort. Culture is not a document that hangs on the wall. Culture is what we believe and how we behave, including the experiences we give and receive. It is the foundation on which our education community is built. Written statements help clarify the culture, but documents don't create culture; people do. Our culture is the product of how we choose to behave. Our core values provide the standards for how we behave toward each other and our students and families. Because our culture shapes behavior and our behavior reinforces culture, it determines how effectively we execute our educational goals. Our success depends on our collaborating and achieving in a diverse learning community. Culture aligns everyone in our district around a common set of shared values and behaviors. 20 SQ FT 20 Square Feet is a metaphor that expresses the reality that everyone at Dublin City Schools has a sphere of ownership. Each of us is responsible for developing our part of the culture and our part of the learning journey. The way we behave personally—the way each of us manages our 20 Square Feet—is what determines our culture. Every person in every building has a sphere of ownership. Inside your 20 Square Feet, you have control. Outside you have an impact. This means that we are all builders of our culture. There's no such thing as a culturally neutral attitude or action. What you do (or don't do) in your 20 Square Feet makes a difference. The way each of us manages our 20 Square Feet determines our culture. Never underestimate your ability to make a difference. ALIGNMENT The power of culture lies in its ability to engage, align, and energize people. When students and staff in each building share a deep commitment to a common culture, their effort and energy are focused in the same direction. Our core beliefs provide the standards for how we behave toward each other, our partners, and our customers. Because culture shapes behavior, it determines how effectively we execute our strategy. The purpose of culture is to drive behaviors that prepare students for success. When we align around culture, we communicate and collaborate, solve problems, innovate, continue to improve, and support each other on the wonderful learning journey. Prepared VBO VALUES BEHAVIORS OUTCOMES Take a look at the Values, Behaviors, and Outcomes (VBO). You will see that each of our values drives specific behaviors that produce key outcomes. Our goal is not simply to publish and promote a list of principles. Our goal is to create a learning environment where everyone consistently engages in the behaviors that produce great experiences and great outcomes. The Culture Playbook is a blueprint for our professional family. It clarifies the key behaviors and desired outcomes we want from each of our core beliefs. The behaviors outlined in the playbook are essential to operating our district and responding to the challenges of a constantly changing environment. Our goal is to create a culture where everyone consistently engages in behaviors that help us prepare students to be ready for what's next. The behaviors outlined in the playbook are essential to navigating the learning journey and responding to the ever-changing educational environment. Take Responsibility Own Your Attitude & Action BEHAVIORS PRESS PAUSE AND THINK. Think before you act; be intentional in your decisions and actions. Before you make a decision, press pause and gain clarity. Ask, "what does this situation require of me?" We intentionally create an environment where we work and learn. Be purposeful in managing how you respond to the events you encounter and the outcomes you are pursuing. This is our most fundamental commitment — press pause and think to manage your response — E + R = O. DO THE RIGHT THING. This is about acting with integrity. We follow through on our commitments. If we say we will do something, we do it. We understand that trust is earned through behavior, not granted by position. We talk straight. We are open and candid with each other, even when it's difficult. We talk to people, not about people. BE PRESENT. The only time available for you to take action in pursuit of your goals is now. To win the moment, have a be present mindset; you must be in the moment. Learn from the past, prepare for the future, but be present in the moment. Pay attention; be disciplined in your focus. OUTCOME Prepared for Success Always Growing Embrace the Journey BEHAVIORS DO THE WORK. We choose to do the work; we will persevere through our challenges. Growth requires struggle; if we want to improve and grow, we must get out of our comfort zone. We embrace the productive discomfort that is necessary for continuous improvement. We understand that hard work is essential to achieve our goals. Discomfort simply marks the place where average stops and growth begins. It's the place where most people hesitate, resist, or quit. We are committed to pushing through the discomfort and pushing past our existing boundaries. LEARN FROM SUCCESS & FAILURE. Learn from successes and repeat them. Learn from mistakes and correct them. Neither success nor failure is final; we are on a learning journey. We don't let success get to our head; we don't let failure get to our heart. We use mistakes as feedback; they are the catalyst for our success. We have the courage to acknowledge mistakes and do what's necessary to correct and learn from them. Mistakes are an opportunity to go again with greater insight. No Blaming, Complaining, or Defending. BE COACHABLE. Approach every day with humility and a teachable spirit. "Everyone has something to teach me. Every day I have something to learn." Sometimes others see things we don't; others have insight from which we can benefit and learn; therefore, we are open to receiving ideas, critique, and feedback. We never assume, no matter how much we think we know, we always work hard to improve our understanding of the situation. We are committed to being teachable and coachable. OUTCOME Best Version of You Better Together Think Team BEHAVIORS CARE AND COMMUNICATE. We take the time to listen first to understand and value each other's opinions. We won't always agree – and that's ok. We attack problems, not people. We stay engaged and do the work to find a path forward together. We assume positive intent. We believe people are operating in the best interest of the learning community. CONNECT AND COLLABORATE. We need each other. You need other people, and other people need you. We connect with our community and each other through active listening. We understand that achieving the full potential of our school and district demands the highest levels of communication. We put our team first – no personal agendas. As a result, the team consistently outperforms the individual. When you need support and help, ask for it. Actively seek opportunities to help each other. CELEBRATE. Diversity is essential to us. Dublin City Schools is a wonderful collection of people with different backgrounds. We value, respect, and celebrate the perspectives of our staff, students, and community. We actively seek to utilize those perspectives to solve problems, achieve goals, and navigate the future. We tap into the power of appreciation. Saying thank you is a sign of respect; it motivates people. We work every day to celebrate an attitude of gratitude. OUTCOME Elite Learning Community Notes Culture is not built by what you proclaim. It is built by what you practice, promote, and permit.	<urn:uuid:b831e1f9-427f-40cf-9841-93649c610464>	CC-MAIN-2023-14	https://www.dublinschools.net/cms/lib/OH50000562/Centricity/Domain/953/NewBrand-DCS-Culture-Playbook.pdf	2023-03-20T22:19:15+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00031.warc.gz	852,917,060	1,609	eng_Latn	eng_Latn	0.997378	eng_Latn	0.997871	[ "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 50, 71, 1173, 1961, 2644, 2654, 3651, 3700, 4836, 4873, 6469, 6497, 7856, 7863, 7962 ]	[ 2.203125 ]	2	0
Hebrew School: The Podcast! High Holidays Book Recommendations It's Shofar Time! (5-6 yo) Written by Latifa Berry Krof Photos by Tod Cohen This delightful book for pre-schoolers focuses on celebrating Rosh Hashanah with the shofar as it announces the New Year. It goes on to detail other special and new things that children do when celebrating Rosh Hashanah: bake round challah, make cards for family members, wear new clothes to synagogue and eat new foods. The Shofar Must Go On (6-7 yo) Written by Lina Schwarz Illustrated by Yong Chen On Rosh Hashanah, the Jewish New Year, the person who blows the shofar (ram's horn) has a very important job. What happens when that person gets the sniffles? Just as the show must go on, so must the shofar...somehow. The Secret Shofar of Barcelona (7+) Written by Jacqueline Dembar Greene Illustrated by Douglas Chayka In this story set in Spain in the 1500s, the son of a conductor blows the shofar in preparation for Rosh Hashanah, a practice he must keep secret. Once Upon an Apple Cake (7-10 yo) Written by Elana Rubenstein Illustrated by Jennifer Naalchigar A clever story about two rival families and a Rosh Hashanah cake recipe. Saralee Siegel has a super nose she can smell things like no one's business. Her Zadie says that with a nose like that, she'll rule the world. This fast-paced, magical story about a girl who loves to cook, a rival restaurant, and a secret Rosh Hashanah cake recipe, is told in an illustrated chapter book format. How the Rosh Hashanah Challah Became Round (5-6 yo) Written by Sylvia B. Epstein Photos by Hagit Migron Yossi's terrible tumble turns out to be a terrific triumph! A tale with year-round appeal, even though it takes place on Rosh Hashanah. Apple Days (6-7 yo) Written by Allison Sarnoff Soffer Illustrated by Bob MacMahon Katy's favorite holiday is Rosh Hashanah when she gets to pick apples and make applesauce with her mother. But what happens when the tradition is interrupted by the early arrival of her baby cousin? Yom Kippur Shortstop (5-7 yo) Written by David Adler Illustrated by Andre Ceolin In a story Inspired by Sandy Koufax, a Little League ballplayer must choose between playing an important game and attending synagogue on Yom Kippur. You Never Heard of Sandy Koufax?! (7-8 yo) Written and illustrated by Jonah Winter This book opens a window into the life of the major league baseball player many called the greatest lefty who ever pitched. Included in this story is Koufax's famous decision to sit out the first game of the 1965 World Series rather than play on Yom Kippur. Sandy Koufax (8-12 yo) Written by Matt Doeden "…this look at the famous baseball pitcher's life focuses almost entirely on his professional baseball career from the late '50s to the mid-60's. Koufax came to sports from a Brooklyn Jewish home. His grandfather Max influenced his upbringing and instilled Jewish values and religion…" At the beginning of one of his team's World Series appearances, Koufax' refusal to pitch on Yom Kippur brought his commitment to his faith into the public eye. The facts are presented clearly, accurately, and chronologically and with notes that help baseball novices understand its terminology… (from a review by Steve Silverman)	<urn:uuid:b7d8b9bd-70c1-4274-aeed-b31711397fee>	CC-MAIN-2023-14	https://educator.jewishedproject.org/sites/default/files/2022-09/HHD%20Book%20Recommendations%20%283%29.pdf	2023-03-20T22:43:57+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00032.warc.gz	275,381,673	770	eng_Latn	eng_Latn	0.997018	eng_Latn	0.997507	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1012, 2025, 3267 ]	[ 2.25 ]	1	0
FRC Team #6390 Hephaestus North Surrey Secondary School Robotics Team Introducing our Team We are team Hephaestus (he-fest-us - the Greek god of technology) and we are from North Surrey Secondary School, SD 36 in Surrey, British Columbia. Our team is starting out from scratch with very humble means. Without the community sponsors it would be impossible for our young team to compete in the Western Canadian FIRST Robotics Challenge in Calgary, Alberta. Currently, Team Hephaestus consists of thirty-five members, across all grade levels, and our membership reflects the cultural diversity of our student population. One third of our team members are female. We meet Tuesdays and Thursdays after school (Sept.-Dec. & March-June) and everyday January/February during our critical Build Season when we design and build the robot for the competition. What is FIRST Robotics FIRST (For Inspiration and Recognition of Science and Technology) FIRST is an international organization with teams in over 30 countries. FIRST strives to inspire students to enter careers in fields such as science, technology, engineering, and math. FRC teams are challenged to design, build and program a robot in a six week period. Working alongside professional engineers and other community mentors, students learn valuable technical and interpersonal skills, in a hands-on team environment. Students also have the opportunity to become involved in other aspects of the team, such as media, marketing, and fundraising. https://www.youtube.com/watch?v=i1QyM9WTF18 We will be competing at the Western Canadian Regional FIRST Robotics Completion in Calgary, Alberta April 5-9th, 2017. Issue 1, Feb. 2017 Thank you to Ms. Ng for helping our marketing team design our team logo. Our Mentors Lead Technical Coach/Mentor Mr. Scott Smith Lead Administrative Coach/ Mentor Mrs. Julie Occleshaw Design & Construction Mentor Mr. John Pinto Build Team Mentor Mr. Richard Smith FRC Team #6390 Hephaestus North Surrey Secondary School Robotics Team The 2017 Steamworks Competition Use the link below to view the official game animation for the 2017 FIRST Robotics Competition game, FIRST STEAMWORKS. The game was announced Saturday, January 7, 2017 and our team has until February 21st to design, build and complete our robot. https://www.youtube.com/watch?v=EMiNmJW7enI Our Team Goal for the 2017 In our inaugural year we will participate in the Western Canadian Regional FIRST Robotics competition in Calgary, AB in April 2017. At this competition teams compete with 120-pound robots in this Varsity Sport for the Mind, combining the excitement of sports with the rigors of science and technology. It is our goal to be recognized as one of the premier Rookie teams at the competition and we aim, not to merely compete, but to bring home the Rookie All-Star Award. If successful we may be invited to participate in the World Championships in Houston Texas at the end of April. FLL Jr. Hephaestus Team We are excited to be offering a FIRST® LEGO® League Jr team in the spring. Students from Coast Meridian Elementary School will participate in the CREATURE CRAZES challenge. We look forward to sharing our passion for Engineering and Science with them. Special Thanks to our Team Sponsors Agrosy Foundation Basant Motors Exell Power Services Ltd. Microsoft North Surrey PAC Please contact us if you are interested in receiving our Sponsorship Package. Contact Info. email@example.com Or Mrs. Occleshaw http://www.firstinspires.org/robotics/flljr firstname.lastname@example.org Please Visit our Website and Follow our progress on Social Media Website: http://roboticshephaestus3.wixsite.com/robotics YouTube Channel: robotics.hephaestus	<urn:uuid:ec76d650-dbe9-49b6-9a9b-e129511eeba5>	CC-MAIN-2023-14	https://www.hephaestus6390.com/uploads/1/1/3/1/113129481/february_2017_robotics_newsletter_1.pdf	2023-03-20T21:29:06+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00030.warc.gz	922,667,904	830	eng_Latn	eng_Latn	0.993712	eng_Latn	0.993852	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1964, 3762 ]	[ 2.375 ]	2	2
La Moye School Homework Policy Purpose of this policy: - To ensure a consistent approach to homework throughout the school - To ensure that teachers, parents and pupils have a clear understanding regarding expectations for homework - To ensure that teachers, parents and pupils understand the role that they play with regard to homework - To provide a statement of intent. This policy will be adhered to whenever possible but there are times when the setting of homework may be inappropriate, e.g. during school productions. Aims of Homework: - To provide opportunities for parents and children to work together - To consolidate, reinforce and extend learning and skills - To allow parents to gain an understanding of what children are learning in school - To develop a home-school partnership - To encourage children to become self-motivated and independent learners - To prepare pupils for the next stage in their education - To develop a strong work ethic Scheme of work / Curriculum Mapping: - Homework will be planned for in the weekly short term planning and linked to current learning objectives - Homework will be communicated to parents via Homework/Reading Diaries and on the school VLE - Each week Maths and English will form part of the Homework for all age groups, supplemented by other subjects as appropriate Monitoring and Evaluation: - Parents and pupils will have the opportunity to feedback on Homework in the Homework/Reading Diaries and folders - KS Leaders will monitor and evaluate Homework set during planning scrutiny Resources: - Each child will be provided with a Homework Diary and/or a Homework Folder - A Homework Club will be offered to KS2 pupils on a 'needs' basis each week Health and Safety: - Parents will be encouraged to provide a safe and quiet place within the home for their child to complete set Homework What is the role of the Teacher/School? - To plan and set a programme of homework that is appropriate to the needs of the child - To ensure that all children understand the homework they have been given and that parents know what is required via the VLE - To mark and give feedback about homework - To inform parents if there is a problem regarding homework - To be available to pupils and parents to talk about homework. What is the role of the Parent/Carer? - To ensure that the child completes homework to a high standard of both content and presentation and hands it in on time - To support the child in completing homework - To provide the appropriate conditions to allow their child to complete homework effectively - To provide any appropriate additional resources when required - To ensure that their child brings home their login details for both the VLE and 'I Am Learning' - To check the school VLE regularly for homework information What is the role of the Pupil? - To ensure that they have everything they need to complete homework each week - To make sure that they understand the homework tasks that have been set - To hand homework in on time - To put in the same level of effort and care as would be expected of class work - To take care of Homework diaries and folders so that they remain in good condition - To take on board any feedback and use this to improve - To take on an increasing amount of responsibility for their own homework as they move through the school How is homework organised at La Moye school? - Homework takes 2 forms: Core Homework (required) Reaching for the Stars Homework (optional) - Core Homework follows national recommendations from DCSF, both English and Mathematics and includes an on line set element from 'I Am Learning' - Reaching for the Stars Homework includes self study and selection from 'I Am Learning' which will be marked and monitored on line. There is a variety of subjects to choose from, rewarded by points and games. Pupils will be able to work on areas identified as their learning targets as well as areas of interest. - Homework Club will be offered on a Friday after school from 3-3.45 pm for those children who require support. It is on an informal 'turn up as required' basis and will run in Y4F. Date of Review November 2016 Next Review November 2019	<urn:uuid:3adbb466-8a78-4de2-b811-30ec4a9deaae>	CC-MAIN-2023-14	https://www.gov.je/Freedom%20of%20Information%20library/ID%20FOI%20La%20Moye%2020191113.pdf	2023-03-20T23:36:07+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00033.warc.gz	926,259,361	854	eng_Latn	eng_Latn	0.998175	eng_Latn	0.998365	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1860, 4198 ]	[ 2.203125 ]	1	0
Making Decisions in the Face of Risk and Uncertainty A Brief Guide for Students By Tom Coyne 1) We'll assume a simple example. You face a situation in which you could follow course of action (or make choice) "A", "B", or "C". 2) The result of each choice (e.g., whether you avoid a crisis, or how much money you make) depends on the conditions that prevail in the future. Let's call these scenarios 1, 2, and 3. You can organize this using a simple table. In the following example, I've assumed a money payoff as the result under each scenario. 3) The classical theory of decision making in the face of risk shows you how to identify the best choice in this situation. It works like this: (a) Assign a probability to each scenario, so that the probabilities total to 100%. (b) Multiply each result by the probability of the scenario. (c) Add up the resulting numbers for each choice to obtain its expected value (that is, its expected result).. (d) Select the choice with the highest expected value. The following table shows an example of this: 4) As you can see, classical decision theory in the face of risk tells you that "C" is the best choice, followed by "B", and then by "A" in last place. However, classical decision theory has some limitations. 5) The first is that the scenario probabilities are usually subjective. That means that two people who agree on the three choices could still disagree over which one is best simply because they believe the Scenarios have different probabilities. 6) Here is another problem. Sticking with our example, suppose two people, say, Austin and Stewie, differ in their willingness to lose money. Austin chooses "C" because he is willing to risk a loss of $60 for an expected gain of $125, while Stewie wasn't willing risk losing money, and so chooses "B" for an expected gain of $65. This violates classical decision theory, but makes perfectly good sense once you make people's relative aversion to losses as important as their desire for gains. 7) But there is an even bigger problem with classical decision theory. The problem is this: when we have to make decisions in the real world, more often than not we don't know all the possible future scenarios, much less their probabilities. In this situation, we have to make decisions in the face of "uncertainty" not "risk." So how do you approach this? 8) The first question to ask is "do I have to make this decision now?" In the face of uncertainty, if you can wait to make a decision, it is usually to your advantage, as you will have more time for "sensemaking" – developing a better understanding of the scenario that is developing. Unfortunately, in many cases, you can't wait, and have to decide. 9) In these situations, and particularly when you don't have much time to make a decision, the first question you should ask is "do I recognize this situation?" If you do, then that recognition should trigger the memory of what you did when you encountered it before, and how that course of action turned out. If it turned out well, you will probably decide to do the same thing again. If it didn't turn out well, you'll probably want to make some changes. This process results in your initial plan. 10) If you don't recognize the situation, you have to quickly gain a rough understanding of it. To do this, ask yourself three questions: (a) what are the most important elements (people, conditions, objects, etc.) in the situation I'm facing? (for example, we're having a picnic by the lake; there is a boat on the shore; the car is a half-hour hike away; I see fire on a ridgeline about a mile away; and the wind is blowing towards me); (b) What are the most important relationships between these elements? (for example: What is the probability the fire will reach us before we can get back to the car? Will the road be crowded with other cars and slow us down? Is the lake big enough that we could get in the boat, go out into the middle of the lake, and escape the fire?); and (c) How the situation is likely to evolve in the near future? (for example: do I see or hear any fire engines? Are other people starting to leave? Did some other group already take the boat?). This three step process develops what is called "situation awareness." Good situation awareness enables you to identify good choices or options, and to choose the one that, in your view, appears to have the highest probability of achieving your goal (in this case, escaping the fire). 11) The next step is to quickly test your plan before you put it into action. The best way to do this is called a "pre-mortem", which is like making up a little story about your course of action. Assume you are in the future, and your plan has failed. Tell a story (in your mind if you are along, or have your team do this if you are leading a group) about what went wrong. Usually, the key to this story will be an important assumption in your original plan that turns out to be wrong. Then ask yourself what you could have done differently to enable your plan to succeed. Here's a quick example. "My plan to have a picnic by the lake failed because of a surprise rainstorm. My plan to have a nice day out with my family could have succeeded if I had also made reservations at that nice restaurant by the lake, just in case it rained." Making this reservation is called "hedging" – incorporating alternatives in your plan that you can follow if the original plan goes wrong. Usually, a pre-mortem will cause you to consider more hedges. Sometimes it will cause you to discard your original plan and make a new one. That's what makes it such a powerful technique to use when you are faced with having to make a decision in the face of uncertainty. 12) Once you have done this, mentally think about how your plan, complete with its hedges, will play out. This is called "mental simulation" and sometimes it too can highlight problem areas where you need to think about hedges, or to make other changes in the plan. Once you have finished this step, you've made your decision in the face of uncertainty, and you're ready to go.	<urn:uuid:139d2fcb-01f9-49b2-8f44-69028ee8a037>	CC-MAIN-2023-14	http://tomcoyne.org/resources/Good_Decisions_Under_Uncertainty.pdf	2023-03-20T22:01:37+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00033.warc.gz	55,387,822	1,377	eng_Latn	eng_Latn	0.999205	eng_Latn	0.999496	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1051, 2615, 4914, 6124 ]	[ 3.625 ]	5	1
Spring 2016 Vol 87, No 2 The National Gardener Quarterly Journal of National Garden Clubs, Inc. National Garden Clubs, Inc. Table of Contents 6,000 Garden Clubs 200,000 Garden Club Members 50 States and the National Capital Area 70 National Affiliate Member Organizations 300 International Affiliate Member Organizations Sandra H. Robinson, President 960 Maple Grove Road, London, KY 40744-8955 The National Gardener Susan Davidson, Editor 102 South Elm Avenue, St. Louis, MO 63119 Ph: 314-968-1664; email@example.com Direct all advertising inquiries to the TNG Editor, Susan Davidson TNG Circulation, 4401 Magnolia Avenue, St. Louis, MO 63110; 314-776-7574 NGC Headquarters Monday-Friday 9:00 am — 4:30 pm CDT 4401 Magnolia Avenue, St. Louis, MO 63110 Tel: 314-776-7574 Fax: 314-776-5108 E-mail: firstname.lastname@example.org Internet: www.gardenclub.org Michelle Smith, Ext: 14; Executive Director Gabby Moynihan, Ext: 17; Member Services Manager 1-800-550-6007 - Orders Only, Please Bill Trapp, Ext: 12; Accountant Chris Schmidt, Ext: 11; Accounting Assistant Kathy Romine, Ext: 15; Administrative Assistant Katie Roth, Ext: 10; Schools Secretary The Cover Look at the cherry blossoms! Their color and scent fall with them, Are gone forever, Yet mindless The spring comes again. ~Ikkyu The National Gardener (ISSN: 0027 9331) (USPS: 595-500) is published quarterly by National Garden Clubs, Inc., 4401 Magnolia Avenue, St. Louis, MO 63110-3492 U.S. Subscription Rates: 1 year: $8; 3 years: $21. Foreign Subscription Rates: 1 year: $18; 3 years: $36. 1 year subscription outside continental U.S., including AIR MAIL: $36; 3 year subscription outside continental U.S., including AIR MAIL: $88. Change in name/address - $1. Single copy - $2. Postmaster: Send address changes to The National Gardener, National Garden Clubs, Inc., 4401 Magnolia Avenue, St. Louis, MO 63110. Periodicals postage paid at St. Louis, MO. Send all subscriptions, changes of address and inquiries to: Circulation Department, NGC, 4401 Magnolia Avenue, St. Louis, MO 63110-3492; Telephone: 314-776-7574 EcoBeneficial Gardening: Beyond Sustainability © Kim Eierman, CH, AOLCP With natural areas rapidly diminishing, species declining at historic rates, and climate change dealing new blows to environmental health, our managed landscapes have never been more important. Challenged pollinators and threatened Monarchs are just the tip of the ecological iceberg. Unfortunately, many of our traditional gardening and landscaping practices have contributed to unhealthy ecosystems. The American love affair with exotic turf lawns is just one example of how we have compromised the environment we depend upon. Sustaining these compromised landscapes just isn't enough. our landscaping practices can make major environmental improvements—no matter the size of the landscape. With these 20 steps, you can help transition any site into an EcoBeneficial landscape: 1) Reduce or eliminate the "Green Desert" (turf/lawn). Exotic turf grass is an ecological wasteland of little value to other species. While offering little, it demands a lot—copious amounts of water, fertilizer, and labor. Keep only the lawn that you really use, and lose the rest. When replacing lawn, don't replace one monoculture with another. Plant diversely using regionally appropriate native plants for best ecological function. A meadowscape is one great alternative to a turf lawn. 2) Increase the health of your soil. EcoBeneficial gardening is a new approach that utilizes our landscapes to improve environmental health. It's a powerful concept, empowering gardeners to become ecological stewards. Simple changes in There are more microbes in a teaspoon of healthy soil than there are people on Earth. Everything starts with the soil—healthy soil makes for healthy plants, which are the basis for a healthy ecosystem. But how healthy is your soil? Is your soil compacted? Overloaded with synthetic fertilizers? Do a soil test to determine the baseline of your soil and, even better, do a soil bioassay to determine the fungal and bacterial activity. Then, work with the native soil you have—in most landscapes compost will be the key to increasing soil health. Trying to reinvent your soil pH is an endless and losing battle, so work with the pH Mother Nature provided. 3) Avoid synthetic pesticides. Synthetic herbicides, fungicides, pesticides, and rodenticides (collectively known as "pesticides") are frequently devastating to sensitive creatures like bees. Determine if the "damage" you see in your landscape is really damage at all—or perhaps just a butterfly caterpillar feeding on the leaves of a host plant or a leafcutter bee taking what she needs to line her nest. Rachel Carson warned about pesticides 50 years ago in her book, Silent Spring. Not good for wildlife, not good for you and your family. 4) Limit the use of organic pesticides. Use organic pesticides only when absolutely necessary, and then, sparingly and carefully. Organic does not mean benign. Before using any pesticide, determine if the problem is really a problem, and if it is—choose a narrow spectrum treatment, not a broad spectrum one. 5) Support beneficial insects, nature's pest control. Plant a diversity of native plants to support beneficial insects with both habitat and food sources. Encourage the local populations of beneficial insects and skip the imported insects that can introduce new diseases. 6) Tolerate some messiness in your landscape to support wildlife. Dead logs, tree snags, leaf litter, and brush piles are homes for many creatures. Dead leaves are nature's mulch and compost— leave leaves in place as much as possible (although not on the Green Desert). 7) Tolerate some plant damage in your landscape. Valuable insects have to eat too, and they don't eat very much. If you enjoy seeing butterflies, then you need to sacrifice some leaves of the host plants their caterpillars cover for many overwintering birds and insects. Leave perennials standing through winter and cut them back in early spring. 9) Plant more native plants to support your local ecosystem. Native plants have co-evolved with each other and with the wildlife around them. Some creatures, like specialist bees, have very specific interactions with a limited number of native plants. Plant diversely, or lose valuable species. 10) Think "plant communities" when selecting plants. Native plants don't grow in isolation. Learn which plants grow together naturally in your region, and plant that way. You will support more species that depend on these increasingly challenged ecological communities. Check the website of your state's Department of Natural Resources for information. 11) Eradicate the exotic invasive plants in your landscape. Invasive plants threaten the natural balance that exists in healthy ecosystems— displacing native plants and the ecological services they provide. When removing invasive plants, always try organic, mechanical means first—and research the best method and time of year for removal. Be persistent and be patient. It may take a while. 12) When invasive plants are removed, replace them quickly and thickly, favoring plants that are native to your region and require. Want more songbirds in your landscape? Support the multitude of insects that most birds feed to their young. To quote Voltaire: "Perfect is the enemy of good." You are not perfect and your landscape doesn't have to be either. 8) Leave flowering perennials and native grasses standing through winter. Seed heads and stems can provide food and serve "doubles" for an ornamental indulgence in the garden, not for great ecological function. 17) Provide a water source for wildlife and insects. A clean, fresh source of water is crucial for wildlife but often forgotten in many landscapes. Whether a man-made pond, a natural stream, or a bird bath, make sure to include year-round access to water for wildlife. Think "wildlife ramp" not "deep water dive" and offer easy access for creatures large and small. appropriate to your site. Competition is the key to suppressing invasive plants. Select native plants that can stand up to the conditions. While Common Milkweed may not be the best choice for a formal garden, it can hold its own against many invasive competitors. 13) Limit the use of exotic, ornamental plants and understand their limitations. Plants that have not evolved in your region will not provide the same depth of ecological services to your ecosystem. While an exotic forsythia may appeal to you, it does little for a native bee in the spring, or a hungry migrating bird in the fall. 14) Encourage biodiversity by planting diversely. Science has proven that bio-diverse ecosystems are more resilient to pests, diseases, and the impacts of climate change. Plant diversely, but also plant sufficiently. It is far easier for a pollinator to find a sizeable target than to happen upon a single plant. 15) Select natural forms of native plants for best ecosystem dynamics. Cultivars that vary greatly from their native counterparts may not offer the same resources—a columnar selection of a native tree may have branching that deters birds; an odd colored "nativar" may not attract pollinators. 16) Avoid double-flowered plants. Double-flowered plants often have less nectar, pollen, and seed than single-flowered plants, or may be completely sterile. Re- 18) Emulate healthy local natural areas in your garden. Use nature as your reference for structure and plant selection—it will make for a much healthier ecosystem. Most natural ecosystems are layered, offering different levels of habitat for different species. While one songbird species may prefer to nest in the shrub layer, another species may prefer tall canopy trees. Reflect natural ecosystems to support your native wildlife species. 19) Always plant the right plant in the right place. Some plants are flexible about where they are planted, but many are not. Proper plant placement will promote plant health and help deter pests and diseases. 20) When choosing plants, find the beauty in ecological function. As Mom said: "Physical beauty is only skin deep." Appreciate plants for what they do in nature, not just how they look. For more information on EcoBeneficial gardening, please visit: www.ecobeneficial. com. —Kim Eierman is an Environmental Horticulturist specializing in ecological landscapes and native plants. She teaches at the New York Botanical Garden, Brooklyn Botanic Garden, The Native Plant Center, Rutgers Home Gardeners School and several other institutions. Kim is an active speaker nationwide on many ecological landscaping topics. She also provides horticultural consulting to homeowners and commercial clients.	<urn:uuid:428f2562-317b-4c16-a751-c06094aaa7f9>	CC-MAIN-2023-14	https://www.ecobeneficial.com/wp-content/uploads/2016/03/National-Gardener-TNG-Spring-2016-.pdf	2023-03-20T22:57:46+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00033.warc.gz	873,715,928	2,366	eng_Latn	eng_Latn	0.905142	eng_Latn	0.993166	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2107, 4714, 7653, 10852 ]	[ 2.1875 ]	1	0
ENGLISH Read, Write Inc. Stage 9 I can make a prediction about the possible content of the story based on the front cover and introduction section of each green book. I can show understanding of the key vocabulary highlighted in each green book. I can accurately answer "find it" questions related to each green book. I can accurately answer "prove it" questions each green book. I can link what I have read in each green book to my own experiences/ a related book I can recall significant parts of the story for each green book I have read. I can select books for personal reading and give reasons for my choices. I can listen to and talk about a range of poems, stories and non- fiction I can link what I hear/ read to my own experiences I can talk about word meanings I can read the sound oo (zoo) I can read the sound oo (look) I can read the sound ar (car) I can read the sound or (sort) I can independently read all yellow books I can make a prediction about the possible content of the story based on the front cover and introduction section of each yellow book. I can show understanding of the key vocabulary highlighted in each yellow book. I can accurately answer "find it" questions related to each yellow book. I can accurately answer "prove it" questions each yellow book. I can link what I have read in each yellow book to my own experiences/ a related book I can check that text makes sense as I read it and correct inaccurate reading I can discus the significance of a books title and the events within I can make inferences based on what is being said and done Stage 10 I can read the sound air (fair) I can read the sound ir (girl) I can read the sound ir (girl) I can read the sound ou (out) I can read the sound oy (toy) I can independently read all pink books I can make a prediction about the possible content of the story based on the front cover and introduction section of each pink book. I can show understanding of the key vocabulary highlighted in each pink book. I can accurately answer "find it" questions related to each pink book. I can accurately answer "prove it" questions each pink book. I can link what I have read in each pink book to my own experiences/ a related book I can predict what might happen on the basis of what has been read so far I can participate in discussion about what is read by taking turns and listening to what others say I can explain clearly my understanding of what is being read to me. Stage 11 I can read the sound ea (tea) I can read the sound oi (spoil) I can read the sound a-e (cake) I can read the sound i-e (nice) I can read the sound o-e (phone) I can read the sound u-e (huge) I can independently read all orange books I can make a prediction about the possible content of the story based on the front cover and introduction section of each orange book. I can show understanding of the key vocabulary highlighted in each orange book. I can accurately answer "find it" questions related to each orange book. I can accurately answer "prove it" questions each orange book. I can link what I have read in each orange book to my own experiences/ a related book Stage 12 I can read the sound aw (yawn) I can read the sound are (care) I can read the sound ur (nurse) I can read the sound er (letter) I can independently read all yellow books I can make a prediction about the possible content of the story based on the front cover and introduction section of each yellow book. I can show understanding of the key vocabulary highlighted in each yellow book. I can accurately answer "find it" questions related to each yellow book. I can accurately answer "prove it" questions each yellow book. I can link what I have read in each yellow book to my own experiences/ a related book Stage 13 I can read the sound ow (cow) I can read the sound ai (rain) I can read the sound oa (goat) I can read the sound ew (chew) I can independently read all blue books I can make a prediction about the possible content of the story based on the front cover and introduction section of each blue book. I can show understanding of the key vocabulary highlighted in each blue book. I can accurately answer "find it" questions related to each blue book. I can accurately answer "prove it" questions each blue book. I can link what I have read in each blue book to my own experiences/ a related book Stage 14 I can read the sound ire (fire) I can read the sound ear (hear) I can read the sound ure (sure) I can read the sound tion (attention) I can read the sound tious/ cious (scrumptious/ delicious) I can independently read all grey books I can make a prediction about the possible content of the story based on the front cover and introduction section of each grey book. I can show understanding of the key vocabulary highlighted in each grey book. I can accurately answer "find it" questions related to each grey book. I can accurately answer "prove it" questions each grey book. 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Using Management for Behavior Problems When to mangage, when to train Susan Sarubin, Certified Professional Canine Behavior Consultant and Trainer "My dog ________________________. Fill in the blank with your dog's problem behavior (greets people by jumping on them, barks at the windows in the front of the house, counter surfs, is aggressive with other dogs over food bowls, pulls on leash, gets into the trash, darts out the front door, chews shoes, is terrified of storms, drinks from the toilet, barks and lunges at other dogs on walks, is destructive when left alone, won't come when called, is afraid of strangers, etc.). Whatever the undesirable behavior, if you are like most dog owners, you want it to STOP, sooner than later! What you may not realize is that preventing most behaviors is actually fairly easy by using simple management tools and techniques. What is management and how does it differ from training? Management involves controlling or modifying a dog's environment to prevent unwanted behavior. While management does not actually change a behavior, it prevents a dog from practicing the behavior and continuing to get reinforced for it. Management can be used successfully on its' own to stop problem behavior, but it is also a key component in changing behavior through training…the first step in changing behavior is preventing it from happening. How do you decide whether to simply manage your dog's problem behavior or change the behavior using both management and training? There are several factors to consider, such as the ease of managing the behavior, safety of the dog, humans and other pets, owner commitment to changing the behavior, and owner time availability for training. Some behaviors lend themselves to using simple common sense management techniques and tools. Your dog drinks from the toilet? Lower the toilet lid or keep the bathroom door closed. Kitchen dumpster diver? Buy a trash receptacle with a lid or place the trash can in a cupboard. Puppy chews on your shoes? Until your puppy has finished teething, keep all shoes inaccessible and give plenty of acceptable chew alternatives. So easy…no need to spend time training. Often, changing undesirable behavior through training is preferable or even necessary for the safety of the dog, humans, and other animals. Training your dog to sit when greeting people at the door, or to wait at the front door when you open it instead of dashing outside, will prevent injuries to both humans and your dog. But with behaviors driven by fear, including aggression, it can be difficult to use management exclusively to prevent exposure to what it is the dog is fearful of such as strangers, other dogs, thunderstorms, being left alone, etc. If you want your dog to be relaxed around strangers, walk calmly when seeing other dogs, and be unconcerned when left alone, you need to implement a comprehensive training program that includes both management and behavior modification training. A qualified canine behavior professional can work with you to create an effective management and training plan. There is nothing wrong with choosing management alone to prevent most problem behaviors. Some people simply don't have the time to spend on time-consuming behavior modification protocols, or just don't want to make that commitment. Be aware, however, that management sometimes breaks down, especially in multi-person households…someone leaves the baby gate open, forgets to put their shoes out of reach, doesn't close the lid on the trash can, etc….and then all bets are off! Here are a few management ideas for some common behavior problems (remember…training options to change behavior, while not listed, are available!): BEHAVIOR: Jumping when greeting people. MANAGEMENT: In the home, confine your dog behind a baby gate, in a closed room, or crate…or have your dog on a leash to prevent contact with guests. On walks, ask people not to approach your leashed dog. BEHAVIOR: Countersurfing. MANAGEMENT: Keep all food off countertops; when your dog realizes that food is never on the counters, no matter how many times he checks, the behavior will begin to decrease. When prepping food for meals or after-meal clean-up, use a baby gate or crate to keep your dog out of the kitchen, and/or give your dog a treat-filled interactive toy (e.g. a Kong, Toppl, Lickimat) to keep him occupied. BEHAVIOR: Barking at passersby from the windows facing the street. MANAGEMENT: If the room is seldom used (formal living room, dining room), close off the room with a baby gate. Close blinds, drapes, rearrange furniture that provides a perch for your dog to access the view, tape wax paper (or commercial clear window film) over the windowpanes that your dog can access (still providing light but diffusing vision). BEHAVIOR: Mild/moderate food aggression with humans or dogs in the home. MANAGEMENT: Feed dog in a closed room (laundry room, mud room, bathroom) separate from the other dog(s). Open the door only when certain all dogs are finished eating, remove all food bowls from the floor as they finish. If treat stuffed toys or chewies also trigger aggression they should only be available when all dogs are safely separated (baby gates, tightly closed doors, crates). If aggression is toward humans, they need to stay away during feeding times as well. BEHAVIOR: Leash aggression toward other dogs. MANAGEMENT: Walk on routes, and at times of day, when it is less likely that others will be walking their dogs. If you see a human and dog approaching in the distance, turn and walk the other way, walk down a side street, or step behind a parked car, bush, or other barrier until the other dog passes by….distracting your dog with yummy treats while blocking their vision also helps! BEHAVIOR: Fearful of strangers. MANAGEMENT: Prevent strangers from approaching your dog (forcing your dog to interact with strangers in an attempt to desensitize" him will cause him to become more fearful, not less!). Your goal is to help your dog feel safe by increasing distance between he and what he fears. BEHAVIOR: Storm/noise phobia. MANAGEMENT: Speak with your veterinarian about administering a sedative to your dog in anticipation of a thunderstorm (follow the radar on a weather app). Sileo is a medication often prescribed and used successfully with dogs suffering from storm anxiety/noise phobia. Create a safe, quiet, comfortable place for your dog to retreat during a storm, preferably in a windowless room (laundry room, bathroom) with a comfy bed, blanket, low light, soft music, some lavender incense, and anything else you can think of that will help your dog remain calm and comfortable…including you! BEHAVIOR: Isolation distress. MANAGEMENT: Discuss medications commonly prescribed for separation/isolation distress with your veterinarian. Never leave your dog alone…utilize friends, family, dog sitters, day care, take your dog to work. Exercise and enrichment activities are also important management tools and should be included in management protocols for all behavior problems. Vigorous exercise and mental stimulation help to decrease stress, reduce energy levels, and produce feel good* hormones, all contributing to decreasing undesirable behaviors. Successful management is about preventing problem behavior without using aversive methods. Punishment may temporarily stop behavior, but will increase fear, anxiety, and possibly aggression. Get creative with your management protocols, just be sure they don't increase stress. If throwing a ball in the yard interests your dog more than barking at the dog passing by on the other side of the fence, throw the ball! While implementing management to prevent behavior can sometimes be challenging, it becomes second nature over time….and both you and your dog will be happier and more relaxed as a result.	<urn:uuid:9a61b93b-03f6-446b-a901-3c967ada7a2b>	CC-MAIN-2024-33	https://www.talbothumane.org/wp-content/uploads/2023/01/1-23-Using-Management.susansarubinjan23.pdf	2024-08-11T11:52:07+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00727.warc.gz	793,968,526	1,587	eng_Latn	eng_Latn	0.998747	eng_Latn	0.998882	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3098, 5784, 7874 ]	[ 2.3125 ]	1	0
Socially Assistive Robot in Sexual Health: Group and Individual Student-Robot Interaction Activities Promoting Disclosure, Learning and Positive Attitudes Anna-Maria Velentza ˈ[0000-0002-1251-571X]ˈ a,b* , Efthymia Kefalouka a Nikolaos Fachantidis ˈ[0000-0002-8838-8091]ˈ a,b a Department, University, City, Country; b Department, University, City, Country a School of Educational & Social Policies, University of Macedonia, GR; b Laboratory of Informatics and Robotics Applications in Education and Society (LIRES), University of Macedonia, GR *Corresponding author. E-mail(s): email@example.com; Contributing authors: firstname.lastname@example.org; email@example.com Socially Assistive Robot in Sexual Health: Group and Individual Student-Robot Interaction Activities Promoting Disclosure, Learning and Positive Attitudes. Abstract Comprehensive sex education (SE) in schools plays a vital role in establishing a profound link to and actively advocating for sexual health, aiming at educating children about sexual health, ethics, and behaviour. The implementation of SE in elementary schools can significantly transform students' attitudes and comprehension of sexual knowledge. However, teaching SE has been challenging at times due to students' beliefs, attitudes, and occasional shyness or emotional reservations. Socially assistive robots (SARs) sometimes are perceived as more trustworthy than humans, based on research showing that they are not anticipated as judgmental. Inspired by those evidences, this study aims to assess the success of a SAR as a facilitator for SE lessons for elementary school students. We conducted two experiments, a) a group activity in the school classroom where the Nao robot gave a SE lecture, and we evaluated how much information the students acquired from the lecture, and b) an individual activity where the students interacted 1:1 with the robot, and we evaluated their attitudes towards the subject of SE, and if they felt comfortable to ask SE related questions to the robot. Data based on given pre- and postquestionnaires and video annotations demonstrated that the SAR statistically significantly improved students' attitudes towards SE. Moreover, they addressed to the robot increased number of questions regarding SE and body parts in comparison with SE lesson taught by their teacher. The study also highlights the SAR characteristics that make them efficient to support SE, such as their embodiment and non-judgmental behavior. This study is unique in its focus on emphasizing the SAR's potential to support SE for elementary school students in a real class environment. Keywords: human robot interaction, socially assistive robots, sex education, elementary school, attitudes, knowledge acquisition 1. Introduction Sexual health is intrinsically connected to and actively promoted through comprehensive sex education in schools[1], [2]. Sex education (SE) is a comprehensive approach that covers a wide range of topics related to human sexuality, including anatomy, reproduction, emotional relationships, and contraception. Its aim is to educate children about sexual health, ethics, and behaviour, while also raising awareness about social issues such as gender discrimination. [3]. The implementation of SE in elementary schools brings about a significant transformation in the way students perceive and comprehend sexual knowledge and attitudes [4]. There are many important factors to effectively implement SE programs in ages 9-12. Some of them cannot be manipulated (i.e., kids' personal characteristics, family, and school values), while others focus on how to support and guide teachers[5]. Teachers' personal knowledge about the students can prove beneficial for SE[6], but on the other hand, some students seem to feel more comfortable discussing SE matters with external educators [7]. Aguilar Alonso et al [5] address important factors that promote SE programs. Students 9-12 should be involved in the interaction [8],[9],[6], while the program should be adapted for acceptability and appropriateness based on students' needs [6], [10]. Moreover, it is important for children to feel safe and secure[9], [6], [10], represented and included [9]. Fun-play, active, and embodied seem to promote students' learning regarding SE matters [11]. There is a rapid use of technology and intelligent solutions in education, including the use of SAR to support learning[12], [13], due to their ability to form social relationships[14], [15], [16] and be trusted by the kids[14], [17]. Although technological solutions such as tablets, digital media, the web, or social media have been deployed for SE[11], [18], to the best of our knowledge there is no extensive use of SAR for SE. This paper aims to fill this gap in the literature, by designing and implementing SE lessons with the aid of a SAR in a real classroom environment. Despite getting informed by various sources about sex, there are still many challenges when teaching the subject[19], while young people still experience emotions of embarrassment and shame [19] and thus we need to explore new ways to make them feel comfortable when being informed about it. This study assesses the success of the SAR as SE facilitator in terms of how much the elementary school students who participated in the study remembered from the lesson, how enjoyable the lesson was, and by evaluating qualitatively and quantitative the questions they asked the robot when they interacted 1:1. The study took place in a Greek school. SE was mandatory included in the curriculum from kindergarten to high school in September 2021. The most important findings of our study are that: a) the interaction with a SAR significantly improves the students' attitudes towards SE; b) the introduction of the use of SAR, significantly increases the number of questions students asks regarding SE and body parts. To the best of our knowledge, there has been no other research work so far covering the interaction of SAR with elementary school students in both group and individual activities, highlighting the SAR characteristics that can be used to support SE. 2. Related Work The widespread adoption and popularity of technology have paved the way for digital media interventions in SE, offering a promising avenue for promoting sexual health knowledge. This is achievable through online platforms, such as eHealth, and mobile applications (i.e., mHealth), which grant individuals, particularly young people, the benefits of privacy and anonymity. Blended learning programs emerge as a favorable approach, effectively amalgamating the strengths of in-person and digital interventions, as noted by Lameiras, et al,2021 [18]. The use of digital interventions in school settings, both within and beyond the classroom, presents intriguing possibilities due to their heightened flexibility in addressing diverse learning needs and surpassing traditional face-to-face methods. These digital interventions also excel in their capacity for customization, interactivity, and the provision of a secure, regulated, and familiar environment for disseminating sexual health knowledge and skills [20]. The escalating utilization of the internet and digital media for SE is driven by the unique advantages they offer, including portability, anonymity, informality, and personalized responses, distinguishing them from conventional sources of sex education[21]. Prior to utilizing a SAR coordinated activity for aiding teachers in SE, we conducted thorough bibliographic research on the robots' characteristics that can improve this interaction and also to answer, 'Why socially assistive robots?'. Our attention was focused on SAR's appearance (i.e., perceived gender), human perceptions and attitudes after human-robot interaction, and prior relevant uses. Trust is very important when it comes to sensitive matters such as SE. According to previous studies[14] children are more inclined to form attachments with robots compared to adults. Their research demonstrated that over 50% of the children were willing to converse with the robot, and nearly 50% of them even felt comfortable sharing their secrets with it[14]. Based on another research, kindergarten kids are equally likely to trust both an adult and a social robot when it comes to sharing their secrets [22]. SARs' physical embodiment plays a significant role in fostering a trusting relationship between humans and robots [15], [16], contributing also to the development of comfort [23]. Moreover, humans can grow an attachment to a SAR even from a short, but meaningful interaction[24]. In another study, students were asked if they prefer to be taught by a human or a robot teacher and those who argued in favor of the robot highlighted that it wouldn't punish them or get angry, while at the same time, it would listen to them, and let them have their own way [17]. Moreover, consumer studies showed that robots are perceived as non-judgmental, and customers feel less judged by a robot than by a human in situations that might be embarrassing, such as acquiring medication to treat a sexually transmitted disease or being confronted with their mistakes by a frontline employee[25]. Interacting with service robots can reduce anticipated embarrassment based on consumers' evaluations because robots are not able to make moral or social judgments[26]. Social studies on teacher-student gender, support the idea that we tend to prefer people who are similar to ourselves, whether it's in terms of gender or culture[27]. In the ABOT dataset, humanoid robots were mostly perceived as young adults with a gender that was mostly neutral or masculine[28]. Moreover, SARs have been proven beneficial in delivering knowledge to K-12 students [12], [13]. It is also worth mentioning that K-12 students were able to follow orders and successfully complete educational tasks after having 1:1 sessions with the NAO robot[29]. Regarding the use of SARs' as mental health facilitators, research findings indicate that robot interventions for children have the potential to improve their mental health outcomes, including alleviating distress and enhancing positive emotions[30]. However, there is a need to strengthen the quality of evidence to identify which specific types of robotic interventions would be most effective and feasible to be implemented in pediatric mental healthcare[30]. SARs' have also been deployed to provide SE. A study examined the effectiveness of a psychological intervention program using a smart robot to promote good sexual care among primary school children. The experimental group received the program, while the control group did not. The program had a positive impact on the children's sexual care and increased their knowledge about appropriate touch. However, further parameters need to be tested, since any intervention is considered better than none [31]. Moreover, it has been proposed the participation of sex robots in child sexual abuse treatment, with experts, physicians, and therapists providing heterogeneous feedback on the idea[32]. 3. Present study Given the research results described in the last section it is clear that SARs have some core characteristics, i.e., ability to be trusted by young kids[22], grow attachment[24], and perceived as non-judgmental[17], [25], [26] that can be useful to assist teachers deliver a sex education course. Moreover, they can effectively impart students' knowledge when they deliver a course[12], [13], [29]. Moreover, a primary facilitation of SARs delivering a sex education program gave very promising results[31]. Moreover, we believe that the robot's perceived young age and neutral gender [28], will also enhance the students-robot interaction during the SE[27]. It is important to enhance students' gained knowledge, but most importantly, sex education is about building trust, respect, and accept and understand their body, and safe practices. Thus, we designed a lecture in close collaboration with the class teacher as an introduction to get to know their bodies and we utilized both a group and an individual activity to also test how peer pressure affect them to express their feelings and ask more questions [33]. We evaluated students' attitudes and gained knowledge based on pre and post-tests, video annotations, the number of questions they asked regarding SE during the activities and their responses to short interview questions after the activity. 3.1 Hypothesis H1: We expect that students will increase their knowledge acquisition after having a lesson with the robot-tutor[11], [12]. Previous studies have shown that SARs can successfully support health education[34]. If this hypothesis will be proven right, we expect higher scores in the post-test knowledge quiz in comparison with the pre-test. H2: Elementary school students seem to feel comfortable interacting with SAR [35] and they improve their attitudes towards the use of robots in education and also their attitudes towards the taught subject after having lectures with them[36]. Most of the studies focus on stem topics, and thus we are interested to investigate if the interaction with a SAR can improve their attitudes towards SE. We expect that students will have higher scores in the attitudes post-test questionnaires. H3: We expect students to address more questions to the robot during the 1:1 interaction activity, in comparison with their teacher. Students seem to feel more comfortable discussing SE matters with external educators [7], the robot will not judge them[17],[25],[26], and also during the 1:1 activity, they will not feel the peer pressure that they will be judged by their classmates[33]. 4. Experimental studies We conducted two experiments taking place in the same day, following the sequence depicted in Fig.1 that will be explained thoroughly on the next chapters. 4.1 Experiment I: Sex education with robot-tutor (group activity) In Experiment I, the robot-tutor taught students about SE in front of the whole class, mimicking the standard teaching activity, performed by human-tutors. The classroom teacher had performed lecture regarding sexual health two months before and she had mentioned that none of the students expressed the interest to ask anything sex health related during the class, neither when they privately asked them if they had any questions. The purpose of Experiment I is to set the bar for a group class activity with the robot-tutor to stress the students' attitudes and gained knowledge after being taught by the robot. 4.1.1 Participants The participants were 11 students, 3 boys and 8 girls, 9 years old, studying on the 3rd grade of a rural elementary School in Imathia, Greece, in the school year 2021-2022. They all had normal or corrected to normal vision and hearing and they were native speakers of the used language. The Ethics Committee of the University of Macedonia approved and supervised the experimental procedure, and both parents and students where thoroughly informed about the goals of the study and signed the consent forms. 4.1.2 Design The experimental design was within group. Extensive bibliographic research indicates that half of SE programs involved focus on understanding body-parts, their functions and the human reproduction[5]. The lecture taught by the robot was designed in collaboration with the classrooms' teacher, one independent teacher and one psychologist. The robot presented 10 body-parts to the students, including 4 external body-parts (eyes, nose, mouth, nose), 4 internal (heart, brain, digestive system, lungs), and in two pairs, the male and female reproductive system, explaining their function, based on their age i.e., 'Lungs are two large sacs located inside our chest. The left is a little smaller than the right because it makes room for our heart. With the lungs we inhale and exhale air' or 'A girl has these genitals. They are divided into internal and external, depending on their location inside or outside the body. The internal body-parts are the vagina, ovaries and fallopian tubes. The outer ones are called the vulva'. We draw, printed and laminated representations of the forementioned body-parts, to help students create mental representations[37], emphasizing in having a cartoonish appearance[38] as shown in Fig.2. For the same purpose and to avoid gender biases, we used a luminated 2D representation of the Nao robot, shown in Fig.3. The Nao robot was programmed using the Choreographer software platform, whereby automation was achieved through the integration of body part recognition and tactile sensor interaction. Specifically, the programming involved the identification of body parts and the utilization of tactile sensors located on the robot's head and hand to facilitate automated actions and responses. Moreover, we followed the recommendations of [39] to improve the students' attention span without distracting them. The voice speed and depth were finalized after a pilot study with same-age students, listening to short sentences with a variety of speeds and depths. Moreover, there were made specific language adaptations for all the words to sound clear and with the correct Greek pronunciation. The robot was also programmed to perform a dance that was used as ice-breaker, synchronized with the music of the kids' Greek song 'head, shoulders, knees and feet', by pointing to the corresponding body-part along with the music. The description for each body-part had been saved as a separate behaviour and the robot's body language had been set to the natural mode based on the content of the lecture, as proposed by[40]. The intro, outro, feedback, and small talk phrases had also been pre-programmed. The volume had also been tested in classroom environment. To evaluate students' knowledge acquisition, in close collaboration with the class teacher, we designed a learning questionnaire containing 13 questions based on the lecture's content which was given to the students before and after the lecture. There were 9 multiple choice questions with 4 equally possible answers and only one correct (i.e., 'the lung's basic function is to help us' 1. eat, 2. breath, 3. think, 4. sleep), 3 true/false (i.e., 'the heart is a very powerful muscle that beats even when we sleep' True/False) and one open question. The whole procedure was filmed, and the video annotations served as additional methodological tools for data collection for reliable conclusions, combining qualitative and quantitative data sources[41]. 4.1.3 Procedure One week before the experiment, the students had been informed by both their teacher and the second author regarding the activity. They showed them videos and photos of the robot, serving also as a familiarization activity as proposed by [42], and at the same time to avoid expectation biases from the robot's behavior [40]. Moreover, they filled in and submitted the pre-questionnaire, as shown in Fig.1. The experiment took place at 10.00am on a weekday, during the teaching hours and lasted for 22min. The students entered their classroom, and the robot was already standing in the middle of the teacher's desk to be visible to everyone as shown in Fig.3. The class teacher was standing at the back of the room, while the second author, mentioned as researcher-also a teacher-next to the desk. A puppet show set up which is normally used by students during free hours was standing open next to the desk, to hide the first author who was serving as The Wizard of Oz, and the equipment (laptop, extra cables, etc.). The desks were settled two to three meters from the desk to give the students space to dance during the ice-breaker activity. For the welcome state, the researcher repeated the procedure and the reason why the robot was there together with some basic safety rules while asking the students to remain quiet. The robot thanked the experimenter, introduced itself, and started the icebreaker activity, encouraging the students to dance to the lyrics of the song by following its lead. The class teacher was frequently using the same ice-breaker activity, and thus the kids were familiar with the song and the choreography. Subsequently, the robot made an introduction regarding SE and body-parts. One by one, the students approached the desk, picked up one of the laminated body-part pictures of their choice, and show it to the robot. The robot was giving relevant information and then the students moved to the robot laminated figure to pin the body-part in the right place, as shown in Fig3. Each body-part was represented by one picture, except for the eyes and ears that were two (Fig.2). At the end of the activity, the robot thanked the students for their participation and the students followed their teacher to the pc room to fill in the knowledge acquisition questionnaire(post-test), as shown in Fig.4 which also thoroughly depicts the procedure. 4.1.4 Data Analysis The maximum achieved score in the learning quiz was 17. We computed the mean and standard deviation for each student within the categories of pre-test and post-test. After using the Kolmogorov-Smirnov test, we analyzed the pre-and post-test results through a t-test. 4.1.5 Results The students improved their knowledge based on the lesson between the pre-test (MV=12.09, SD=2.81) and the post-test (MV=13.27, SD=2.49), but not statistically significant, as indicated by the t-test at t(10)=1.633,p=.134,d=2.401. It is worth mentioning that 9 out of 11 students improved their scores on the test, while 2 students performed poorly in the post-test in comparison with the pre-test. The score of one student (S8) out of the 2 who performed poorly in the post-test decreased by 3 points, and thus we assume that the student did not pay attention while submitting the post-test. After excluding that one student from the analysis, the students' scores in the pre-test were MV=11.6, SD=2.41, and in the post-test were MV=13.2, SD=2.61. The students preferred to pick up external and internal body-parts and only the last student picked up reproductive parts because there were no other parts left on the table, as shown in Table 4. It is worth mentioning that S10 felt awkward by this choice, lowered his head, and completed the procedure faster than his classmates, as shown by the camera footage. 4.1.6 Discussion Most of the students improved their learning scores, however, the difference between the pre and the post-test is not significant (H1). Evidences from college students show that during the first lesson with a robot tutor, students did not significantly improve their learning scores due to the surprise effect -paying more attention to the robot itself and not to the storytelling-, however, they increased their long-term learning and motivation[43]. To eliminate the effect we used the video familiarization phase as proposed by [42], yet, we still consider the existence of surprise effect since it was the first time the students interacted with an actual robot. 4.2 Experiment II: Robot- Students individual activity Based on the research results described in the introduction section, it is crucial for kids to feel comfortable, included, and safe. The existence of a SAR can strongly affect students' attitudes towards sex education due to its social characteristics, but this was not tested in an actual classroom environment. It is worth mentioning that during the SE with their teacher or the external educator, students did not ask any questions, even when they were encouraged privately to do so. Experiment II took place right after Experiment I. 4.2.1 Participants The participants were the same students with Experiment I. 4.2.2 Design The students interacted with the robot via The Wizard of Oz approach. The first author who is also a psychologist served as the wizard, due to the sensitivity of the information and the topic. There have been pre-coded responses and behaviours, while when there were new things that the wizard had to write, the robot asked the students to be patient with it, as it will reply immediately. To avoid being noticed by clicking on the keyboard, the wizard used a soft keyboard extension. To evaluate the students' attitudes towards SE, the use of robots in general, and the use of robots in SE, we asked them to submit one pre and one post-questionnaire with 26 Likert scale questions. The first part had 9 questions regarding their attitudes towards SE and was based on [44] questionnaire, (i.e.,'I'm not interested to learn about SE','I feel comfortable discussing with my friends about sex education'). The second part contained 7 statements describing what did they expect to feel if they have a lecture with a robottutor regarding SE (pre-test)/ how they felt during the lecture with the robot (post-test), i.e., curiosity, interest, the need to pay more attention, the urge to make fun of the course. The third part was based on [45], with 4 questions regarding their attitudes towards robots in general (i.e., 'Robots are dangerous', 'Robots are likable')[45]. The fourth part had 3 questions, evaluating if the students think that with the use of a social robot, the course will become more interesting, easily understandable, pleasant[36], and lastly, we incorporated 3 questions asking the students to evaluate if the robot would/ did a) help them concentrate better, b) enhance them to ask more questions, and c) in case they feel uncomfortable will make them feel more comfortable. 4.2.3 Procedure A chair was placed between the robot that stayed in the same position at the desk, but this time facing the chair and the picture of the robot, as shown in Fig.4. The wizard was seated hidden behind the doll's house. The students entered the room one by one and were instructed to sit on the chair and follow the robot's instructions. The teacher was calling the students by their names after they entered the class, so the wizard listened to the name and make the robot address them with it when greeting them. The students were informed that they were able to stop and exit the room at any time that they wanted and also that the teacher will wait for them outside the room. In the first part, the robot greeted the students by their names and explained that they will do an activity together. Then, the robot instructed them to show it three bodyparts of their choice -from the ones on the desk that they also used for the group activityto give them more information about them and then to pin them on the robot's laminated picture. In the second part, the robot encouraged the students to ask whatever they want regarding the body-parts mentioning that 'now that your teacher is not here and is not able to listen to you, is anything that you would like to ask me?'. When the students did not have anything else to ask or when they asked the robot if they can leave, the robot said goodbye and thanked them for their participation. After they left the room, the experimenter asked them personally if they liked the activity and what do they think about the robot, without expressing any opinion. In the end, the students submitted the attitudes post-test. 4.2.4 Data Analysis We first calculated the Sum, MV, and SD, per student for the attitudes' questions and then after applying the Kolmogorov-Smirnov test, we compared the pre-and post-test results with a one-tailed t-test. We wrote down and then calculated the percentage of students who asked about the body-parts, after separating the parts into three categories, 1) internal (brain, heart, lunges, etc.), 2) external (eyes, ears, legs), and 3) reproductive, either male or female. For the video analysis, we used the ELAN software[46], to evaluate the students' posture, and facial expressions during the interaction with the robot. 4.2.5 Results The students' attitudes toward both SE and the use of robots in education also improved after the lecture with the robot. Regarding the students' attitudes towards SE, the sum in the pre-test was 218 (MV=21.27, SD=3.26), and in the post-test 283 (MV=25.73, SD=4.05), which is statistically significant as indicated by t(10)=-2.84, p=.005,d=65. The students' emotions (2 nd part) remained relatively similar when they were taught about SE from the robot-tutor (Sum=182, MV=18.27, SD=4.24) in comparison with the human-tutor (Sum=177, MV=17.72, SD=4.82), but the difference is not statistically significant (t(10)=-0.28, p=.39,d=5). Students remained similarly positive towards robots in general (3 rd part) before (Sum=92, MV=8.36, SD=3.2) and after (Sum=118, MV=10.73, SD=2.26), indicated by t(10)=-1.72,p=.051,d=26. When the students were asked to evaluate if they think that the presence of a robot can improve a SE lecture (4 rd and 5 th part), they statistically significantly supported the idea after interacting with the robot (Sum=261,MV=23.73,SD=3.6) in comparison with before (Sum=191,MV=17.36,SD=3.29), as indicated by t(10)=-4.32, p=<.001,d=70. The students interacted with the robot for an average of 6.47 sec and asked the robot about 73 body-parts. 45.21% (N=33) body-parts were internal, 39.73% (N=29) were external, and 15.1% (N=11) were reproductive body-parts. During the first phase, students picked up and asked for more information about 14 internal (41.17%), 17 external (50%), and 3 (8.82%) reproductive ones. During the second phase, after the robot encouraged the students to ask more questions if they wanted to, 3 students did not want to ask more, while the rest of the students' questions were about 19 internal (48.72%), 12 external (30.77%), and 8 reproductive ones (20.51%), as shown in Table 1. Table 1 Students' chosen body parts through all activities. G reprod stand for girls' reproductive parts and B. reprod correspondingly for boys'. Last column: interaction duration in minutes for individual activity. Students who avoided choosing a reproductive body-part in the group activity chose it for the 1:1 interaction with the robot (S2,S5,S6)- and also students who asked about reproductive body-parts after the robot encouraged them to do so by telling them that their teacher cannot listen to what they are asking (S7,S9). S6 asked about the opposite gender's reproductive body-parts after the encouragement, while S2, asked three different questions regarding the reproductive body-parts of her gender. Based on the camera annotations, the students smoothly interacted with the robot concentrate, and paid attention to the robot's instructions. Most of the time they were making eye contact with the robot, and they shifted their gaze to the body-parts or to the laminated robot figure at approximately 30% of their interaction time. S5 and S7 were the ones who enjoyed the activity the most, spending up to 50% of their interaction time smiling at the robot, and they looked excited. S6 and S8 at the end of the activity asked the robot personal questions (i.e., what is your name). S6 was an interesting case since at the beginning she refused to participate, informing the teacher that she is afraid of the robot. The teacher encouraged her by telling her that she can give it a try and that she will be outside the door, and S6 agreed. At the beginning of the interaction, she moved the chair further away from the robot, after 2.5 sec of interaction she moved the chair closer, and she ended up having the second-highest interaction time during the activity. Excluding the time that the students were moving to pin the chosen body-parts on the robot, S3,4,8,10,11 spend the whole interaction being seated on the chair, S5 moved the chair to be seated closer to the robot, similarly with S2 and S7 who after the first part of the interaction stood up closer to the robot, touching the desk. S1 was the only one who was standing behind the chair during the interaction. After the interaction, she confirmed that there were times during the interaction when she felt fear, without being able to explain why, even though she finished the activity and actively asked questions about more body-parts. Moreover, when they were asked after the activity how they felt interacting with the robot, almost all replied positively mentioning that they felt 'good', 'interesting', 'ok', 'wow' 'I liked it', 'Can we please do it again?' and described the robot as 'good', 'nice', 'cool', 'fine'. Besides, they wanted to explain to the teacher how they interacted with the robot, and they got excited by saying 'then it replied', 'It was looking at me'. 5 students also asked if they are going to see the robot again, while 6 of them had questions on how the robot was operating. Finally, it is worth mentioning that all students followed the robot's instructions, and no one tried to explore the room or revealed the wizard. 4.2.6 Discussion The outcome of this analysis is that students felt more comfortable asking the robot more questions than their teacher, and they increased the number of questions regarding reproductive body-parts when they were encouraged by the robot to ask more questions. However, some of the questions seem to be formed as a test of the robot's abilities and/or intelligence. 2 students (S6,8) wanted to display all the body-parts. Although students had positive attitudes towards the use of robots in general, even before the experiment (pre-test scores), they statistically significantly scored higher when they were evaluating the usefulness of a robot-tutor in SE, and they also improved their attitudes towards SE in general after interacting with the robot-tutor. All students followed the robot's instructions and successfully completed the activity. 10/11 students enjoyed the interaction and positively evaluated the robot when they were asked by the experimenter, except for S1, who expressed fear. In elementary school, having a varied vocabulary to express different emotions becomes important in distinguishing individual levels of emotional comprehension[47], and thus students' individual characteristics and personality traits need further investigation. 5. General Discussion and Conclusions Our study focused in evaluating the effectiveness of using a socially assistive robot (SAR) as a facilitator for sex education (SE) lessons in an elementary school setting. We were interested mainly in how the robot can improve the students' knowledge about bodyparts, as well as in the attitudes of the students regarding the interaction with the robot and SE in general. Moreover, we were investing in testing the effectiveness of SAR, based on our bibliographic research pointing out their ability to make humans trust them[22], develop attachment [14], [15] collaborate with them[16], and transfer knowledge [12], [13]. Two experiments were conducted: one involving group activities with the Nao robot delivering SE content, and another with individual interactions between students and the SAR. Following the evidence listed in related work, we have conducted two real classroom experiments with a robot-tutor; one group and one individual, 1:1 the robot with each student. We investigated the students' knowledge acquisition from the group teaching activity with pre-and post-tests. While most students improved their learning scores after interacting with a robot-tutor, the difference was not significant (H1). Moreover, we evaluated the students' attitudes with the use of pre-and post-tests and with video annotations during the individual activity, where we also evaluated the number and the type of questions the students addressed to the robot. Students felt more comfortable asking the robot questions (H3), and their attitudes toward SE improved after interacting with the robot-tutor, indicating that the use of robots in SE may positively influence students' perceptions of the subject (H2). However, some questions seemed to be a test of the robot's abilities or intelligence. All students successfully completed the activity, and most enjoyed the interaction with the robot, except for one student who expressed fear. Students who initially avoided discussing reproductive body parts in group activities became more engaged and willing to ask questions when interacting individually with the robot. Encouragement from the robot seems to have played a significant role in this shift. Further investigation is needed to explore students' individual characteristics and personality traits. Most students had positive attitudes towards the robot, describing it as "good," "nice," and "cool." They also expressed a desire to interact with the robot again and had questions about its operation. Additionally, most students enjoyed the interaction and expressed positive feelings. However, one student experienced fear during the interaction, highlighting the importance of understanding individual emotional responses to robots in educational settings. Hence, overall, our results suggest that the utilization of the SAR to support SE is successful. Although students did not statistically significantly improve their learning outcome, in SE it is more important to feel safe, understand, and respect. Students improved their attitudes, respected the robot, and increased their curiosity by asking more questions in comparison with the activities with their teacher, and the external educator. On the other hand, our results clearly demonstrate that the use of SAR can be beneficial to support SE, the Nao robot is an expensive tool, and it needs specialized knowledge to be programmed and handled. Thus, we suggest future research to experiment with various intelligent agents of low-cost robots/agents with social appearance. Finally, one limitation of the study is that we used a binary approach (girl/boy) which does not fully account for gender diversity. In conclusion, the study demonstrated that a SAR can be an effective tool for facilitating SE lessons in elementary schools. It increased engagement and positively influenced students' attitudes towards SE. However, further research is needed to understand individual emotional responses and personality traits in response to robot interactions. References [1] A. Bourke, D. Boduszek, C. Kelleher, O. McBride, and K. 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Lefkos, 'Human-robot interaction methodology: Robot teaching activity', MethodsX, vol. 9, p. 101866, Jan. 2022, doi: 10.1016/j.mex.2022.101866. [42] U. Östlund, L. Kidd, Y. Wengström, and N. Rowa-Dewar, 'Combining qualitative and quantitative research within mixed method research designs: A methodological review', Int. J. Nurs. Stud., vol. 48, no. 3, pp. 369–383, Mar. 2011, doi: 10.1016/j.ijnurstu.2010.10.005. [43] C. de Jong, R. Kühne, J. Peter, C. L. V. Straten, and A. Barco, 'What Do Children Want from a Social Robot? Toward Gratifications Measures for ChildRobot Interaction', in 2019 28th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN), Oct. 2019, pp. 1–8. doi: 10.1109/RO-MAN46459.2019.8956319. [44] A.-M. Velentza, N. Fachantidis, and I. Lefkos, 'Learn with surprize from a robot professor', Comput. Educ., vol. 173, p. 104272, Nov. 2021, doi: 10.1016/j.compedu.2021.104272. [45] C. N. Majova, 'Secondary school learners' attitudes towards sex education', Thesis, 2002. Accessed: Feb. 09, 2023. [Online]. Available: http://uzspace.unizulu.ac.za/xmlui/handle/10530/164 [46] A.-M. Velentza, N. Fachantidis, and I. Lefkos, 'Human or Robot University Tutor? Future Teachers' Attitudes and Learning Outcomes', in 2021 30th IEEE International Conference on Robot Human Interactive Communication (RO-MAN), Dec. 2021, pp. 236–242. doi: 10.1109/RO-MAN50785.2021.9515521. [47] 'ELAN (Version 5.9) [Computer software]. (2020). Nijmegen: Max Planck Institute for Psycholinguistics. Retrieved from https://archive.mpi.nl/tla/elan"'. [48] B. Streubel, C. Gunzenhauser, G. Grosse, and H. Saalbach, 'Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children', J. Exp. 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LAWHILL MARITIME CENTRE SIMON'S TOWN SCHOOL SIMON'S TOWN SOUTH AFRICA firstname.lastname@example.org MARITIME ECONOMICS TEACHING CONTENT (Abridged) Original : 1996 Revised 2006 MARITIME ECONOMICS ABRIDGED SYLLABUS Learning Outcome 1: Maritime World Grade 10 AS 10.1.1 Define and use terminology used by the shipping industry e.g. - parts of ships and equipment aboard ships Naming and explaining the particular characteristics and uses of: Bow, Stern, Hull, Keel, Superstructure, Forecastle, Bridge, Wheelhouse, Mast, Derrick, Crane, Foredeck, Afterdeck, Hatch, Hatchcover, Hatch Coaming, Hold, Tweendeck, Lower Hold, Tank Tops, Deep Tanks, Topside Tanks, Engineroom, Galley, Cabin, Deck, Bulkhead, Deckhead, Alley, Ladder, Porthole, Load Line, Anchor, Propeller, Rudder. - various ship types Naming and explaining the particular characteristics and uses of: Containerships, Multipurpose ships, Bulk Carriers (various classes of bulk carriers), Tankers (various classes of tankers), Gas carriers, Passenger ships, Refrigerated vessels, Ro-ro ships, Ferries, Fishing vessels, Tugs, Vessels associated with oil & gas exploration, Dredgers, Warships (various classes of warships) General terminology relating to ship types, including Liner, Trampship, Panamax, post-Panamax, Coaster, Near-sea trader, Geared ship, Gearless ship, Bulk cargo, Break-bulk cargo, Neo-bulk cargo, Palletised cargo - units of measurement Naming and explaining terms such as: gross registered tons, deadweight, nett registered tons, knot (speed) - relative position aboard ships, or positions relative to one's own ship Naming and explaining terms such as: bow, stern, port, starboard, port bow, starboard bow, port quarter, starboard quarter, midships, twartships, forward, aft, aloft, atop, ahead, astern, abeam AS 10.1.2 Use map reading skills to identify continents, water masses, canals, sea currents and major ports: Using map reading including map orientation (position, types of grid reference), different types of scales, direction and true bearing to identify: - Continents: Asia, Africa, Europe, North America, South America, Australasia - Water Masses: [x] Oceans e.g.: Atlantic, Indian, Pacific, Arctic and Southern Oceans [x] Seas: e.g. Mediterranean, Black, Adriatic, North, Baltic, Red, Arabian, South China, East China, Japan, Tasman, Bering, Caribbean Seas [x] Gulfs: e.g. Gulf of Aden, Arabian (Persian) Gulf, Bay of Bengal, Bay ofBiscay, Gulf of Mexico (US Gulf), Hudson Bay [x] Canals: e.g.- Suez Canal, Panama Canal. Kiel Canal, St Lawrence Seaway [x] Navigable Rivers: Amazon, Rhine, Mississippi, Congo, Two navigable Asian Rivers AS 10.1.3 Display a working knowledge, as they affect shipping, of - International time zones - International date line Performing simple calculations taking into account the 24 hours nature of shipping, maps, and gaining or repeating time depending on direction of travel. AS 10.1.4 Investigate and presenting the careers related to Maritime Economics Investigating and describing maritime careers such as: AS 11.1.1 Interpret and use information contained in Lloyd's Register of Shipping and assess the suitability of ships for particular cargoes and trades Using data from extracts from Lloyd's Register of Shipping to solve problems and make decisions relating to the suitability of ships to move cargo taking into consideration type of ship, size of ship, cargo capacity, draught, cargo gear, speed and fuel consumption. AS 11.1.2 Use maps to interpret trade routes, port location. Reading and analyzing maps to obtain data on local, regional and global ports and trade routes including: - Other African Ports: Maputo, Mombasa, Luanda, Walvis Bay, Abidjan, Dakar, Port Said. - South African Ports: Richards Bay, Durban, East London, Port Elizabeth, Ngqura, Cape Town, Saldanha Bay - Major Foreign Ports: Rotterdam, Antwerp, Hamburg, London, Felixstowe, New York, San Francisco, Los Angeles (Long Beach), Vancouver, Singapore, Hong Kong, Shanghai, Yokohama, Sydney AS 11.1.3 Apply knowledge of international time zones and the international date line to shipping operations Performing calculations involving realistic voyages across time zones and the International Date Line AS 11.1.4 Investigate and explain the training, education and experience needed to pursue the various maritime related careers Conducting research to find out about: - Formal tertiary education and training, on-the-job training, industry related courses (including the location of training institutions and broad content of training and entry requirements). - Rank structure of seafarers and promotion requirements. - Broad job descriptions of the major maritime-related careers AS 12.1.1 Differentiate between the main types of marine propulsion systems. - Explaining the operation of a marine engine commonly used in modern merchant ships - Tracing the effects on shipping operations of the change from sail to steam, and from steam to motorships AS 12.1.2 Analyse and use graphic displays of information and text from a variety of sources. - Extracting relevant information and data from the sources and organising it logically for presentation. - Exploring the various sources of information such as maps, graphs, tables, Internet websites, newspaper, magazine, journal, television and radio reports relevant to shipping. AS 12.1.3 Analyse the issues pertaining to the international employment of seafarers. Investigating and debating seafaring employment issues such as: - Contract seafaring - STCW 95 Convention - The major sources of the world's seafarers (e.g. Philippines, China, Eastern Europe); Reasons for the decline in previously major seafaring nations - Incentives for countries to promote seafaring (e.g. tonnage tax, cabotage, training incentives) Learning Outcome 2: Shipping Operations Grade 10 AS 10.2.1 Comment on factors relating to port location, construction, operations changes to harbour land use and the effect of rejuvenation of derelict zones within a harbour area. Investigating and discussing information pertaining to: - Port management structures, including the rank structure of the marine operations personnel. - Factors relating to port location: sustainable cargo flows, shelter from prevailing wind and swell, depth of water, flat land, services (water, electricity), labour, access (road and rail links) finance, ancillary services - Procedures, personnel and vessels involved in ships' movements in harbours and dry-dock and locks. - Rejuvenation of derelict zones – reasons for dereliction, reasons for rejuvenation e.g. Cape Town Waterfront and Durban Point Area AS 10.2.2 Describe major shipping companies that operate to and in South Africa. - Naming of major shipping companies and spheres of operation – what types of ships they operate, where they trade. - Conducting research on the history of one company. AS 10.2.3 Classify cargo handling techniques used in shipping - bulk - break-bulk - containers - liquids - refrigerated cargoes - vehicle cargoes AS 10.2.4 Explain the basic principles of marine salvage Finding information, defining concepts and developing terminology to discuss - Lloyd's Open Form - Marine salvage - SCOPIC (salvage costs to P&I club) AS 10.2.5 Calculate voyage duration, given appropriate information including speed and distance. Performing simple calculations to find voyage duration and time of arrival of ships. AS 11.2.1.Discuss the role of a harbour as the interface between sea transport and other modes of transport - Investigating the link between sea transport and road or rail e.g. case studies involving pointto-point transport. - Identifying terms relating to ports: hinterland, break-of-bulk point, entrepot (hub port), trans shipment, feeder service, free trade area. AS 11.2.2 Investigate, and evaluate the role of ship operations Engaging with a broad range of roles within the shipping industry: - ship management – the role of specialized ship management companies - ship owning (brief reference to ship financing, operations, including cargo bookings, legal requirements, ship registration, maintenance, safety, insurance.) - ship broking – the role of shipbrokers in chartering, the sale and purchase of ships - ship scrapping, including reference to the interrelationship between ship charter markets, shipbuilding trends and scrap prices - ship chartering, including reference to general charter markets, chartering procedures, types of charter, charter party, laycan, laytime, demurrage, dispatch, notices of readiness, voyage instructions, factors influencing fluctuations in charter rates - ship's agency operations and procedures, including reference to the role of ship owners' agents, charterers' agents, cargo agents - stevedoring, with reference to cargo handling for the various types of cargo - bunkering, including reference to various types of ships' fuel and precautions taken when bunkering to avoid pollution or fire - ship repair and maintenance, with reference to the need for regular maintenance and repair of ships, dry-docking, synchrolifts - personnel logistics, with reference to STCW 95, employment of contract seafarers, career paths for sea-going personnel, and those in the National Port Authority, as well as potential shoreside careers in the shipping industry. - ship chandling: suppliers of stores to ships e.g. food, paint, engine room spares AS 11.2.3 Explain cargo work, with special reference to: - stowage plans –factors to be taken into account when compiling cargo stowage plans (e.g. stresses on the ship, stability, port rotation, hazardous cargoes, non-compatible cargoes, heavy lifts, cargo handling equipment) - time – calculating port stays using realistic examples - costs – calculations relating to time in port - labour requirement – comparing labour requirements for the handling of bulk, breakbulk and containerized cargo AS 11.2.4 Effectively use information relating to salvage operations in order to analyse case studies. Determining causes of marine accidents, methods of salvage, the application of Scopic or Lloyd's Open Form in recent case studies, and salvage arbitration. AS 11.2.5 Calculate shipping voyage costs with given parameters. Performing calculations with a range of parameters including but not limited to: - speed - distance - length of stay in port - port costs - agency fees - volume of cargo - rate of loading - fuel - sundry costs AS 12.2.1 Analyse and evaluate intermodal transport systems. Tracing of routes and mode of transport and procedures (e.g. checking the container for damage, container number, container seals, customs clearances) and documentation (especially the characteristics and use of a bill of lading) AS 12.2.2 Explain and discuss issues relating to the registration of ships and the role of classification societies. Understanding and debating issues around - The role of classification societies with special reference to ship construction, seaworthiness, accidents, and special surveys - The need to register ships; the concept of flag state control; the concept of flags of convenience (advantages and disadvantages) AS 12.2.3 Apply the correct INCOTERMS to case studies in cargo logistics, especially in the context of container shipping - Determining where to find the information and evaluating which is most appropriate in a particular case study. - Defining the term INCOTERMS, and determining its purpose and use AS 12.2.4 Use information relating to marine insurance effectively to discuss case studies involving various aspects of maritime risk, including general average. Synthesising information on aspects of marine insurance mentioned below to evaluate or suggest resolutions in selected case studies: - Protection & Indemnity Clubs - Hull & Machinery Insurance - TT Club - General Average - Fixed & Floating Objects AS 12.2.5 Apply knowledge relating to ship chartering in lay time calculations. - Defining demurrage and dispatch - Calculating the difference between the agreed duration of cargo work and the actual duration of cargo work - Determining factors that are taken into account when demurrage or dispatch is ascertained. Learning Outcome 3: International Trade Grade 10 AS 10.3.1 Investigate and present major elements of and milestones in the history of the South African maritime trade - Examining the factors that have stimulated (or stunted) the growth of the South African shipping industry, including the following : - Exploring concepts of indigenous knowledge systems and identifying how they may have contributed to early use of water bodies for trade(e.g. Nile River) o Early explorers, Dutch & British colonization, and early shipping services o Influence of major events on the local shipping industry, especially the mineral discoveries, opening of the Suez Canal, Anglo-Boer War, World Wars 1 & 2, both closures of the Suez Canal, Apartheid era and trade sanctions, Abolition of apartheid and full democracy, the postapartheid trade boom, global trade fluctuation, especially the global shipping boom based on Far Eastern economic growth o Development of major South African shipping lines AS 10.3.2 Identify and describe the locations and inter-relationships of the world's leading trading nations - Identifying and listing major commodities imported and exported from each of the above nations/regions - Accessing a variety of sources including map reading to locate leading trading nations and regions including China and other Far eastern nations, North America Western Europe, Russia, India, Arabian Gulf, Australia AS 10.3.3 Describe containerisation with special reference to its advantages. Understanding containerisation terminology, definitions and concepts such as: - Types of containers and their uses - A brief history of containerisation, - Markings on containers - Shoreside equipment used in container shipping - Container terminal, container depot, container stack - Basic layout of a containership - The terms TEU and FEU AS 10.3.4 Investigate the extent of transgressions of maritime law Defining types of transgressions and counter-measures, citing recent case studies: - Counter measures taken by navies, coastguards, immigration authorities, fisheries protection agencies and customs. - Transgressions: piracy, smuggling, cargo broaching, ship hijacking, terrorism, stowing away, illegal transportation of humans, drugs and weapons, poaching of marine resources. AS 11.3.1 Analyse and explain the principles governing transport and trade. Analysing and explaining principles including: - Principles of supply and demand - Economies of scale in relation to sea transport - Major global areas of supply and demand - Definitions of export and import - Definitions of competitive advantage and absolute advantage - Factors influencing trade fluctuations AS 11.3.2 Analyse international trade routes involving major commodities past and present - Identifying areas of supply and demand of commodities such as: o oil o iron ore o coal o other minerals o containerised cargo o grain - Identifying the shortest route between these areas and the most appropriate type of vessel to support this commodity - Briefly outlining periods of boom or depression in the above trades and the impact of global events (e.g. war,) natural disasters (e.g. drought, floods, tsunami's, earthquakes, volcanoes or hurricanes) AS 11.3.3 Examine and report on procedures pertaining to shipping containers. Referring to the roles of: - Forwarding agents - Customs services in international shipping - Documentation (brief reference to bills of lading) - Logistics warehousing 11.3.4 Interpret the role of territorial waters and economic exclusion zones as these affect littoral states, and routing of shipping. Investigating and explaining: - Concept of 'right of innocent passage' - The need for littoral states to declare areas of control over passing traffic and economic activities - The role of the state in controlling and monitoring these areas e.g. fisheries patrols and naval patrols AS 12.3.1 Critically interrogate the notion of fair trade with special reference to human rights issues. Asking critical questions about controversial issues of maritime trade such as: - State subsidies that prevent fair trade - The concept of 'dumping' i.e. flooding markets with cheaper products - The positive and negative consequences of international trade on local employment opportunities AS 12.3.2 Evaluate the strategic importance of convergence zones in the historical context and in current global politics. Access and synthesise information to evaluate the importance of convergence zones such as: - Determining reasons for the economic and political importance of the following convergence zones: Suez Canal, Panama Canal, Straits of Malakka, Straits of Hormuz. - Identifying zones on maps where major shipping routes converge - Investigating the impact of periods and events when major convergence zones assumed greater importance or were inaccessible to normal shipping e.g. during war – closing zones, war zones AS 12.3.3. Discuss elementary aspects of South African Maritime law and how it conforms to international law, conventions and regulations. Analysing the roles of each of the following bodies, codes or conventions in shipping: - Port State Control - International Maritime Organisation - Flag State Control - SOLAS - South African Maritime Safety Authority - MARPOL - ISM - STCW 95 - ISPS - Carriage of Goods by Sea - Loadline restrictions Learning Outcome 4: Maritime Environmental Challenges Grade 10 AS 10.4.1 Display a working knowledge of - Ocean Currents: engaging with sources to find the location and direction of the currents (North Atlantic Drift (Gulf Stream), Benguela Current, Mozambique Current, Agulhas Current, Canary Current). - Tides: understanding how tides are formed. AS 10.4.2 Describe meteorological factors that impact on shipping operations, in port and at sea. Investigating the effects on shipping of: - Wind - Fog - Sea Conditions - Ice AS 10.4.3 Explain the fragility of marine ecosystems and the need to safeguard such systems. Defining the concept of ecosystems and investigating: - The need for safe shipping practices that aid conservation of marine resources - The marine food chain - Management and protection of marine resources AS 10.4.4 Describe the processes involved in the extraction of marine resources with special reference to fishing, minerals (diamond dredging) from the ocean floor and oil and gas from beneath the ocean floor. Investigating operations such as: - Prospecting for sub-sea oil and gas - Diamond dredging operations - Exploitation of sub-sea oil and gas - Vessels and floating structures associated with these operations - Deep sea fishing AS 11.4.1 Express reasoned opinions regarding environmental aspects which could affect maritime operations. Engaging in problem solving activities regarding positive and negative effects of tides and ocean currents on ship operations. AS 11.4.2 Analyse the influence of depressions, tropical cyclones, and monsoons to explain their influence on shipping operations. Understanding of the formation of depressions, tropical cyclones, and monsoons and the consequences of these phenomena for shipping AS 11.4.3 Discuss aspects of the fishing industry and the need for careful conservation of marine resources Investigating and presenting findings regarding: - Depletion of global marine resources - Southern African waters as a global source of seafood - Methods of sea fishing (trawling, long line fishing, crayfishing, shell fishing operations) - Methods of conservation to control exploitation e.g. quotas, permits, fisheries patrol AS 11.4.4 Evaluate the environmental impact of the extraction of marine resources and minerals from the ocean floor, and oil and gas from beneath the ocean floor - Investigating and recommending alternative energy sources and alternative lifestyles - Investigating the need for exploiting marine diamond deposits and sub-sea oil and gas reserves and the long term impact on the environment e.g. disturbances to the ocean floor, possible pollution AS 12.4.1 Recommend solutions regarding environmental aspects which could be affected by maritime operations e.g. oil pollution, waste disposal, ballast water discharge Researching current maritime environmental challenges and expressing reasoned opinions regarding environmental aspects that relate to or could be affected by shipping operations. In particular, the following aspects should be understood in broad outline, and applied to case studies: - Damage caused to marine ecosystems by over-fishing and poaching - Marine ecosystems - Marine pollution (including oil pollution, waste disposal at sea) - Shipping accidents - Uncontrolled deballasting AS 12.4.2 Apply meteorological knowledge to maritime weather forecasting, shipping routing and other operations. - Describing the effects of weather on cargo operations - Simulating realistic voyages to determine meteorological effects on shipping - analysing meteorological data that will affect a ship during her voyage AS 12.4.3 Investigate and suggest solutions regarding human rights and fair trade issues around the fishing industry and the import-export industry Discussing aspects of the fishing industry with special reference to: - The need for careful management of fish resources - Southern Africa and the southern islands - Aspects of crewing the fishing fleets AS 12.4.4 Promote responsible attitudes towards the marine environment. Creating innovative ways to inform the public regarding the need for marine conservation and how individuals and society at large should respond to this need.	<urn:uuid:ba07856f-7ac4-466a-8864-21a020cf67a3>	CC-MAIN-2024-33	http://www.lawhill.org/wp-content/uploads/2014/09/MARITIME-ECONOMICS-ABRIDGED2.pdf	2024-08-11T11:34:14+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00729.warc.gz	41,989,282	4,645	eng_Latn	eng_Latn	0.910706	eng_Latn	0.971766	[ "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	[ 168, 2733, 3051, 4712, 5806, 7445, 10468, 12219, 14509, 16120, 17596, 18870, 20260, 21832 ]	[ 4.25, 4 ]	1	0
Middle/Junior High School US/VA History to 1865 * sequence events; Objectives: Students will be able to: * access a variety of media, including online resources; * use geographic information; * analyze and interpret artifacts, primary and secondary sources; * interpret diagrams and pictures to determine characteristics of people, places, and events; and * use evidence to draw conclusions and make generalizations. Standards Virginia: USI.5a Jamestown Settlement USI.5e French & Indian War and Taxation USI.6a Issues of Dissatisfaction That Led to the American Revolution USI.6c Key Individuals and Events of the Revolutionary War National: NSS-C.5-8.2 Foundations of the Political System NSS-USH.5-12.3 Era 3Revolution & the New Nation (1754-1820s) Approx. Time: One 90 minute block or two 45 minute blocks * For a more active-learning hook, see the gallery walk on page CH1-MS8. HOOK: Imagine your parents let you stay up as late as you want and eat anything you want for about 5 years. Then, all of a sudden, they make you go to bed at a specific time and EARLY too! They also put you on a strict diet of vegetables and every time you had something sweet, like soda, they would make you immediately do 50 jumping jacks to work it off. How would you feel? What would you do? Would you disobey them? Would you try to talk to them to get them to change their rules? Maybe you would run away? This is exactly what happened to the colonists who left England to come to the New World. For many years, the king allowed them to do what they wanted to establish and to settle the colonies. Once, however, the colonies began to make money, the king decided it was time to make some rules and regulations to bring England and the king some revenues. So, the colonists began to disobey the king and eventually gained their independence. Today, you will create a timeline of the major events leading up to and during the American Revolution. You will also create "History Tweets" for key figures during the same time period that reflect the roles that those individuals played in the American Revolution. CH1-MS1 JUSTICE IN THE CLASSROOM - RULE OF LAW & JOHN MARSHALL - MIDDLE SCHOOL America: Exploration To Revolution Major Events From Exploration To The Revolutionary War Timeline Students will be assigned an event and an explanation of that event. Using a text book or the internet (see the link below) students will find out the date their event happened. On their own paper, students will write down the date/year of the event, the name of the event, and the information provided. Also, they will create a picture or symbol of the event. Caution them NOT TO SHARE THEIR PICTURE OR SYMBOL. Students should check with you using the timeline key to make sure they have the correct date. Struggling Students: If students have trouble coming up with a picture or symbol, they can use a text book or smart device/computer to try to find images that may help. Suggest using stick figures as well. Options for Sharing Information: Depending on the class size, you can have students pair up (32 students) or assign events individually (16). Students will need to copy all of the information down on the Major Events of the American Revolution Timeline student handout. Depending on how much movement you want in your classroom, you can either have the students (i) tape up their events in order on a wall in the room and then travel around copying all of the information on their timelines, or (ii) have students leave their event information on their desks and travel around to other desks randomly until their timeline is complete. Post Assessment: Pictionary Review: Students will go to the board and draw their picture/symbol and see if other students can guess which event they have. Reward correct answers and creative picture/symbols with extra points, candy, or any other incentives. Advanced Students: Students will rank the top five most significant events leading to the American Revolution and create a news broadcast explaining the events. Students can use Audacity to create an audio recording. Broadcasts shall include factual information for each event and a commercial concerning one of the events (Example: East India Iced Tea straight from Boston Harbor!). They may include music and sound effects. Technology: Online Timeline of Major Events of Revolutionary War ❙ Link: https://goo.gl/j0iLuc ❙ Audacity (audio recording software) http://www.audacityteam.org/ CH1-MS2 Last Update: November 6, 2018	<urn:uuid:6f268782-fe16-43d0-9db4-650d827025bb>	CC-MAIN-2024-33	https://justiceintheclassroom.net/lesson_plans/2019/PDF_Ch1_MS/CH1-MS1&2%20(teacher).pdf	2024-08-11T11:41:30+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00728.warc.gz	260,516,283	1,001	eng_Latn	eng_Latn	0.997846	eng_Latn	0.997912	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2152, 4582 ]	[ 4.0625 ]	1	0

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